Effects of sentential stress and word class upon comprehension in Broca's aphasics

The roles which word class (open/closed) and sentential stress play in the sentence comprehension processes of both agrammatic (Broca's) aphasics and normal listeners were examined with a word monitoring task. Overall, normal listeners responded more quickly to stressed than to unstressed items, but showed no effect of word class. Aphasics also responded more quickly to stressed than to unstressed materials, but, unlike the normals, responded faster to open than to closed class words regardless of their stress. The results are interpreted as support for the theory that Broca's aphasics lack the functional underlying open/closed class word distinction used in word recognition by normal listeners.     

Word-finding as a function of stimulus context: Children compared with aphasic adults

A study of object naming in 202 children, aged 5–11 years, demonstrated that varying the stimulus context affected the level of response accuracy. From age 6 to 10, completing a sentence with a noun (auditory) yielded the lowest error scores, naming objects upon hearing a definition (also auditory) produced most errors, while responding with names to pictured objects was of intermediate difficulty. This is the same order of object naming difficulty found in adult aphasic patients. Children older than 10 do not appear to be affected by stimulus context in their object naming. Results are discussed in terms of the relative syntactic difficulty of the two auditory conditions, the unexpected sex differences, and the “aphaseoid” naming errors of children.     

Pupillometric assessment of retrieval operations in factual long-term memory

The process involved in recall from long-term memory were studied through the use of a general knowledge questionnaire and the technique of pupillometry. Degree of processing of the components of the retrieval process was inferred from second-by-second monitoring of pupil size. Measurements were recorded during subjects' attempts to retrieve the answer to the query, or if unsuccessful, from clues of the target (first and last letters), and if still unsuccessful, to recognize the presented target word as being associated with the question (the “Of course”, or “That's it!” experience). Pupil size differed according to the nature of the three task demands. Additionally, there were differences based on the type of outcome within the question trial (e.g., between target known but blocked — feeling-of-knowing/tip-of-tongue — and target not known), and the answer trial (recognize vs not recognize the question—answer relationship). The results were related to the search and decisional processes of retrieval.     

A reexamination of sex differences in job preferences

Previous research has found conflicting answers to the question of whether males and females share similar preferences for various job characteristics. It is difficult to determine if the different findings are due to the different populations sampled, the various methodologies employed, or to a real change in the phenomenon itself. This study essentially replicates earlier work by having 130 male and 84 female college students rate the importance of 10 job characteristics for both themselves and members of the opposite sex. Both sexes rated motivators as important, but females also placed importance on the hygienes. Males tended to underestimate the importance of the motivators for females, while females overestimated the importance of hygienes for males. The subject's sex could be predicted by both the importance for self and importance for opposite sex ratings, contrary to the earlier study. The difference in results and interpretation was shown to be due to the type of analyses used. Additionally, it was found that females' job preferences were related to their mothers' educational achievement.     

Efficacy of self-instructional training for reducing children''s anxiety in an evaluative situation

Fifty-six fourth-grade children were categorized as either high or low in trait anxiety and then assigned to a self-instruction treatment, minimal-treatment, or no-treatment control condition. At both pretest and posttest, the subjects recited a memorized poem while being videotaped with the expectation that they would be judged on their performance. State anxiety measures, a behavior rating of anxiety, a measure of performance accuracy and the time involved in reciting a poem were obtained at both pretest and posttest. Contrary to expectation, the self-instructional training resulted in subjects' exhibiting greater signs of behavioral anxiety, subjects' hurrying through the task (taking less time to recite the poem) and high trait-anxiety subjects' reporting more state anxiety while anticipating reciting the poem. Correlational analyses indicated that trait anxiety was significantly related to the measures of state anxiety and the behavior rating of anxiety but not to performance accuracy.     

Augmentation of in vivo exposure treatment for agoraphobia by the formation of neighbourhood self-help groups

The advantages of selecting agoraphobic patients for treatment by group exposure according to their residential geographic neighbourhood were evaluated in terms of facilitation of ‘homework’ practice and increased social contact. Both ‘zoned’ and ‘unzoned’ groups showed gains in ability to perform hierarchy items after 11 sessions of exposure, relative to a no-treatment control group. However only zoned subjects showed significant reductions in experienced anxiety when executing such items. Self-ratings of overall phobic severity also suggested a zoned group was superior to unzoned while assessors' ratings indicated both groups as equally improved. Only zoned subjects showed a significant increase in social range. Improvements were maintained at 3-months follow-up. No effect of treatment was found on either the Zung measure of anxious mood or on social integration.These results suggest that, where practical, zoning might offer the means for desirable continuation of intensive clinic-based group treatment as well as the benefit of extending treatment into the patients' environment as in home-based treatments. Crucial levels of group cohesion might also be increased although therapists should be prepared to negotiate resistance to a socially demanding programme from patients with significant additional social phobias.     

Measurement of sexual arousal in several paraphilias: The effects of stimulus modality,instructional set and stimulus content on the objective

The effects of instructional set (become aroused or suppress arousal), stimulus modality (videotape, audiotape, slides, free fantasy) and stimulus content (paraphilic or non-paraphilic) on sexual arousal, as measured by penile plethysmograph, of six different groups of paraphilics, pedophiles, rapists, exhibitionists, homosexuals, sado-masochists and fetishists, were determined. The results showed significant main effects of instructional set and of stimulus modality (videotape was clearly more arousing) as well as several complex interactions of diagnostic group with the other independent variables.