Structure and Content in Language Production: A Theory of Frame Constraints in Phonological Speech Errors

Theories of language production propose that utterances are constructed by a mechanism that separates linguistic content from linguistic structure, Linguistic content is retrieved from the mental lexicon, and is then inserted into slots in linguistic structures or frames. Support for this kind of model at the phonological level comes from patterns of phonological speech errors. W present an alternative account of these patterns using a connectionist or parallel distributed proceesing (PDP) model that learns to produce sequences of phonological features. The model's errors exhibit some of the properties of human speech errors, specifically, properties that have been attributed to the action of phonological rules, frames, or other structural generalizations.     

Effects of validity screening items on adolescent survey data

In 2 studies, we examined the use of validity screening items in adolescent survey data. In each study, adolescent respondents were asked whether they were telling the truth and paying attention in answering survey questions. In Study 1 (N = 7,801), the prevalence rates of student risk behaviors were significantly lower after inappropriate (invalid) responders were screened out of the sample. In addition, confirmatory and multigroup factor analyses demonstrated significant differences between the factor structures of school climate scales with valid versus invalid responders. In Study 2, student perceptions of school climate were correlated with teacher perceptions in 291 schools. A bootstrap resampling procedure compared the correlations obtained with valid versus invalid responding students in each school and found that valid responders had more positive views of school conditions and produced higher correlations with teacher perceptions. These findings support the value of validity screening items in improving the quality of adolescent survey data.     

Self‐ratings of sense of direction and route reversal performance

One of the most pervasive beliefs about human way finding is that some people have a natural ability that distinguishes them from others. In this research, we asked children and adults to rate their own sense of direction, a promising index of orientation skills despite its simplicity and reliance on self‐assessment. Ratings were obtained before and after reversal of a newly learned outdoor route. Self‐ratings by children and adults before route reversal only weakly predicted two of a variety of measures of route and bearing knowledge. However, adults' ratings after the route reversal reflected performance on almost all of these same measures. In addition, route reversal performance was easily improved by instructing children and adults during route acquisition to look back in anticipation of the return. The pattern of results suggests that way finders' beliefs about their sense of direction are based on a recollection of the outcomes of the attentive and mnemonic strategies they use. Copyright © 2002 John Wiley & Sons, Ltd.     

Identification of letterlike distortions by preschool children.

In two experiments preschool children chose one of two test forms that looked like previously exposed distortions of a letterlike-form. In Exp. I a distance metric was defined to measure the physical discrepancy between forms. It was found that the distance relationship between distortions and particular test forms did not designate the children's choice behavior. In Exp. II the children were able to choose previously exposed distortions when particular test forms contained novel features. The results are related to distinctive feature and prototype hypotheses to account for children's performance in recognizing forms.     

School-Based Mental Health Services: Definitions and Models of Effective Practice

ABSTRACT

School-based mental health services are those delivered by school-employed and community-employed providers in school buildings. With the implementation of provisions of the Patient Protection and Affordable Care Act (2010) that funds school-based health centers, school-based mental health services could become more broadly available in communities throughout the United States. Playing a pivotal role in promoting models for school-based services that maximize benefits to children and adolescents while making efficient use of communities' mental health resources are school psychologists. School psychologists, who recognize and respect the separated development of school and community mental health professions, can foster school–agency partnerships to coordinate children's mental health services that are comprehensive, child centered, family focused, and culturally competent. In this article, we provide three case examples using the Participatory Culture-Specific Intervention Model (B. K. Nastasi, R. B. Moore, & K. M. Varjas, 2004 Nastasi, B. K., Moore, R. B., & Varjas, K. M. (2004). School-based mental health services: Creating comprehensive and culturally specific programs. Washington, DC: American Psychological Association. [Google Scholar]) as exemplars for the implementation of community partnerships providing comprehensive culturally and contextually relevant school-based mental health services.     

Wade in the Water: Transference Actualization and the Ethics of Memory—Discussion of Bartlett’s “Time-Soaked”

In this discussion of Bob Bartlett’s compelling paper “Time-Soaked,” I shift attention away from the vivid account of the interpersonal dynamics between Bartlett and his patient to describe the perspectives offered by theories of social memory and transgenerational haunting. I attempt to speak for and convey the voices and vulnerabilities of previous generations that I argue—if heard within the analytic dyad—can further inform and deepen the therapeutic endeavors undertaken by Bartlett and his patient.