Comparison of Different Feedback Procedures in Second Language Vocabulary Learning

Research into the learning of Second Language (SL) vocabulary by beginning learners has indicated that the simultaneous presentation of the First and Second Language words results in blocking of the learning process by the familiar First Language (FL) word. Previous research also suggests that blocking by the First Language can be eliminated by bringing it in as informative feedback (either as a written or spoken word). Our experiments were designed to further extend this research. The use of a picture, either as feedback or simultaneously presented with its equivalent, along with the aural feedback and the conventional procedures were investigated in Experiment 1. Results revealed that pictures blocked the learning process less than the written FL word when both were presented with their SL referent. When used as feedback, however, pictures were not as good as the spoken FL word. Experiment 2 demonstrated that aural feedback was the best type of feedback when compared with the picture and written FL presentations, and that the picture feedback was better than the written feedback. Taken together, the results of these two studies showed that all forms of feedback overcame the problem of blocking created by simultaneous presentation of the FL and SL words, and that aural feedback was the most effective feedback procedure. It was suggested that the superiority of aural feedback was likely to be a consequence of the use of a different input channel to that of the visually presented written SL word.     

Problem-Solving Appraisal and the Prediction of Depression During Pregnancy and in the Postpartum Period

Based on the presumed mood-regulatory properties of the problem orientation component delineated in the social problem-solving model, a positive problem orientation was predicted to influence ongoing levels of positive and negative affect during pregnancy. Higher levels of positive affect and lower levels of negative affect would then in turn predict depression during pregnancy and in the postpartum period. This hypothesis was tested in 100 women. Path analyses supported the predicted relation of the problem orientation components to trait affectivity, and indirectly to peripartum and postpartum depression. Trait negative and positive affectivity was also associated with peripartum depression, and indirectly with postpartum depression, as expected. Implications for the integrated social problem-solving model are discussed. Recommendations for assessment and counseling interventions with expectant women are offered.     

Psychojargon in the psycholegal report: Ratings by judges,psychiatrists, and psychologists

Questionnaires designed to measure the perceived value of technical terminology for psycholegal reports were completed by 67 judges, 78 forensic psychiatrists, and 126 forensic psychologists. Judges were asked for ratings of the degree to which each term aids their understanding, and clinicians were asked for ratings of the likelihood that they would use each term in a report for the court. Rank-ordered ratings of the 45 terms were highly correlated among the three respondent groups, suggesting that forensic clinicians are generally aware of the problem of using incomprehensible psychojargon. Empirical ratings can be helpful in distinguishing between comprehensible and incomprehensible psychojargon for psycholegal use.     

A technique for controlling behavior in natural life settings

A behavior control technique is presented, consisting primarily of having a patient give up some portion of his reinforcers (usually money) with the understanding that he must behave in therapeutically prescribed ways in his natural environment to re-earn the reinforcers. The critical features and requirements of the technique are discussed, various applications are suggested, and implications for research are drawn.     

Psychological re-evaluations: A survey of practices and perceptions of school psychologists

The practice of psychologically re-evaluating students receiving special education services has been mandated by P.L. 94–142 and further operationalized by state departments of education. Intuitively, such a requirement appears sound, for psychologists occasionally make mistakes, children change over time, and efficacy of special education services is variable. Yet given the other mandated practices, such as yearly IEP updates, and the fact that many school psychologists spend a majority of their time testing, we wondered how important three-year psychological re-evaluations are considered by school psychologists. In the present study 40 psychologists across four states were surveyed concerning their perceptions and practices regarding re-evaluations. The psychologists' responses to a 16-item questionnaire indicated that re-evaluations comprised a substantial portion of their evaluations, involved a considerable amount of time, and were perceived as an important check on a child's diagnosis and placement. Re-evaluations and initial evaluations were described as involving nearly identical tests and related activities.     

Touch and body language in family therapy

This paper describes the running of a workshop in body language in family therapy; it gives an account of the development of touch and body language techniques in therapy at Hill End Adolescent Unit; it traces over a hundred years, some of the literature and gives a few clinical examples.     

The utilization of visual information in the control of rapid sequential aiming movements.

Two experiments were conducted to examine the role of vision in the execution of a movement sequence. Experiment 1 investigated whether individual components of a sequential movement are controlled together or separately. Participants executed a rapid aiming movement to two targets in sequence. A full vision condition was compared to a condition in which vision was eliminated while in contact with the first target. The size of the first target was constant, while the second target size was varied. Target size had an influence on movement time and peak velocity to the first target. Vision condition and target size did not affect the time spent on the first target. These results suggest that preparation of the second movement is completed before the first movement is terminated. Experiment 2 examined when this preparation occurred. A full vision condition was compared to a condition in which vision was occluded during the flight phase of the first movement. Movement initiation times were shorter when vision was continually available. Total movement time was reduced with vision in two-target condition, but not in a control one-target condition. The time spent on the first target was greater when vision was not available during the first movement component. The results indicate that vision prior to movement onset can be used to formulate a movement plan to both targets in the sequence [Fischman & Reeve (1992).     

Self-appraised problem-solving skills and the prediction of secondary complications among persons with spinal cord injuries

Secondary complications following spinal cord injury (SCI) include decubitus ulcers and recurrent urinary tract infections. These conditions can significantly impair quality of life and prove life-threatening; it is also believed that these conditions are mediated by behavioral pathways. According to the social problem-solving model, persons who report effective problem-solving skills should be capable of adhering to long-term therapeutic regimens of self-care necessary to prevent these complications. We tested this assumption in the present study. Discriminant function analyses revealed self-appraised skills in approaching and defining problems contributed to the prediction of secondary complications among 53 persons with SCI. Results are discussed in light of the social problem-solving model, and the utility of problem-solving interventions in rehabilitation is explored.     

Temporally oriented laws

A system whose expected state changes with time cannot have both a forward-directed translationally invariant probabilistic law and a backward-directed translationally invariant law. When faced with this choice, science seems to favor the former. An asymmetry between cause and effect may help to explain why temporally oriented laws are usually forward-directed.My thanks to Martin Barrett, James Crow, Carter Denniston, Ellery Eells, Malcolm Forster, Richard Lewontin, and the anonymous referees of this journal for useful comments.