Lexically guided retuning of letter perception

Participants made visual lexical decisions to upper-case words and nonwords, and then categorized an ambiguous N-H letter continuum. The lexical decision phase included different exposure conditions: Some participants saw an ambiguous letter "?", midway between N and H, in N-biased lexical contexts (e.g., REIG?), plus words with unambiguous H (e.g., WEIGH); others saw the reverse (e.g., WEIG?, REIGN). The first group categorized more of the test continuum as N than did the second group. Control groups, who saw "?" in nonword contexts (e.g., SMIG?), plus either of the unambiguous word sets (e.g., WEIGH or REIGN), showed no such subsequent effects. Perceptual learning about ambiguous letters therefore appears to be based on lexical knowledge, just as in an analogous speech experiment (Norris, McQueen, & Cutler, 2003) which showed similar lexical influence in learning about ambiguous phonemes. We argue that lexically guided learning is an efficient general strategy available for exploitation by different specific perceptual tasks.     

Perceptual learning in speech

This study demonstrates that listeners use lexical knowledge in perceptual learning of speech sounds. Dutch listeners first made lexical decisions on Dutch words and nonwords. The final fricative of 20 critical words had been replaced by an ambiguous sound, between [f] and [s]. One group of listeners heard ambiguous [f]-final words (e.g., [WItlo?], from witlof, chicory) and unambiguous [s]-final words (e.g., naaldbos, pine forest). Another group heard the reverse (e.g., ambiguous [na:ldbo?], unambiguous witlof). Listeners who had heard [?] in [f]-final words were subsequently more likely to categorize ambiguous sounds on an [f]-[s] continuum as [f] than those who heard [?] in [s]-final words. Control conditions ruled out alternative explanations based on selective adaptation and contrast. Lexical information can thus be used to train categorization of speech. This use of lexical information differs from the on-line lexical feedback embodied in interactive models of speech perception. In contrast to on-line feedback, lexical feedback for learning is of benefit to spoken word recognition (e.g., in adapting to a newly encountered dialect).     

The Prejudicial Impact of Pretrial Publicity1

The current studies examine the influence of pretrial publicity on potential jurors' attitudes toward a defendant. In Study 1, following one year of newspaper coverage of the investigation, arrest, and indictment of defendants for distributing large quantities of marijuana in southern Illinois, 604 potential jurors in that district were surveyed regarding their knowledge of the case, general attitudes toward crime, and attitudes toward the specific case. Analyses of the survey data revealed that knowledge of the case specifics was positively and significantly correlated with perceived culpability of the defendant but nonsignificantly correlated with willingness to admit partiality. Study 2 dealt with a highly publicized Dade County, Florida murder of a police officer in a drug sting operation. Again knowledge of pretrial publicity correlated significantly with perceived culpability of the defendant. As in Study 1, such knowledge did not correlate with stated ability to be impartial. We conclude that even modest pretrial publicity can prejudice potential jurors against a defendant and that self-reports of impartiality should not be taken at face value.     

Universality versus language-specificity in listening to running speech

Recognizing spoken language involves automatic activation of multiple candidate words. The process of selection between candidates is made more efficient by inhibition of embedded words (like egg in beg) that leave a portion of the input stranded (here, b). Results from European languages suggest that this inhibition occurs when consonants are stranded but not when syllables are stranded. The reason why leftover syllables do not lead to inhibition could be that in principle they might themselves be words; in European languages, a syllable can be a word. In Sesotho (a Bantu language), however, a single syllable cannot be a word. We report that in Sesotho, word recognition is inhibited by stranded consonants, but stranded monosyllables produce no more difficulty than stranded bisyllables (which could be Sesotho words). This finding suggests that the viability constraint which inhibits spurious embedded word candidates is not sensitive to language-specific word structure, but is universal.     

BALDEY: A database of auditory lexical decisions

In an auditory lexical decision experiment, 5541 spoken content words and pseudowords were presented to 20 native speakers of Dutch. The words vary in phonological make-up and in number of syllables and stress pattern, and are further representative of the native Dutch vocabulary in that most are morphologically complex, comprising two stems or one stem plus derivational and inflectional suffixes, with inflections representing both regular and irregular paradigms; the pseudowords were matched in these respects to the real words. The BALDEY (“biggest auditory lexical decision experiment yet”) data file includes response times and accuracy rates, with for each item morphological information plus phonological and acoustic information derived from automatic phonemic segmentation of the stimuli. Two initial analyses illustrate how this data set can be used. First, we discuss several measures of the point at which a word has no further neighbours and compare the degree to which each measure predicts our lexical decision response outcomes. Second, we investigate how well four different measures of frequency of occurrence (from written corpora, spoken corpora, subtitles, and frequency ratings by 75 participants) predict the same outcomes. These analyses motivate general conclusions about the auditory lexical decision task. The (publicly available) BALDEY database lends itself to many further analyses.     

Rapid recognition at 10 months as a predictor of language development

Infants' ability to recognize words in continuous speech is vital for building a vocabulary. We here examined the amount and type of exposure needed for 10-month-olds to recognize words. Infants first heard a word, either embedded within an utterance or in isolation, then recognition was assessed by comparing event-related potentials to this word versus a word that they had not heard directly before. Although all 10-month-olds showed recognition responses to words first heard in isolation, not all infants showed such responses to words they had first heard within an utterance. Those that did succeed in the latter, harder, task, however, understood more words and utterances when re-tested at 12 months, and understood more words and produced more words at 24 months, compared with those who had shown no such recognition response at 10 months. The ability to rapidly recognize the words in continuous utterances is clearly linked to future language development.     

Guirlanda's question

Abstract

Ruth was an attractive, single woman in her late 30s, well-placed at the executive level of a large corporation. When she had been offered the job a couple of years before beginning analysis with me, it had seemed to her like a dream come true. She would have the opportunity to work at the top levels of a large company, report to the president, and earn a sizeable salary. Best of all, the company was embarking on a major transformation of its internal structure. This was an old, established organization that badly needed to change its outmoded ways, introduce new technology, and re-educate its middle-level managers. Now, there would be change: Creativity and new ideas were highly prized by the president, and a top-flight consultant had been hired to “shake things up.”     

Symbolism and Imagery in a Group of Chronic Schizophrenics

Block training in group psychotherapy makes it possible to train professionals living far apart and to import conductors to an area or country lacking sufficient expertise. This article reports experience with such a training program in Norway. Training is given in blocks of 5 weekends a year, each weekend containing small group therapy, supervision, theory courses, lectures, and large group experiences. The participants were questioned about their personal and professional gains from the training. These findings and the effect of the program in relation to stated goals are discussed.     

The Familial Cancer Program of the Vermont Cancer Center: Development of a Cancer Genetics Program in a Rural Area

In response to many scientific discoveries linking cancer in certain families to inherited factors, the Vermont Cancer Center established the Familial Cancer Program (FCP) in December 1993. This multifaceted program combines the expertise of clinicians and researchers in many disciplines, including genetics, oncology, psychology, and molecular biology. The program's goals are identification of families in its region with excess cancer, provision of clinical services to such families, and use of research protocols when available and appropriate. This article describes the experience of setting up a familial cancer program in a rural area and discusses both successes and challenges in such an endeavor.