Dyslexia and a temporal processing deficit: A reply to the commentaries

A number of points and criticisms were raised in the commentaries on our review paper (Farmer & Klein, 1995), and in this reply we address the most pertinent and major of those points. First, we clarify and expand upon what we mean by a temporal processing deficit. We then address Studdert-Kennedy and Mody’s (1995) major claims, which are confined to the auditory modality, that (1) a discriminative deficit underlies what they see as a rate of processing deficit, and (2) discriminative/rate deficits for speech and nonspeech materials are independent. We explain why we believe the first proposal is unlikely to provide an explanation of the temporal processing deficits that we reviewed, and we present a simple framework within which speech and nonspeech perceptual codes are viewed as higher level isolable subsystems that depend on a common, lower level, auditory input system. The speech and nonspeech systems may be influenced similarly by damage to, or impairments of, their common input system, but they can be selectively influenced by insults after the pathways diverge. Then we address some of the issues raised by Rayner, Pollatsek, and Bilsky (1995), relating to visual deficits and oculomotor behavior, and we point to the rapidly growing evidence to diminish skepticism about the occurrence of a transient system deficit in dyslexia. Next, while agreeing that case studies are valuable, we dispute Martin’s (1995) endorsement of the case study as the preferred methodology for studying a heterogeneous deficit such as developmental dyslexia. Finally, we affirm our original conclusion that more research aimed at revealing the nature and generality of the visual and auditory temporal processing deficits is warranted, and we reiterate some of our suggestions for the types of study that might help elucidate if and how these deficits might be causally related to the dyslexia with which they are frequently associated.     

Inter-reinforcement times for the bar-pressing response of white rats on two DRL schedules,

A knowledge of inter-reinforcement times (IS^RT) seems of interest because, among other reasons, they bear on the variable of “reinforcement density” in behavior theory. IS^RT data were here recorded for bar-pressing responses by two white rats working on DRL 10 sec and DRL 40 sec. Sample inter-response time (IRT) distributions and cumulative records were taken simultaneously for comparison purposes. IS^RT sequences and distributions have certain characteristics that urge further investigation.     

Power that Builds Others and Power that Breaks: Effects of Power and Humility on Altruism and Incivility in Female Employees

Building on the approach/inhibition theory of power and the situated focus theory of power, we examine the roles of positional and personal power on altruism and incivility in workplace dyads. Results from a field study in daycare centers showed that legitimate power (a dimension of positional power) was positively associated with incivility. In contrast, personal power—referent power and expert power—was positively associated altruism and was negatively associated with incivility. Referent power was a stronger predictor of both altruism and incivility for individuals with low humility than those with high humility. Coercive power was a stronger predictor of incivility for individuals with high humility than those with low humility.     

Dividing Attention Between Tasks: Testing Whether Explicit Payoff Functions Elicit Optimal Dual‐Task Performance

We test people's ability to optimize performance across two concurrent tasks. Participants performed a number entry task while controlling a randomly moving cursor with a joystick. Participants received explicit feedback on their performance on these tasks in the form of a single combined score. This payoff function was varied between conditions to change the value of one task relative to the other. We found that participants adapted their strategy for interleaving the two tasks, by varying how long they spent on one task before switching to the other, in order to achieve the near maximum payoff available in each condition. In a second experiment, we show that this behavior is learned quickly (within 2–3 min over several discrete trials) and remained stable for as long as the payoff function did not change. The results of this work show that people are adaptive and flexible in how they prioritize and allocate attention in a dual‐task setting. However, it also demonstrates some of the limits regarding people's ability to optimize payoff functions.     

Organizational Moral Identity Centrality: Relationships with Citizenship Behaviors and Unethical Prosocial Behaviors

This article examines the influence of both individual and organizational moral identity centrality on prosocial behaviors. Furthermore, we hypothesize that the centrality of these two offer a substitute effect on these behavioral outcomes. Validated measures of organizational moral identity centrality and unethical prosocial behavior are introduced. Data were collected via two separate samples, University Greek Life organization members (n = 499) and restaurant workers (n = 137). Regression results supporting that individuals who claim centrality of moral identity and see their organizations to also embrace the centrality are more likely to engage in citizenship behaviors and less likely to commit unethical prosocial acts. Furthermore, results support that both forms of centrality of moral identity were substitutes in terms of affecting these two outcomes. Research that contributes to understanding how individuals within an organization consciously choose to act on behalf of the organization even when these very actions conflict with generally accepted morals of right and wrong within their society is valuable to academics and practitioners alike. This study contributes to this body of knowledge. Despite extensive attention to topics of ethics and identity, previous studies have largely overlooked the impact of an organizational moral identity. Our results provide a framework for understanding the role of moral identity and the prediction of organizational citizenship and unethical prosocial behaviors.     

Social status and aggressive and disruptive behavior in girls: Individual, group, and classroom influences

Recent studies have found distinct subtypes of aggressive youth, marked by either high social status or social marginalization, and that various measures of status differentially associate with aggression. The majority of these studies, however, focused on boys, adolescents, and/or relational aggression in girls. The current research examined how the kind of status measured and the social ecology affect the association between overt aggression and social status in a sample of 187 3rd grade girls. Cluster analysis uncovered aggressive-popular, aggressive-unpopular, and prosocial-popular configurations. Although likeability was related solely to prosocial behavior, other measures of status co-occurred with both prosocial and aggressive behavior. Peer-group behavior complemented that of individuals, though peer-group and classroom acceptance of aggression were not related to cluster prevalence.     

A psychometric evaluation of the revised Temperament and Character Inventory (TCI-R) and the TCI-140

The psychometric properties of the newest version of the Temperament and Character Inventory (the TCI-R) were evaluated in a large (n = 727) community sample, as was the TCI-140, a short inventory derivative. Facets-to-scale confirmatory and exploratory factor analyses of the TCI-R did not support the organization of temperament and character facet scales within their superordinate domains. Five of the 29 facet scales also displayed relatively low internal consistency (a < .70). Factor analyses of the TCI-140 item set yielded only limited support for hypothesized item-to-scale memberships. Harm Avoidance, Novelty Seeking, and Self-Directedness items, in particular, were not well differentiated. Although psychometrically comparable, the TCI-R and the TCI-140 demonstrate many of the limitations of earlier inventory versions. Implications associated with the use of the TCI-R and TCI-140 and C. R. Cloninger's theory of personality are discussed.     

Failure to capitalize on sharing good news with romantic partners: Exploring positivity deficits of socially anxious people with self-reports,partner-reports,and behavioral observations

Extending prior work on social anxiety and positivity deficits, we examined whether individual differences in social anxiety alter the ability to share and respond to the good news of romantic partners (i.e., capitalization support) and how this influences romantic relationship satisfaction and commitment. In this study of 174 heterosexual couples (average age of 21.5 with 58.3% identifying as Caucasian), greater social anxiety was associated with the provision and receipt of less supportive responses to shared positive events as measured by trait questionnaires, partner reports, and behavioral observations in the laboratory. In longitudinal analyses, individuals in romantic relationships with socially anxious partners who experienced inadequate capitalization support were more likely to terminate their relationship and report a decline in relationship quality six months later. As evidence of construct specificity, social anxiety effects were independent of depressive symptoms. Taken together, social anxiety influenced a person's ability to receive and provide support for shared positive events; these deficits had adverse romantic consequences. Researchers and clinicians may better understand social anxiety by exploring a wider range of interpersonal contexts and positive constructs. The addition of capitalization support to the social anxiety literature offers new insights into interpersonal approaches and treatments.     

Counselor Competence With Lesbian,Gay, and Bisexual Clients: Differences Among Practice Settings

Counselors from school and community practice, counseling students, and counselor educators (N= 468) participated in this study of competence to serve lesbian, gay, and bisexual (LGB) clients. Participants reported high LGB‐affirmative attitudes but lower knowledge and skills. School counselors reported significantly lower LGB competence than did counselors in other settings. Implications include the importance of graduate and postgraduate training to improve LGB knowledge and skills and the hope that LGB‐affirmative attitudes suggest receptivity toward such growth. Consejeros que trabajan en prácticas escolares y de comunidad, estudiantes de consejería y educadores de consejería (N= 468) participaron en este estudio sobre la competencia para servir a clientes lesbianas, gays y bisexuales (LGB). Los participantes comunicaron un nivel elevado de actitudes afirmativas hacia LGB, pero menores conocimientos y habilidades. Los consejeros escolares indicaron niveles de competencia en LGB significativamente menores que los consejeros en otros escenarios. Las implicaciones incluyen la importancia de la formación de estudiantes de grado y posgrado para mejorar sus conocimientos y habilidades sobre LGB y la esperanza de que las actitudes afirmativas hacia LGB sugieren receptividad hacia dicha formación.