Lexical and Prosodic Effects on Syntactic Ambiguity Resolution in Aphasia

The purpose of this study was to determine whether and when individuals with aphasia and healthy controls use lexical and prosodic information during on-line sentence comprehension. Individuals with aphasia and controls (n = 12 per group) participated in a self-paced listening experiment. The stimuli were early closure sentences, such as "While the parents watched(,) the child sang a song." Both lexical and prosodic cues were manipulated. The cues were biased toward the subject- or object- of the ambiguous noun phrase (the child). Thus, there were two congruous conditions (in which both lexical cues and prosodic cues were consistent) and two incongruous conditions (in which lexical and prosodic cues conflicted). The results showed that the people with aphasia had longer listening times for the ambiguous noun phrase (the child) when the cues were conflicting, rather than consistent. The controls showed effects earlier in the sentence, at the subordinate verb (watched or danced). Both groups showed evidence of reanalysis at the main verb (sang). These effects demonstrate that the aphasic group was sensitive to the lexical and prosodic cues, but used them on a delayed time course relative to the control group.     

Using PPT to Analyze Suboptimal Human–Automation Performance

Diagnostic automation aids are designed to improve human performance by increasing accuracy in event detection tasks. However, human–automation performance has frequently fallen short of expectations, particularly when the aid is highly reliable. In those cases, human–automation performance is often suboptimal, in that a human being augmented with a diagnostic aid does more poorly than the automation itself. Previously, there have been only ambiguous explanations for why this occurs, with few suggestions on how to effectively eliminate suboptimal performance. Fortunately, with the advent of a new general theory of task performance, termed Potential Performance Theory (PPT) by D. Trafimow and S. Rice (2008 Trafimow, D. and Rice, S. 2008. Potential Performance Theory: A general theory of task performance applied to morality. Psychological Review, 115(2): 447–462. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]; 2009), one can now determine exactly why suboptimal performance occurs. Results from the present study reveal that inconsistency is the culprit, rather than just poor strategy selection. Furthermore, PPT allows one to determine exactly how much of the performance decrement is because of inconsistency.     

Sex-Specific Effect of Recalled Parenting on Affective and Cognitive Empathy in Adulthood

Previous research has demonstrated the influence of parenting on the development of children’s empathy. However, few studies have considered the impact of parents on empathy in adulthood, specific components of empathy, or the importance of parent and child biological sex. In the present study, 226 participants (71 men) completed online versions of the Parental Bonding Instrument (Parker et al. British Journal of Medical Psychology, 52, 1–10 1979), Empathy Quotient (Baron-Cohen and Wheelwright Journal of Autism and Developmental Disorders, 34, 163–175 2004), and Interpersonal Reactivity Index (Davis JSAS Catalog of Selected Documents in Psychology, 10, 85 1980). Paternal care and overprotection influenced affective empathy in men, whilst maternal overprotection predicted affective empathy in women. Further, maternal care related to cognitive empathy in men, whilst none of the parental care variables related to cognitive empathy in women. Findings are discussed in relation to sex differences in childhood parenting experiences on adult cognitive and affective empathy.     

Family Functioning, Self-Concept, and Severity of Adolescent Externalizing Problems

We investigated direct and shared effects of family functioning and self-concept on the severity of adolescent externalizing problems in a sample of 224 clinically referred adolescents. Structural equation modeling (SEM) revealed strong, direct relationships between problem behaviors and both family functioning and self-concept. Using R. M. Baron and D. A. Kenny's (1986) and G. N. Holmbeck's (1997) criteria for testing mediation in SEM, family functioning partially mediated the relationship between self-concept and problem behaviors. A moderation model, testing the relationship between externalizing problems and the interaction between family functioning and self-concept, did not yield a significant effect. Our findings indicate that self-concept and family functioning exert direct and shared effects on externalizing problems and suggest that interventions for clinically referred adolescents should target both the individual adolescent and his/her family.     

“We Need to Make Action NOW,to Help Keep the Language Alive”: Navigating Tensions of Engaging Indigenous Educational Values in University Education

Despite centuries of contact and conquest, Indigenous communities persist in maintaining their cultures and psychologies. Key to this success in cultural survival is the maintenance of Indigenous languages, which contain distinct worldviews. However, Indigenous languages are at risk, with fewer and fewer fluent Elder speakers. Fortunately, there remain committed groups of community educators who carry out Indigenous language education. Current mainstream teacher education programs do not typically introduce the importance of Indigenous language education to teacher candidates, who are the next generation of K‐12 teachers. We view this as highly problematic, and thus carried out a proof‐of‐concept project in which one U.S. university's American Indian/Alaska Native teacher candidates collaborated with, and learned from, Indigenous language educators during a two‐week‐long summer institute at the university. In our article, we share three main findings, based on qualitative analyses of daily‐written student journals collected during the two‐week pilot project: (a) Indigenous language education supports the social justice vision in the American Psychological Association's Multicultural Guidelines; (b) intergenerational educational opportunities are invaluable for affirming Indigenous psychologies; and (c) Indigenous community language educators do important survivance work. Our findings provide insight into how Indigenous language education is crucial for advancing education that honors Indigenous community psychological well‐being.     

The New Biology and its Impact in Biomedical Strategies Against HIV/AIDS

Abstract. The sequencing of the human genome and the initiation of the structural genomics projects have ushered in a new age of biology that involves multi‐lab, high‐cost projects with broad task‐oriented goals rather than the more conventional hypothesis‐driven approach of the past. The new biology has led to the development of new sets of tools for the scientist to use in the quest to solve mysteries of human disease, biomolecular structure‐function relationships, and other burning biological questions. Nevertheless, the impact of the new biology on the field of AIDS investigation has been minimal, predominantly because many of the tools in the HIV field of study were developed before the full advance of the new biology was felt in the biomedical community. Many of the high‐cost megaprojects that involve large technological advances and are marketed as projects of promise to the biomedical community are not likely to significantly impact the field of HIV/AIDS research and cannot serve as a substitute for direct funding to the HIV/AIDS scientists working for vaccine development, an understanding of mechanisms of disease causation, and new tools for therapeutic intervention.     

The effect of an increased awareness of erectile cues on sexual arousal

The present investigation addressed two major issues. The first issue is the effect on sexual arousal of increasing a S's self-directed genital focus during different intensities of erotic stimulation. It was found that increasing one's focus on genital cues during low-arousing stimuli decreased physiological arousal, but actually facilitated genital arousal at high-intensity stimulation. This finding brings into question the previous assumption that increased focus on erectile responding or ‘spectatoring’ has universally negative consequences. The second issue concerns the extent of response-system concordance for the physiological and subjective measures of sexual arousal. Two methods of measuring such agreement are proposed. These methods allow for the assessment of response-system concordance for both intensity and direction. These two parameters of concordance were then examined under different levels of arousal and under the two attentiona! focus conditions to ascertain if situational factors would affect response-system agreement. The results indicate that the two measures of concordance are differentially affected by such manipulations. Implications for the measurement of sexual arousal are discussed.