A dual-process model of brand extension: Taxonomic feature-based and thematic relation-based similarity independently drive brand extension evaluation

The success of a brand extension depends largely on the similarity between the brand and its extension product. Recent psychological and neuroscientific evidence supports a dual-process model that distinguishes taxonomic feature-based similarity from thematic relation-based similarity. In addition to providing a parsimonious organizational framework for prior brand extension research, this dual-process model also provides novel predictions about the processing and evaluation of taxonomic brand extensions (e.g., Budweiser cola) and thematic brand extensions (e.g., Budweiser chips). Results indicate that taxonomic and thematic similarities independently contribute to branding professionals' and lay consumers' evaluations of real and hypothetical brand extensions (Studies 1A and 1B). Counter-intuitively, thematic brand extensions are processed more rapidly (Study 2), judged more novel, and evaluated more positively than taxonomic extensions (Study 3). When induced to consider the commonalities between the brand and the extension product, however, taxonomic extensions are judged more novel and evaluated more positively (Study 3). Implications for brand extension and marketing more generally are discussed.     

Community Participation Needs of Families With Children With Behavioral Disorders: A Systems of Care Approach

The purpose of the current study was to convey findings regarding the community participation needs of families who have children with behavioral disorders. The changing focus of community-based service provision to the systems of care approach for children with mental health needs requires family input to identify and better address their needs. This study identified characteristics of community participation in families of children with mental health needs through a survey, using mixed methods design and purposeful sampling. Evolved themes supported challenges for policymakers to make changes in professional, school, and community supports. Occupational therapists have a strong skill set to offer these families and must work collaboratively with family organizations, provide support for successful engagement in desired social activities, and build adaptive behaviors in children with mental health needs.     

Learning about sounds contributes to learning about words: Effects of prosody and phonotactics on infant word learning

This research investigates how early learning about native language sound structure affects how infants associate sounds with meanings during word learning. Infants (19-month-olds) were presented with bisyllabic labels with high or low phonotactic probability (i.e., sequences of frequent or infrequent phonemes in English). The labels were produced with the predominant English trochaic (strong/weak) stress pattern or the less common iambic (weak/strong) pattern. Using the habituation-based Switch Task to test label learning, we found that infants readily learned high probability trochaic labels. However, they failed to learn low probability labels, regardless of stress, and failed to learn iambic labels, regardless of phonotactics. Thus, infants required support from both common phoneme sequences and a common stress pattern to map the labels to objects. These findings demonstrate that early word learning is shaped by prior knowledge of native language phonological regularities and provide support for the role of statistical learning in language acquisition.     

Intersecting Constraints on Label Learning: Effects of Age,Label Properties,and Referential Context

ABSTRACT

This research investigates the development of constraints in word learning. Previous experiments have shown that as infants gain more knowledge of native language structure, they become more selective about the forms that they accept as labels. However, the developmental pattern exhibited depends greatly on the way that infants are introduced to the labels and tested. In a series of experiments, we examined how providing referential context in the form of familiar objects and familiar object names affects how infants learn labels that they would otherwise reject, nonspeech sounds. We found evidence of the development of intersecting constraints: Younger infants (14-month-olds) were more open to learning nonspeech tone labels than older infants (19-month-olds), and younger infants were more open to the influence of referential context. These findings suggest that infants form expectations about labels and labeling contexts as they become more sophisticated learners.     

An Experimental Investigation of Gender Bias in the Use of Management Information

In a previous study (Estes & Hosseini, 1988), we found that women report lower confidence than men in their investment decisions. As a continuation of that research, this study investigated the effect of gender (management and staff) on management confidence in forecasts prepared by corporate staff. An experiment was administered in a large manufacturing firm to 122 managers who use forecast information. Forecaster gender, age, education, and experience were varied between control and test groups. Manager confidence in forecast information was not affected by the gender of the forecaster or by other forecaster characteristics. Confidence was affected by manager education and experience but not by other personal manager characteristics including gender.     

Traps in the route to models of memory and decision

It is proposed that the products of investigations of learning, memory, and decision over the last half century that are most likely to endure have resulted from interactions between models and experimental research. In this article, some of the traps that must be coped with to make fruitful interactions possible are examined and illustrated with case studies from research on probability learning, category learning, and recognition memory. Topics addressed include functions of models in research; the logic of model testing; fitting models to signal plus noise; values and hazards of averaging data; and potential contributions of neural science to the development of cognitive models.     

Transforming School Counseling to Serve the Mental Health Needs of At-Risk Youth

School counselors have an important part to play in helping schools respond to the increasing number of students whose mental health needs place them at risk for school failure. This article identifies the shortcomings of the current developmental guidance and counseling service delivery model as it relates to work with at-risk youth. In addition, a transformed model is proposed, with suggestions for changes in program organization and planning, school counselor role and function, and skills and expertise. Potential barriers to change are also identified.     

Similarity-related channel interactions in visual processing

Lateral interference between letters in the visual field is a joint function of their similarity and physical separation. Data needed to evaluate hypothesis about the processes implicated in these effects were obtained from two experiments in which the task was identification of a target letter always presented in the center of a three-letter display. Variation of target-flanker similarity, the primary variable, was combined factorially with spacing of target and flanker, location of the display in the visual field, delay of patterned postmasks, and exposure duration. The effect of target-flanker similarity on target identification yielded a nonmonotonic function with a minimum at an intermediate degree of similarity. Data from same-different judgments regarding target-flanker similarity indicate that some information about similarity is available even at levels of visibility that do not permit identification of individual letters. All of the findings could be accommodated by a model assuming that only variables determining visibility--exposure duration, mask properties, location in the visual field, separation of letters--influence extraction of featural information pertaining to letter identification. In contrast, visual similarity influences performance by way of sometimes subtle effects on subjects' criteria or response biases and by effects on the encoding and retention of information regarding relative positions of characters in the visual field. The varying effects of similarity reported in the literature on letter identification all appear to be interpretable in these terms.     

Similarity and attribution in concept combination: Reply to Wisniewski

Wisniewski raises several important points in his comment on our study of the (non)role of similarity in concept combination. He notes that feature diagnosticity is an important factor in property attribution. He also points out that relational interpretations of combined concepts depend on thematic role plausibility, not constituent similarity. We agree with both of these points. Wisniewski further identifies a possible item artifact that might account for our results. However, reexamination of those items fails to support this hypothesis. Wisniewski also claims that an alignment process is necessary to specify how an attributed property should be instantiated in the combined concept. We argue instead that postcomprehension elaboration processes can account for specific property instantiations. Finally, we suggest that the perceived similarity between the constituents of a combined concept is an outcome of the comprehension process, not a prior condition for, or an integral part of, that process.