Noun animacy and the passive voice: A developmental approach

Line drawings of simple situations, in which the animacy of both actor and acted-upon was systematically varied, were presented to children aged between five and 10 years and to adults. Their task was to describe what was happening in each picture. When the actor was more animate than the acted-upon the pictures were invariably described in the active voice whereas pictures in which the acted-upon was more animate than the actor were frequently described using a passive. When the animacy of the two elements was equal a smaller number of passives was produced mainly in response to pictures depicting two inanimates. The size of the animacy difference between actor and acted-upon was also found to influence passive production. In the more animate acted-upon condition most passives were produced to describe pictures of an inanimate actor and human acted-upon. This pattern of responses is seen as providing support for a view of the passive as a syntactic form which allows thematisation of an acted-upon when it is of greater importance to the speaker than the actor.     

Visual search in multicharacter arrays with and without gaps

Subjects searched through briefly presented arrays of letters in a controlled order, indicating quickly which of two possible targets had occurred. Some arrays contained gaps—three missing letters. Reaction time (RT) and accuracy were both improved by a gap after the target; improvement was less when the gap preceded the target. To account for these results, a new model is proposed, one which calls for overlapping processing of successive array items. This is not a “hybrid” model, but a third alternative between the two extremes of serial (zero overlap) and parallel (complete overlap). Quantified, the overlapping model generates U-shaped serial-position curves and produces RT predictions in good accord with our data from arrays with and without gaps. The predicted functions for RT vs. array size are concave upward; however, for arrays of five or less they are virtually linear and not very different in slope for positive and negative trials. Although this model is primarily designed for RT, with some additional assumptions it can be extended to accuracy results.     

Left thalamic hemorrhage with dysphasia: a report of five cases.

A specific type of “thalamic speech” is being recognized with increasing frequency. Paucity of spontaneous speech, fading vocal volume, anomia, perseveration, and neologisms, with intact comprehension and word repetition, characterize the speech disorder associated with thalamic lesions. Nine cases of left thalamic hemorrhage and speech disturbance have been reported previously. This report details the speech, neurological, and neuroradiological findings in five additional cases of thalamic hemorrhage with dysphasia.     

THE LIMITS AND MOTIVATING POTENTIAL OF SENSORY STIMULI AS REINFORCERS FOR AUTISTIC CHILDREN

This study investigated the reinforcing properties, limits, and motivating potentials of sensory stimuli with autistic children. In the first phase of the study, four intellectually retarded autistic children were exposed to three different types of sensory stimulation (vibration, music, and strobe light) as well as edible and social reinforcers for ten-second intervals contingent upon six simple bar pressing responses. In the second phase, the same events were used as reinforcers for correct responses in learning object labels. The results indicated that: (a) sensory stimuli can be used effectively as reinforcers to maintain high, durable rates of responding in a simple pressing task; (b) ranked preferences for sensory stimuli revealed a unique configuration of responding for each child; and (c) sensory stimuli have motivating potentials comparable to those of the traditional food and social reinforcers even when training receptive language tasks.     

A test of interlingual interaction in comprehension by bilinguals

This study tested bilingual subjects' interaction of knowledge of both languages in comprehension. Spanish-English bilinguals and English monolinguals heard 36 sentences, all spoken in English. Twelve were normal English sentences, 12 contained Spanish word order, and 12 contained word-for-word translations of Spanish idioms. The dependent measure was performance on a phoneme-monitoring task; subjects pressed a button when they heard a particular phoneme within each sentence. Immediately following each sentence, subjects wrote down as much of that sentence as they could recall. Results showed that bilingual subjects pressed the button equally quickly for all sentences, but monolinguals were faster for control sentences than for idiom-translations, which was interpreted to mean that a knowledge of Spanish helped the bilinguals in processing the test items semantically.This research was based on a master's thesis presented by the first author and supervised by the second author at Kansas State University. Data were presented at the Psychonomic Society meeting, San Antonio, November 1978.     

Comprehension and production of the /−ez/ plural allomorph

Children's knowledge of morphological elements has traditionally been tested using Berko-type production tasks. Failure to respond correctly in this task may reflect production constraints independent of underlying linguistic knowledge. Accordingly, a detailed comparison of the comprehension of one morphological unit the /–ez/ plural allomorph, was investigated. Two groups of subjects were tested: (1) those who produced this allomorph correctly and (2) those who failed to produce it. For the subjects as a group, the results indicated that children who could produce the /–ez/ allomorph in nonsense word contexts performed significantly better than children who were unable to produce this allomorph. An analysis of individual performance indicated that almost all of the subjects who produced the /–ez/ allomorph correctly reliably comprehended it. A little more than half of the subjects who failed to produce it evidenced reliable comprehension. The conclusion was drawn that comprehension learning precedes production learning and that production-type tasks may consistently underestimate linguistic knowledge.This paper was supported by the Graduate College, University of Missouri, Kansas City.     

The effect of applicant sex and scholastic standing on the evaluation of job applicant resumes in sex-typed occupations

The purpose of this study was to examine sex discrimination in three occupations. Male and female applicants were evaluated for suitability in a managerial role for a predominately female occupation, a predominately male occupation, and a sexually mixed occupation. The academic qualifications of the applicants were systematically varied to be either high, average, or low. Discrimination on the basis of sex was evidenced for all three occupations involving applicants of average scholastic qualifications. Attitudes toward women in management were found to be correlated with the suitability ratings, but the correlations were greatly moderated by the sex of the rater. While some of the hypotheses were confirmed, the results support previous research in sex discrimination (Terborg & Ilgen, 1975).