The improved name game: better use of expanding retrieval practice

Morris and Fritz (2000) demonstrated the effectiveness of the name game as a retrieval-practice based technique for learning the names of group members. We hypothesised that a reversed version of the name game would be even more effective. Performance was contrasted with a no-retrieval condition that mimicked the name game in every way except for the retrieval of the names, allowing an estimate of the specific contribution of retrieval practice. The benefit of a few refresher rounds of the game after 2 weeks was also examined. The reversed name game was superior to the original name game and the refresher rounds benefited all groups. The very considerable superiority of the name game over the no-retrieval condition demonstrated the magnitude of the benefit of expanding retrieval practice.     

Repetition blindness occurs in nonwords

Theorists have predicted that repetition blindness (RB) should be absent for nonwords because they do not activate preexisting mental types. The authors hypothesized that RB would be observed for nonwords because RB can occur at a sublexical level. Four experiments showed that RB is observed for word-nonword pairs (noon noof), orthographically similar nonwords (glome glame), and identical repetitions (plass plass). More RB was found for words than for nonwords. Prior researchers may have failed to find RB for nonwords because display conditions that allow 2 words to be reliably encoded are insufficient for nonwords, or because observers coped with low ability to encode nonwords by using guessing strategies that do not require creating a mental type or tokenizing it.     

A brief actuarial assessment for the prediction of wife assault recidivism: the Ontario domestic assault risk assessment

An actuarial assessment to predict male-to-female marital violence was constructed from a pool of potential predictors in a sample of 589 offenders identified in police records and followed up for an average of almost 5 years. Archival information in several domains (offender characteristics, domestic violence history, nondomestic criminal history, relationship characteristics, victim characteristics, index offense) and recidivism were subjected to setwise and stepwise logistic regression. The resulting 13-item scale, the Ontario Domestic Assault Risk Assessment (ODARA), showed a large effect size in predicting new assaults against legal or common-law wives or ex-wives (Cohen's d = 1.1, relative operating characteristic area =.77) and was associated with number and severity of new assaults and time until recidivism. Cross-validation and comparisons with other instruments are also reported.     

Meaning from environmental sounds: types of signal-referent relations and their effect on recognizing auditory icons

This article addresses the learnability of auditory icons, that is, environmental sounds that refer either directly or indirectly to meaningful events. Direct relations use the sound made by the target event whereas indirect relations substitute a surrogate for the target. Across 3 experiments, different indirect relations (ecological, in which target and surrogate coexist in the world; metaphorical, in which target and surrogate have similar appearance or function, and random) were compared with one another and with direct relations on measures including associative strength ratings, amount of exposure required for learning, and response times for recognizing icons. Findings suggest that performance is best with direct relations, worst with random relations, and that ecological and metaphorical relations involve distinct types of association but do not differ in learnability.     

Perceptual complexity and form class cues in novel word extension tasks: how 4-year-old children interpret adjectives and count nouns

Two experiments examined the role of perceptual complexity, object familiarity and form class cues on how children interpret novel adjectives and count nouns. Four-year-old children participated in a forced-choice match-to-target task in which an exemplar was named with a novel word and children were asked to choose another one that matched the exemplar in either shape or material In experiment 1, 56 children were provided with lexical form class cues suggestive of adjectives. The results of Experiment 1 showed that perceptual complexity and not object familiarity determined whether children made material or shape matches. In Experiment 2, 56 children were provided with lexical form class cues suggestive of count nouns. The results of Experiment 2 showed that neither perceptual complexity nor object familiarity affected children's selections in the matching task. When provided with lexical form class cues suggestive of a count noun, children selected shape matches. Thus the results suggest that the perceptual properties of the objects presented to children coupled with the particular lexical form class cue determine which features of objects children attend to when interpreting novel words.     

Specialist musical training and the octave illusion: analytical listening and veridical perception by pipe organists

The octave illusion is a useful tool for investigation of the contribution of specialist training to auditory perception. The stimulus that induces the illusion involves two tones with a frequency ratio of 2:1, presented dichotically, and with ear of presentation reversed every 250 ms. Most listeners report hearing a single tone that alternates from high in the right ear to low in the left ear [Scientific American 233 (1975) 92-104]. The first experiment investigated the hypothesis that musical training contributes to veridical perception of an ambiguous stimulus. As hypothesized, participants with the highest level of musical training were more likely to perceive the stimulus veridically. Exploring the effects of specialist training, Experiment 2 contrasted expert pipe organists with other instrumentalists. As hypothesized, participants expert in playing pipe organ--an instrument with harmonic and spatial features similar to those of the octave illusion--were more likely to perceive the stimulus veridically. The results have implications for plasticity of the auditory system and the analytical listening that accompanies specialist, intensive training and rehearsal.     

Selective hippocampal lesions disrupt a novel cue effect but fail to eliminate blocking in rabbit eyeblink conditioning

The classical conditioning task of blocking involves the adding of a novel but redundant stimulus to a previously trained stimulus. Both blocking and novelty detection are thought to involve the hippocampus. Previously, Solomon (1977) found that nonselective aspiration lesions of the hippocampal region eliminated blocking in rabbit eyeblink conditioning. We tested the effects of selective ibotenic acid lesions of the hippocampus on blocking, as well as on novelty detection, when training is switched from a tone conditioned stimulus (CS) to a compound tone-light CS in eyeblink conditioning. Selective hippocampal lesions did not eliminate blocking but did lead to a facilitation of conditioned response (CR) acquisition to the tone and to the light, but not to the tone-light compound. Selective hippocampal lesions disrupted a CR decrement observed in sham surgical controls when transferred from tone training to tone-light training. It appears that although selective hippocampal lesions do not eliminate blocking in eyeblink conditioning, they do disrupt novelty detection and may facilitate learning to a previously blocked cue.     

Mentoring college-age women: a relational approach

Despite the popularity of mentoring programs, the relational dimension of mentoring has not been elucidated. Traditional conceptions of mentoring may exclude factors that are particularly important for women and girls, thus limiting the efficacy of mentoring programs for female adolescents. We suggest that the presence of relational qualities in the mentoring relationship (e.g., empathy, engagement, authenticity, and empowerment) strongly influences the success of mentoring in the lives of young women. In this study, we use a promising new measure of mentoring, the Relational Health Index – Mentor, to explore the impact of relational aspects of mentoring in female college students. We found that mentoring relationships high in relational qualities were associated with higher self-esteem and less loneliness.