Hearing by eye

Recent work on integration of auditory and visual information during speech perception has indicated that adults are surprisingly good at, and rely extensively on, lip reading. The conceptual status of lip read information is of interest: such information is at the same time both visual and phonological. Three experiments investigated the nature of short term coding of lip read information in hearing subjects. The first experiment used asynchronous visual and auditory information and showed that a subject's ability to repeat words, when heard speech lagged lip movements, was unaffected by the lag duration, both quantitatively and qualitatively. This suggests that lip read information is immediately recoded into a durable code. An experiment on serial recall of lip read items showed a serial position curve containing a recency effect (characteristic of auditory but not visual input). It was then shown that an auditory suffix diminishes the recency effect obtained with lip read stimuli. These results are consistent with the hypothesis that seen speech, that is not heard, is encoded into a durable code which has some shared properties with heard speech. The results of the serial recall experiments are inconsistent with interpretations of the recency and suffix effects in terms of precategorical acoustic storage, for they demonstrate that recency and suffix effects can be supra-modal.     

Continuities in maternal reports and child behaviors over time in hyperactive and comparison groups

Maternal reports, observations of nursery and elementary school behavior, and teacher ratings of problems were available for hyperactive and control children who had participated in a longitudinal study. This paper examines consistencies in maternal reports and child behaviors over time, and their relationship to teacher ratings in elementary school. Maternal reports of infant sleep difficulties were related to maternal ratings of hyperactivity at 41/2 and 61/2 years. Maternal ratings of activity at 41/2 were predictive of 61/2-year ratings of hyperactivity and conduct problems. In addition, behavior in a research nursery at 41/2 predicted teacher ratings of problems and classroom behavior in grade two. Hyperactive preschoolers who left the table most during structured activities were more often out-of-seat and off-task in school. Controls who were more aggressive in the nursery were more disruptive in the classroom. These data indicate continuities in both maternal reports and child behaviors.Collection of follow-up data were supported by Grant No. MA-4505 from the Medical Research Council of Canada to Dr. Campbell and were collected when she was at McGill University and the Montreal Children's Hospital. Portions of these data were presented at the American Psychological Association, Washington, D.C., September 1976.     

The role of social pressure,attention to the stimulus,and self-doubt in conformity

The theorizing of Asch and Moscovici was used as a framework for exploring the relationships among social pressure, attention to the stimulus, doubt about one's own judgment, and conformity. Male and female subjects (N = 185) were confronted either with one (low social pressure) or three (high social pressure) others who judged 12 critical pairs of noises as equal in loudness. The noises within each pair actually varied in how similar they were in loudness. High social pressure resulted in most subjects paying either little or much attention to the stimulus; low social pressure resulted in most subjects paying a moderate amount of attention to the stimulus. When social pressure was high, greater self-doubt was associated with less attention to the stimulus; when social pressure was low, greater self-doubt was associated with more attention to the stimulus. Conformity was positively associated with self-doubt and negatively associated with attention to the stimulus. Social pressure increased conformity, particularly when subjects paid little attention to the stimulus. Although the results are interpreted as partially consistent with both the Asch and the Moscovici perspectives, they are not totally consistent with either.     

Transportation,Stress, and Community Psychology

Conditions of transportation were investigated as sources of psychological stress as they affect the physiology, task performance, and mood of commuters. Participants in the study were 100 employees of industrial firms. Traffic congestion was construed as a behavioral constraint in terms of the concept of impedance which is defined by the parameters of distance and time. It was expected that the effects of impedance would be mediated by personality factors, such as locus of control. Multivariate tests of the internal validity of the impedance factor were significant. However, significant main effects for impedance were obtained only for mood and residential adaptation. The predicted interactions of impedance with locus of control were obtained across task performance indices. In multiple regression analyses, the distance and speed of the commute to work were found to account for significant proportions of variation in blood pressure, while several indices of personal control had significant regression effects on the task measures. The implications of the results for research in community psychology are discussed.     

HIV counselling in developing countries: the link from individual to community counselling for support and change

Counselling in developing countries can extend from individual to family and community, can be implemented as a means of facilitating changes or support, and in the community context can be used to measure as well as sustain behaviour change. Contrasts between developed and developing countries include the capacity of communities in developing countries to acknowledge loss and find hope. Community involvement in counselling, and capacity for confidential sharing, are building blocks for strategic participatory response to AIDS and HIV, that can link inclusive care to prevention by community-determined change in attitudes, behaviours and environment. The premise that there can be a positive link from the individual to the community through confidential sharing and that it can give rise to prevention through counselling the community is illustrated by reference to programme examples from Brazil, Sri Lanka, North-Eastern India, Zambia and Zimbabwe. Community hope exists through recognition of loss, inclusion of suffering people, and capacity and action for change. One transferable tool for community development is community counselling in relation to HIV and AIDS. A visible and expected outcome is increased community capacity to care and hope.     

Category-Based and Feature-Based Cognitive Processes: The Role of Unfavorable Information1

Recent research on selection decisions suggests that favorable features (e.g., attractive physical features or positively-evaluated personality traits) can enhance ratings of applicant suitability, but little research has examined the impact of unfavorable features. Theories of person perception distinguish between two information processing strategies: category-based and feature-based. We predicted that unfavorable features would influence selection decisions only when raters used feature-based processing strategies. Results suggest that applicant features' prototypicality and favorability can compensate for one another, with applicants' negative features resulting in a disadvantage only when the applicant is perceived as nonprototypical.     

Hard-to-manage preschool boys: Externalizing behavior,social competence,and family context at two-year followup

Boys, identified as hard to manage in preschool, were followed up 2 years after initial assessment. Mothers, fathers, and teachers continued to rate hard-to-manage boys as having more problems with attention and impulse control, and as more oppositional, than comparison boys who had been problem-free at intake; problem boys also were rated as less socially competent by all three informants. Differences in severity were apparent as a function of initial referral source. Boys identified as showing significant problems by at least two informants (28% of the problem boys) were especially low in social competence and their mothers reported more symptoms of depression and parenting stress. Family adversity, lower IQ, and severity of symptoms at intake discriminated boys with continuing problems from those with less serious difficulties at followup. Control boys with potentially emerging problems were characterized by more family problems than the remaining control boys. Implications for the development of problems in young children are discussed.The research reported in this paper was supported by NIMH grant No. R01 32735. Special appreciation is expressed to the parents, children, and teachers who cooperated in this work. Thanks are due to the many graduate students and research staff who worked on this project, including Clea Angell, Linda Ewing, Clare Flanagan, Patricia Huszar, Andrea Lurier, Cynthia March, Sarah McAuliffe, Teri Meyers, Elizabeth Pierce, and Emily Szumowski.     

Reducing interference in forgetting

According to interference theories forgetting results from the intervention of extraneous associations which disturb the patterns built up during learning. It also seems that the period immediately following learning is critical for forgetting. The experiment which is described was carried out to investigate whether administration of the central-depressant drug nitrous oxide immediately after learning would reduce forgetting, since it had been shown to impair the formation of associations and ought therefore to reduce interference. This expectation was borne out, significantly less forgetting occurring when nitrous oxide was given than when air was given. A possible physiological basis, relating these results to those for sleep is discussed.