Neural Systems Mediating American Sign Language: Effects of Sensory Experience and Age of Acquisition

ERPs were recorded from deaf and hearing native signers and from hearing subjects who acquired ASL late or not at all as they viewed ASL signs that formed sentences. The results were compared across these groups and with those from hearing subjects reading English sentences. The results suggest that there are constraints on the organization of the neural systems that mediate formal languages and that these are independent of the modality through which language is acquired. These include different specializations of anterior and posterior cortical regions in aspects of grammatical and semantic processing and a bias for the left hemisphere to mediate aspects of mnemonic functions in language. Additionally, the results suggest that the nature and timing of sensory and language experience significantly impact the development of the language systems of the brain. Effects of the early acquisition of ASL include an increased role for the right hemisphere and for parietal cortex and this occurs in both hearing and deaf native signers. An increased role of posterior temporal and occipital areas occurs in deaf native signers only and thus may be attributable to auditory deprivation.     

Predicting intellectual outcomes: Sex differences in response to early environmental stimulation

Sex differences in parent-child interaction and infant development patterns were examined in a longitudinal sample of 193 parent-infant pairs. Few differences were found. However, there were differences in the patterns of prediction of later intellectual and linguistic outcomes for boys and girls. Stronger predictions of IQ or language skill were obtained for boys from measures of the mother's developmental expectations, the extent of the father's involvement in the infant's early care, the provision of appropriate play materials, and the extent of parental life change. Stronger predictions were found for girls for a measure of restriction and punishment. The combination of these two groups of findings — lack of difference on measures of environment and parent-child interaction, and the presence of differences in prediction — suggest that the same experiences produce difference effects for boys and girls.     

Vocational decision status and the effect of four types of occupational information on cognitive complexity

Because most vocational counseling interventions focus on giving occupational information, research investigating effects of information giving on cognitive processing styles has governed attention in the recent past. The present study was intended to determine some aspects of occupational information relevance while assessing differences in cognitive complexity between vocationally decided and undecided subjects. Two hundred eighty college student volunteers were assigned to eight groups based on their decision status (decided versus undecided) and random distribution of four types of occupational information packets. Cognitive complexity levels were measured, using the Cognitive Differentiation Grid, 48 hr after the packets were distributed. A 2 × 4 analysis of variance found no differences between decided and undecided subjects' cognitive complexity scores as a function of type of occupational information received. There was a significant main effect for information received. There was a significant main effect for information across decision status in the positively and negatively toned information groups: the positive information was associated with relatively greater cognitive simplicity scores and the negative information was associated with relatively greater cognitive complexity scores. Implications of results and further necessary research is specified.     

A comparison of same- and cross-age interactions in mixed-age groups

This study investigated the types of interactions occurring within and between age groups in mixed-age preschool classes. Using point-time sampling procedures, the peer interactions of 30 3- to 5-year-old preschool children enrolled in two preschool classes were recorded. Interactions were coded according to six categories and according to the role of the target child in the interaction. Contrary to popular assumptions about interactions in mixed-age groups, results indicated that for both the older and younger children the types of interactions occurring across age groups did not differ significantly from interactions within same-age groups. Symmetrical rather than asymmetrical relationships across age groups were found in the exchange of nurturance, direction and information.     

Individual characteristics,child-mother and child-younger sibling interactions of 4-year-olds

This paper is concerned with the relations between the individual characteristics (Temperament, Locus of Control, Self-concept) of 4-year-olds, child-mother and child-sibling interactions. The temperamental characteristics Active and Moody, and the Self-concept categories Worrying/Cross and Likes to be Alone, had generally similar relations to child-mother and child-sibling interactions, but the other characteristics did not. The relations between child-mother and child-sibling interactions did not support either the hypothesis that a ‘good ’ child-mother relationship leads to ‘good ’ interactions with a sibling, or that firstborns compensate for a ‘poor ’ child-mother relationship with a ‘good ’ sibling one. The relations were more complex than either of these hypotheses would suggest, but made intuitive sense.     

MUSICAL REINFORCEMENT OF PRACTICE BEHAVIORS AMONG COMPETITIVE SWIMMERS

This study determined whether music could be used as a reinforcer for increasing productive and decreasing nonproductive behavior of 6 competitive swimmers during the dry-land portion of a practice session. The swimmers were randomly assigned to either the contingent reinforcement group, who received music for productive behavior, or the noncontingent group, who received music regardless of their training productivity. An ABAB design showed that a large and immediate increase in productive practice behavior and decrease in nonproductive practice behavior occurred during the contingent phase compared to the baseline phase. Subjects rated the musical reinforcement favorably and elected to have the procedure continued.     

Modularity in locating Wh-gaps

In this paper we report our finding that the parsing routine responsible for locating the deep-structure position of a wh-phrase operates independently of semantic/pragmatic knowledge, suggesting a modular organization of the human sentence processor. Specifically, wh-phrases that were semantically implausible as a direct object of the matrix verb were nonetheless reactivated in that position. Further, reactivation of the wh-phrase was observed despite the fact that the matrix verbs were three-place predicates (e.g.,remind) — a class of verbs which, some experiments suggest, allow interactive effects (e.g., Tanenhaus, Boland, Garnsey, & Carlson, 1989). We argue that this disparity in findings is due to the difference between the cross-modal lexical priming (CMLP) task used in the present study, and the tasks used by Tanenhaus et al.We gratefully acknowledge Penny Prather, Catherine Stern, and David Swinney for their technical assistance, and also Brian Hickok. This work has also benefitted from helpful discussions with Michael Tanenhaus and Stephen Crain, as well as from the comments of two anonymous reviewers.     

Group therapy for eating disorders: A step-wise approach

Group therapy is emerging as a favored treatment for eating disorders. Open-ended psychodynamic group therapy is an effective treatment for the underlying conflicts in eating-disordered patients, yet these groups are difficult to form. The authors suggest a specific sequence using time-limited psychoeducational groups initially for symptom control, then offering an open-ended group for patients who are ready to address deeper issues in a group therapy setting.