The effects of child abuse as seen in adults: George Orwell

The author presents the case of a patient who showed the massive defensive effects seen in people who were abused in childhood. These effects are similar to those described in George Orwell's 1984 and in his autobiographical writings: denial and "doublethink"; masochistic submission to the tormentor; turning of anger against the self and loving "Big Brother"; identifying with the abuser and tormenting others; a burgeoning of anal mechanisms and obsessive phenomena that results in a massive isolation of affects; excessive emotional control alongside outbursts of rage. The interference with memory and emotions compromises identity and humanity. The unforseeable evolution of innate gifts in a child sometimes permits a partial transcendence of these crippling defenses, as Orwell partially transcended what appears to have been the emotional deprivation of his childhood and what he felt to have been the abuse of his schoolboy years.     

Social categorization,visual cues,and social judgements

Recent research on social cognition suggests that lifelike visual and vocal information about a person may strongly mediate the impact of prior social categorical knowledge on social judgements. Other research, however, on the contribution of visual cues to impression formation, suggests that they have relatively little impact. This study sought to resolve these conflicting findings by examining the effect of visual cues on social judgements when subjects possess prior social categorical knowledge varying in salience to the experimental task. Videotaped target interviews were monitored by observers in either sound and vision or sound only, and measures were taken of the targets' perceived personality, their ‘actual’ and ‘predicted’ social performance, and social acceptance by observers. Whilst salience of categorization strongly influenced the quality of judgements, visual cues had little if any effect. However, visual cues strongly influenced subjects' confidence in all three sets of judgements, sound and vision subjects being consistently more confident than their sound only counterparts. The findings are discussed in relation to previous research in both social cognition and visual cues.     

Symbolic comparisons with and without perceptual referents: Is interval information used?

In an attempt to investigate the range effect obtained by Moyer and Bayer (1976), two groups of subjects were taught to associate colors with circles that differed in size by larger or smaller intervals and then participated in a symbolic comparison task, in which they determined which of two simultaneously presented symbols (the first letters of two colors) represented the larger magnitude. A third group of subjects, who merely learned an arbitrary ordering of the colors along the dimension of size, also participated in the symbolic comparison task. Despite the fact that no practice trials were given, there was no effect of interval size in either early or late blocks, and the circle-learning groups did not differ in performance from the group who only learned an arbitrary ordering of colors, even when pairs containing end terms were removed from the analysis. It is concluded that subjects do not use analogue codes in symbolic comparison tasks involving small, repeated sets of arbitrarily defined symbols.     

Electrophysiological correlates of semantic features

Analyses of averaged auditory evoked responses to a list of 10 positive and 10 negative words led to the identification of a restricted region in the brain response which reliably discriminated between words differing in the semantic features positive and negative. These data support the view that word meanings are composed of more basic components or features and are not stored simply as dictionary items in the brain.     

Parents' teaching strategies with their children: The effects of parental and child status variables

The intent of the study was to examine the effects of parental (mother and father) and child (gender and communicative status) status variables on the teaching strategies used by parents in a paper-folding task. The linguistic and nonverbal strategies of 120 parent-child groupings were analyzed during paper-folding tasks. Parents' strategies were coded according cognitive demand and directiveness. Results indicated that strategies varied as a function of children's communicative status. Parents were less directive and more demanding of nonhandicapped children compared to handicapped children. Parents' strategies seemed to be determined by children's ability to sustain discourse. Results are discussed in terms of Vygotsky's notion of the zone of proximal development.This research was partially supported by a grant from the U.S. Office of Education, Office of Special Education (Grant No. G007902000) to I. Sigel and A. McGillicuddy-DeLisi at Educational Testing Service, Princeton, and from the Biomedical Research Support Grant Program, Division of Research Resources, N.I.H. (Grant No. BRSG 507RR07025-17) to the first two authors. We acknowledge the helpful comments of two anonymous reviewers.     

Adaptation and vulnerability in high-risk adolescents: An examination of environmental mediators

The relationship of characteristics of the social environment to the adaptation of adolescents from high-risk predisposing environments was examined. Specifically, the degree to which adolescents' perceptions of various dimensions of their family and school environment as well as sources of social support related to differential levels of personal well-being and academic adjustment was explored. Multiple regression analyses revealed differences in the salience of the dimensions of the social environment as a function of the particular sphere of functioning under consideration. Implications of the findings for developing a model for understanding the relative vulnerability of individuals at risk as well as of the design of preventive interventions are discussed.     

Analytic,synthetic, abstracting,and word-class-defining aspects of verbal mother-child interactions

Phenomena of language teaching and learning in the course of verbal interactions between one mother and her daughter were analyzed. The daughter was between 18 and 27 months old during the recordings, and her utterance length ranged from 1,5 to 4,0 morphemes. Twenty hours of interactions were analyzed and the emphasis was placed upon sequential aspects and mathemagenic features of the conversations. It was demonstrated that the mother performs much analytic, synthetic, abstracting, and word-class-defining work during these verbal interactions. These maternal instructional activities seem to lead not only to the child's learning of language rules but also to her employment of the abstracting, analytical, and synthetic methodology. It is concluded that the main explanatory focus has to be on the mother in the attempts to explain language transmission and acquisition. Basic similarities to other instructional/skill training situations are suggested. Neither extraordinary complex cognitive nor innate linguistic capacities need to be assumed to explain the phenomena in question.