Are the spoken durations of rare words longer than those of common words?

The effects of word frequency, word length, and practice were examined in oral productions of subjects reading lists of 25 rare or common monosyllabic words. Articulation and pause durations, their ratio, and total reading durations were derived from recordings of subjects’ speech. Recorded speech was sampled at 10 kHz, and a criterion of eight times the mean noise level was used to classify productions as articulation or pause. Lists of high frequency words were read more quickly than lists of low-frequency words. No differences were observed in the articulation component. Pause duration was greater for rare than for common words. The ratio of pause to articulation varied with length and word type. No differences were found for high-frequency words, but the ratio of five-letter words was significantly greater than that of three- or four-letter rare words. Results were discussed in relation to the nature and locus of the word-frequency effect. Criteria for defining and measuring speech productions were also raised.     

Pure-tone perception and ear advantages in dichotic listening

A same-different matching task was used to investigate how subjects perceived a dichotic pair of pure tones. Pairs of stimulus tones in four frequency ranges (center frequencies of 400–1,700 Hz), with separations between 40 and 400 Hzt were tested. Five types of test tones were matched to the stimulus pair: the stimulus pair presented again (control) or crossed over (same tones, different ears), the geometric mean of the two tones, or a binaural tone of the low or high tone of the pair. In the lowest frequency range and the highest with maximum separation, the crossed-over test tones were perceived as different from the same stimulus tones. A bias for perceiving the higher tone of a pair was evident in the frequency ranges with separations of 40-200 Hz. In the lowest frequency range, the bias was for perceiving the higher tone in the right ear. This restricted ear advantage in the perception of pure tones was not significantly related to the right-ear advantage in dichotic word monitoring.     

NORMAL PEER MODELS AND AUTISTIC CHILDREN'S LEARNING

Present research and legislation regarding mainstreaming autistic children into normal classrooms have raised the importance of studying whether autistic children can benefit from observing normal peer models. The present investigation systematically assessed whether autistic children's learning of discrimination tasks could be improved if they observed normal children perform the tasks correctly. In the context of a multiple baseline design, four autistic children worked on five discrimination tasks that their teachers reported were posing difficulty. Throughout the baseline condition the children evidenced very low levels of correct responding on all five tasks. In the subsequent treatment condition, when normal peers modeled correct responses, the autistic children's correct responding increased dramatically. In each case, the peer modeling procedure produced rapid achievement of the acquisition criterion which was maintained after the peer models were removed. These results are discussed in relation to issues concerning observational learning and in relation to the implications for mainstreaming autistic children into normal classrooms.     

Signal recognition as influenced by presentation schedules

Performance in a recognition task involving two amplitudes of the same tone was investigaled over a wide range of presentation schedules. The task was arranged so that there was no trial-to-trial feedback or other information regarding the relative frequencies of the two tones. The hit and false alarm rates (the proportion of “loud” responses to loud and soft stimuli, respectively) on any given trial were strongly influenced by the stimulus and response on the preceding trial. In general, Ss tended to repeat the last response and were more accurate after a stimulus alternation than after a stimulus repetition. In addition, hit and false alarm rates were inversely related to the presentation probability of the loud tone, in contrast to the direct relation typically found in signal detection experiments and in recognition experiments with trial-to-trial feedback. A mathematical model incorporating three processes (memory, comparison, and decision) was shown to give a good account of these data.     

Influence of correlated visual cues on auditory signal detection

Two experiments investigated the effects on auditory signal detection of introducing visual cues that were partially correlated with the signal events. The results were analyzed in terms of a detection model that assumes that such cue-signal correlations will not affect sensitivity, but will instead cause the subject to develop separate response biases for each cue. The model specifies a functional relationship between the asymptotic values of these cuecontingent biases. The overall results of the experiments supported the detection assumptions of the model and the general bias learning assumption, but indicated a more complex learning process than that specified by the model.     

A generalization of stimulus sampling theory

A modification of stimulus sampling theory is presented. The restriction that each stimulus element is conditioned to one and only one response is replaced with the notion of a scale of conditioning for each element. This variation provides a context in which such variables as reward magnitude and motivation can be viewed as determiners of behavior. Some experimental results on multiple response problems also have a natural interpretation in terms of these ideas.     

Tri-ethnic alcohol use and religion,family, and gender

Nine different behavioral responses to alcohol by over two hundred ninth-graders in Austin, Texas, were examined in a survey designed to identify the relationship between adolescents' alcohol use, religious affiliation, religiosity, and gender. The relationship between alcohol use and family adaptability was also examined. While religious affiliation was found to be mildly predictive of use, religiosity determined only specific behavior. Gender differences in alcohol use appeared to be narrowing. Family adaptability was the most predictive variable, showing a relationship with six of the nine kinds of alcohol behavior. Future studies of family influences on adolescents' alcohol behavior and alcohol use among females are recommended.     

Extradyadic romantic involvement: Moderating effects of sociosexuality and gender

The present study examined whether relationships of self-reported depression and suicidality to gender roles or gender are moderated by the type of stressful life events that individuals experience. The focus was on events in stereotypic male (achievement) versus female (interpersonal) domains. This study of 290 women and 247 men undergraduates employed the Beck Depression Inventory (BDI), the Personal Attributes Questionnaire and a measure of recent negative life events. In the presence of high achievement stress, high masculinity was related to low suicidality for men. In the presence of high interpersonal stress, high femininity was related to low self-reported depression for women. These findings were interpreted as consistent with the androgyny model of adjustment. However, independent of gender roles, high interpersonal stress was related to high self-reported depression more strongly among women than among men. Suicidality was related to interpersonal events for women and achievement events for men. These findings were interpreted as consistent with the self-schema model of depression.The authors gratefully acknowledge Jane Karyl and Ann Shields for substantial assistance with data collection and management and Michael L. DeKay for assistance with data analysis. The following individuals assisted with data collection and other phases of the study: Joanne Starek, Robert Wilking, Haur Khar Khaba, Rochelle Dalla, Kristin Iverson, and Michele LeClaire.     

A Description of the Continuum of Eating Disorders: Implications for Intervention and Research

Many authors have proposed the notion of an eating disorder continuum to aid in the understanding of similarities and differences among various types of eating disturbances and disorders. The purpose of this article is to present an eating disorders continuum and to describe groups on the continuum by highlighting differences among the groups on behavioral, cognitive-attitudinal, and self-esteem issues. The relationship of the continuum to the developmental course of eating disorders is discussed. Prevention, early intervention, and treatment programs for various groups on the continuum are presented. Recommendations for future research on the continuum of eating disorders are provided.