Phonotactic regularities in the segmentation of spoken Italian

Five word-spotting experiments explored the role of consonantal and vocalic phonotactic cues in the segmentation of spoken Italian. The first set of experiments tested listeners' sensitivity to phonotactic constraints cueing syllable boundaries. Participants were slower in spotting words in nonsense strings when target onsets were misaligned (e.g., lago in ri.blago) than when they were aligned (e.g., lago in rin.lago) with phonotactically determined syllabic boundaries. This effect held also for sequences that occur only word-medially (e.g., /tl/ in ri.tlago), and competition effects could not account for the disadvantage in the misaligned condition. Similarly, target detections were slower when their offsets were misaligned (e.g., cittá in cittáu.ba) than when they were aligned (e.g., cittá in cittá.oba) with a phonotactic syllabic boundary. The second set of experiments tested listeners' sensitivity to phonotactic cues, which specifically signal lexical (and not just syllable) boundaries. Results corroborate the role of syllabic information in speech segmentation and suggest that Italian listeners make little use of additional phonotactic information that specifically cues word boundaries.     

How do People Evaluate Objects? A Brief Review

Evaluation can be defined either as the process of determining the liking of an object or as responding in an evaluative manner to objects. It can be studied by examining the evaluative responses that objects evoke. After justifying these definitions and this approach to the study of evaluation, I present a brief overview of what is known about the variables that influence evaluative responding. Finally, I describe the Associative-Propositional Evaluation model as an example of a theory about the mental processes that are assumed to underlie evaluative responding.     

Semisupervised category learning: The impact of feedback in learning the information-integration task

In a standard supervised classification paradigm, stimuli are presented sequentially, participants make a classification, and feedback follows immediately. In this article, we use a semisupervised classification paradigm, in which feedback is given after a prespecified percentage of trials only. In Experiment 1, feedback was given in 100%, 0%, 25%, and 50% of the trials. Previous research reported by Ashby, Queller, and Berretty (1999) indicated that in an information-integration task, perfect accuracy was obtained supervised (100%) but not unsupervised (0%). Our results show that in both the 100% and 50% conditions, participants were able to achieve maximum accuracy. However, in the 0% and the 25% conditions, participants failed to learn. To discover the influence of the no-feedback trials on the learning process, the 50% condition was replicated in Experiment 2, substituting unrelated filler trials for the no-feedback trials. The results indicated that accuracy rates were similar, suggesting no impact of the no-feedback trials on the learning process. The possibility of ever learning in a 25% setting was also researched in Experiment 2. Using twice as many trials, the results showed that all but 2 participants succeeded, suggesting that only the total number of feedback trials is important. The impact of the semisupervised learning results for ALCOVE, COVIS, and SPEED models is discussed.     

Behavioral consequences of agonistic experiences in the male S3 (Tryon Maze Dull) rat

Aggression occurring during an initial confrontation between two rats may result in significant behavioral changes in one or both animals. The present experiment was designed to study behavioral changes occurring in the course of an agonistic interaction and the consequences of winning or losing. In order to ensure winning, male CPB-S3 Tryon Maze Dull) rats were confronted with males of a more aggressive strain (Long Evans); and to ensure losing they were confronted with those of a less aggressive strain Wistar). Winners were tested against losers, this test being repeated after an interval of 17 days. Winners and losers were also tested with naive S3 opponents. Possible effects of winning and losing in nonagonistic behavioral tests were then examined. These measured open field activity, passive avoidance learning, and masculine sexual behavior. The results replicate and extend earlier findings using a different strain, indicating that significant and relatively permanent behavioral changes are induced in male winners and losers. Behavioral change is most prominent in the losers. Despite the behavioral differences between winners and losers in tests for agonistic behavior, no consistent differences were noted in any of the other behavioral tests.     

John Lind memorial symposium

John Lind, Professor of Pediatrics at the Karolinska Institute, emphasized that “the family is born in the maternity hospital.” He had a warm concern for all parents and infants and was extremely influential in both pediatric and child-rearing practices in Sweden and in the promotion of infant and caregiver-infant interaction research. Lind initiated and/or stimulated the scientific study of the infant's cry, parent-infant interactions, the role of the father in the perinatal environment, fetal and neonatal perception, and perinatal hospital practices. In many respects, his work predated contemporary emphases on perinatal coaching programs, social support (doula) during labor and delivery, parent education on childrearing, the use of ethnographic data for contemporary perinatal practices, interdisciplinary team approaches to study of infant care and development, changes in newborn nursery practices, and, above all, care and sensitivity to the initial synchronization of the parent-infant interaction system. This paper honors John Lind's contributions to our knowledge of infant development and parent-infant interaction, his influences on the field of pediatrics and the interdisciplinary study of infancy, and his commitment to enhancement of the quality of life for infants and their families. Although his life has ended, his ideas will continue to inspire and challenge the study of early human development for many years to come.     

Asymmetrical cross-language priming effects

Three experiments were conducted to examine cross-language priming in bilinguals. The first was a cross-language primed lexical decision task experiment with Chinese-English bilinguals. Subjects made lexical decisions about primary associate targets in the two languages at the same rate, but priming occurred only when the prime was in their first language (L1), Chinese, and the target was in their second language (L2), English. Experiment 2 produced the same pattern of asymmetrical priming with two alphabetic languages, French and Dutch. In Experiment 3, the crucial stimuli were translation equivalents. In contrast to the results of Experiments 1 and 2, priming occurred across languages in both the L1-L2 and L2-L1 conditions. However, this priming was also asymmetrical, with more priming occurring in the L1-L2 condition. A tentative separate-interconnected model of bilingual memory is described. It suggests that the representations of words expressed in different languages are stored in separate memory systems, which may be interconnected via one-to-one links between same translation-equivalent representations as well as meaning-integration processes.     

The correlation of P-center adjustments with articulatory and acoustic events

To evaluate articulatory models of perceptual center (P-center) location, listeners performed perceptual adjustments on stimuli which were extracted from a corpus of articulatory data. To avoid streaming effects, the stimuli were not edited to obtain temporal variation; instead, they varied in stress and segmental content. Adjustments were evaluated as to their simultaneity with acoustic and articulatory events. The first experiment yielded various articulatory and acoustic correlates of P-center location; the second yielded different articulatory predictors and no acoustic effective predictors. Multiple correlation analyses showed a variation from P-center locations predicted by the articulatory events that were associated with other predictors. Thus, P-center locations do not correspond to any particular kinematic articulatory event, but rather to a complex of events taken from throughout the stimuli. These results are discussed in terms of their relevance to a model of P-centers as indices of underlying gestural timing.     

Odor quality: Discrimination versus free and cued identification

Eighty-two adults, ranging in age from young to elderly, performed odor-quality discrimination and both free and cued identification on six odorants presented at two intensity levels. The odorants simulated the real-world substances banana, licorice, cherry/almond, wintergreen, clove, and lemon. Performance on all three tasks declined with age, but improved with stimulus intensity. Performance at discrimination benefited from the mere availability of the six names during testing. Performance in cued identification far exceeded that in free identification and, for young and middle-aged adults, fell close to that for discrimination. For elderly adults, however, performance in cued identification fell substantially below that in discrimination. Although not entirely free of cognitive influences, discrimination seems to offer particularly clear resolution of alterations in olfactory functioning.