Lexical and Metrical Stress in Word Recognition: Lexical or Pre-lexical Influences?

The influence of lexical stress and/or metrical stress on spoken word recognition was examined. Two experiments were designed to determine whether response times in lexical decision or shadowing tasks are influenced when primes and targets share lexical stress patterns (JUVenile–BIBlical [Syllables printed in capital letters indicate those syllables receiving primary lexical stress.]). The results did not support an effect of lexical stress on the organization of lexical memory. In Experiment 3 primes and targets whose first syllables shared lexical stress only (MUDdy–PASta), metrical stress only (alTHOUGH–PASta), both cues (LECtern–PASta), or neither cue (conTROL–PASta) revealed no priming effect. However, targets whose first syllables were strong were responded to faster than targets whose first syllables were weak. Experiment 4 manipulated the metrical stress patterns of bi-syllabic primes and targets. Targets with strong–weak metrical stress patterns were responded to more quickly than those with strong–strong or weak–strong patterns. Although the priming paradigm did not reveal an influence of lexical and metrical stress on the organization of lexical memory, the data do support an influence of strong syllables on the processing of auditorily presented words.     

The belief in a just world and immanent justice reasoning in adults

Deciding that negative experiences are punishment for prior misdeeds, even when plausible causal links are missing, is immanent justice (IJ) reasoning (Piaget, 1932/1965). Three studies examined a just world theory analysis of IJ reasoning in adults (Lerner, 1980). Studies 1 and 2 varied the valence of a target person's behavior prior to them experiencing an unrelated negative (car accident, Study 1) or positive (lottery win, Study 2) outcome. Participants viewed the outcomes as the result of prior behavior most when they fit deservingness expectations (good person won the lottery, bad person injured in automobile accident), suggesting that just world concerns influenced IJ reasoning. The lottery-winning finding (Study 2) also extends IJ reasoning to positive experiences. A third study found that a manipulation of just world threat in one context (prolonged or ended suffering of an HIV victim) influenced IJ responses in a subsequent unrelated context (automobile accident scenario).     

The role of language in memory for actions

Languages differ with respect to how aspects of motion events tend to be lexicalized. English typically conflates MOTION with MANNER, but Japanese and Spanish typically do not. We report a set of experiments that assessed the effect of this cross-linguistic difference on participants' decisions in a similarity-judgment task about scenes containing novel animations as stimuli. In Experiment 1, which required participants to encode the stimuli briefly into memory, we observed a language effect; in Experiment 2, which required participants to analyze the same stimuli, but not remember them, the language effect disappeared. Hence, these experiments reveal a task-dependent effect, which, we argue, points to working memory as the source of the language effect observed in Experiment 1 and, potentially, other experiments that have shown a linguistic relativity effect.     

Overt honesty measures predicting admissions: an index of validity or reliability

Honesty questionnaires are often validated against a paper-and-pencil criterion in which respondents are asked to admit to past incidents of dishonesty. However, substantial overlap in the methods of assessment and in item content between predictor and criterion suggest that it is not validity that is being assessed, but rather a form of reliability. In this study, the relations between two overt measures of honesty (the Phase II Profile and the Workplace Productivity Questionnaire) and an admissions criterion were evaluated. The results suggest that the strong correlations between the Phase II Profile and the admissions criterion (r = -.67) and between scores on the Workplace Productivity Questionnaire and the admissions criterion (r = -.62) may be largely due to overlapping item content.     

Novel metaphors appear anomalous at least momentarily: evidence from N400

This study addresses a central question in perception of novel figurative language: whether it is interpreted intelligently and figuratively immediately, or only after a literal interpretation fails. Eighty sentence frames that could plausibly end with a literal, truly anomalous, or figurative word were created. After validation for meaningfulness and figurativeness, the 240 sentences were presented to 11 subjects for event related potential (ERP) recording. ERP's first 200 ms is believed to reflect the structuring of the input; the prominence of a dip at around 400 ms (N400) is said to relate inversely to how expected a word is. Results showed no difference between anomalous and metaphoric ERPs in the early window, metaphoric and literal ERPs converging 300-500 ms after the ending, and significant N400s only for anomalous endings. A follow-up study showed that the metaphoric endings were less frequent (in standardized word norms) than were the anomalous and literal endings and that there were significant differences in cloze probabilities (determined from 24 new subjects) among the three ending types: literal > metaphoric > anomalous. It is possible that the low frequency of the metaphoric element and lower cloze probability of the anomalous one contributed to the processes reflected in the early window, while the incongruity and near-zero cloze probability of the anomalous endings produced an N400 effect in them alone. The structure or parse derived for metaphor during the early window appears to yield a preliminary interpretation suggesting anomaly, while semantic analysis reflected in the later window renders a plausible figurative interpretation.     

The role of collaborative planning in children's source-monitoring errors and learning.

The aim of this research was to provide empirical evidence for a cognitive process that may contribute to children's learning from another person. A cornerstone of Vygotsky's sociocultural theory is that knowledge is internalized from others; however, the cognitive processes that support this transformation are underspecified. In a series of three studies, kindergarten children (mean age 5 years 8 months) participated in a categorization task with an adult in several collaborative and noncollaborative conditions and then were tested on their memory of who had performed which actions in the task. After the memory task, children were asked to recategorize the items on their own. Source-monitoring patterns and children's learning varied across conditions according to predictions. A measure of recoding was related to children's planning language that, in turn, predicted learning among the children. The results suggest that one process that contributes to children's internalization of knowledge may involve recoding of agent information and that recoding can be indexed by source-monitoring performance.     

Response variability in attention-deficit disorders

Reaction times in a mental rotation task were measured across a diverse population that sorted into two groupings based on overall variability. Although both the low- and the high-variance groups produced data that displayed the trends typical of mental rotation, the two groups' reaction time sequences had very different autocorrelation functions. Power spectra derived from the two groups' data showed the presence of distinctive noise processes with long memory. Normal levels of variance were associated with 1/f noise, whereas high-variance data had substantial traces of random walk contour. These findings provide new perspectives on cognitive assessments of attention dysfunction.     

The PHQ-9 as a brief assessment of lifetime major depression

The Patient Health Questionnaire-9 (PHQ-9; R. L. Spitzer, K. Kroenke, J. B. W. Williams, & The Patient Health Questionnaire Primary Care Study Group, 1999), modified to ask about the worst period of depression lifetime, was validated against lifetime mood disorder diagnoses established by the Structured Clinical Interview for DSM-IV (SCID; M. B. First, R. L. Spitzer, M. Gibbon, & J. B. W. Williams, 2001) in 526 participants. PHQ-9 dichotomous scores corresponded highly with major depressive episode (MDE) Criterion A, MDE, and major depressive disorder (MDD), odds ratios >or= 9.5, and area under the receiver operating characteristic curve (AUC) >or= 0.84. The continuous scale score was higher in participants who did (M=17.14, SD=7.36) than in those who did not (M=6.05, SD=6.29) meet MDE Criterion A, t(524)=18.09, p<.001; was correlated with number of MDE Criterion A symptoms, r(525)=.67, p<.001; and detected MDE Criterion A (AUC=0.88). The PHQ-9 as a lifetime measure may be used to complement or replace more costly interview assessments.     

Psychotic functioning in adolescence: The perverse solution to survive

A psychotic breakdown in adolescence marks the emergence of a manifest aspect of a more complex process that has its origins in the patient's family pre‐history and in the patient's childhood story. This period of life is characterized by a sensorial explosion and adolescents will react differently according to the different resources they have at their disposal. Adolescents will attempt to create defensive solutions in order to face this decompensation on their own. In particular, polymorphously perverse behaviours can be utilized because of their specific characteristics in order to create a potent defence used to arrest a still more severe regression and at the same time providing the time necessary to safely navigate through a difficult and dangerous developmental phase. These solutions can be transitory or transform themselves into lasting defensive adaptations. These defensive modalities are very complex and articulated and can become fossilized in time, as, for example, in the case of a use of perverse defences against a breakdown. An analyst finding him/herself in these situations will find it difficult to differentiate in the diagnosis between a condition that is due to a perverse functioning used as a defence against decompensation, and a truly perverse structure that is beginning to emerge after puberty.