A chronometric study of sentence processing in deaf children

It has been consistently reported the deaf children have tremendous problems in reading English sentences. Three experiments were conducted in the present study to investigate the nature of deaf children's reading inability. The first experiment looked into the letter-decoding process. It was found that deaf subjects took longer than normal-hearing subjects in encoding and decoding alphabetic letters. The second experiment employed a sentence-picture verification paradigm. The results showed that deaf subjects adopted a visual-imagery coding strategy rather than a general linguistic coding strategy as described by H. H. Clark and W. Chase (Cognitive Psychology, 1972, 3, 472–517) and by P. A. Carpenter and M. A. Just (Memory and Cognition, 1975, 3, 465–473). However, when the sentence was presented in manual signs (Experiment 3), deaf subjects' verification time showed that they adopted a general linguistic coding strategy. Thus, deaf subjects are capable of linguistic coding strategy, but they do not apply it to process printed English sentences. A second-language hypothesis was advanced to account for the obtained data. Deaf children's reading inability was also discussed from this perspective.     

Formal assessment of problem-solving and planning processes in preschool children

While much is known about adult problem-solving, the materials, analyses, and theoretical issues from the adult literature rarely make contact with the tasks typically used to investigate children's thinking. This paper examines the behavior of 4-, 5-, and 6-year-old children attempting to solve a novel variant of the Tower of Hanoi task. Problems varied in difficulty (one to seven moves for the minimum path solution) and in goal type: tower (all objects on one peg) or flat (all pegs occupied). For each problem, children gave verbal statements of their complete solution plan. The Plan Analysis examined performance as a function of goal type and age. Better performance was observed for tower ending problems, and among older children. The Error Analysis revealed that specific error propensities were related to both age and goal type. The Strategic Analysis compared the first move profiles of 6-year-olds to those of several plausible move selection models, and a high degree of correspondence was obtained between specific models and individual children. Young children appear to have rudimentary forms of many of the problem-solving processes previously identified in adults, but they may differ in encoding and representational processes.     

Orientation in cognitive maps

In 14 experiments, subjects had to “point to” surrounding environmental locations (targets) while imagining themselves in a particular spot facing in various directions (orientations). The spatial information was either committed to memory (cognitive maps) or directly presented on each trial in the visual or tactile modality. Reaction times (RT) indicated that orientation shifts were achieved through mental rotation in the visual task, but not in the cognitive map or tactile tasks. Further, in the latter two tasks targets were located most quickly when they were adjacent to or opposite the imagined orientation. Several explanations of this finding were tested. Various aspects of the data suggest that cognitive maps are not strictly holistic, but consist of orientation-specific representations, and—at least in part—of relational propositions specific to object pairs.     

Measurement of sexual arousal in several paraphilias: The effects of stimulus modality,instructional set and stimulus content on the objective

The effects of instructional set (become aroused or suppress arousal), stimulus modality (videotape, audiotape, slides, free fantasy) and stimulus content (paraphilic or non-paraphilic) on sexual arousal, as measured by penile plethysmograph, of six different groups of paraphilics, pedophiles, rapists, exhibitionists, homosexuals, sado-masochists and fetishists, were determined. The results showed significant main effects of instructional set and of stimulus modality (videotape was clearly more arousing) as well as several complex interactions of diagnostic group with the other independent variables.     

TEACHING THE HANDICAPPED TO EAT IN PUBLIC PLACES: ACQUISITION,GENERALIZATION AND MAINTENANCE OF RESTAURANT SKILLS

This study examined classroom-based instruction in restauranting skills for handicapped persons. Three male students were taught each of four skill components in sequential order: locating, ordering, paying, and eating and exiting. Training was implemented in a multiple baseline design across subjects and consisted of modeling and role playing in conjunction with photo slide sequences and a simulated ordering counter. The use of a menu containing general item classes and a finger matching procedure for identifying errors in the delivery of change greatly reduced the reading and math skills necessary to enter and complete the program. Periodic probes were conducted in a McDonald's restaurant prior to, during, and up to one-year following the termination of training. In addition, two probes (overt and covert observation) were conducted in a Burger King restaurant to assess further generalization to a location different from the one depicted throughout training. Results showed that students' performance on restaurant probes improved as a result of training, generalized to novel settings, maintained over an extended period of time, and was comparable to that of a normative sample of nonretarded persons.     

AN ECOBEHAVIORAL EXAMINATION OF A SIMPLE STRATEGY FOR INCREASING MEALTIME LANGUAGE IN RESIDENTIAL FACILITIES

Typically in large residential facilities for retarded persons, meals are served in an institutional style that does not appear to encourage appropriate peer interactions. An ecological program alternative is serving meals in a family style. The present study was designed to examine both the feasibility of serving family style meals and the effects of family style meal service on mealtime language. Five retarded young adult male residents, who had some conversational skills and appropriate table manners, participated in this study. The experimental design involved a multiple baseline analysis across meals (dinner, lunch, and breakfast). Observers coded the youths' mealtime verbalizations according to the type, content, and direction of the verbalizations and they recorded the length of the meals. The analysis of the verbalization data indicated that during family style meals the participants spoke substantially more often than during institutional style meals. Increases in peer-directed conversation about the meals primarily accounted for the verbalization changes. Family style serving also resulted in the youths spending more time with their meals. In addition, social validation measures suggested that the family style procedures were preferred by the consumers (participants, staff, and concerned community members).     

On the statistics of vision: The Julesz conjecture

This paper describes a class of random patterns which have the same first-, second-, and third-order statistics as coin tossing, but are visually different. The patterns are counterexamples to a conjecture of Julesz that all the eye can discriminate is first- and second-order statistics.     

Proportionality,linearity, and parameter constancy: Messick and Sentis reconsidered

Messick and Sentis found greater support for weak proportionality in subjects' outcome allocations (suggesting that subjects wish to maintain a constant ratio between outcomes across situations when inputs are held constant) than for constant differences between outcomes. They claimed that their data thus provided stronger support for Adams' ratio definition of equity than for Harris' linear formula. A dialogue between the two sets of authors establishes that (1) so far as their specification of fair outcomes is concerned, Adams' formula is a special case of the linear formula; (2) weak proportionality does not necessarily follow from Adams' formula and can be derived from the linear formula; (3) Adams' formula applied to subjective (rather than experimenter-defined) inputs nevertheless provides a more natural base from which to derive weak proportionality than does the linear formula in its general form; (4) excellent fits to several sets of data, including much better fit to Messick and Sentis' data than that provided by weak proportionality, are obtained if we assume that subjects use allocations which are a weighted average of those implied by Adams' formula, the Equality principle, and Komorita and Kravitz' Equal Excess Norm; and (5) a fit to Messick and Sentis' data that is almost as good as that provided by the weighted solutions model is obtained by assuming that subjects apply Adams' formula to subjective inputs and subjective outcomes that are different from the corresponding experimenter-defined values. It is agreed that the delineation of the relationships among observable properties of outcome distributions, alternative equity formulae, and different psychological processes is as important as it can be devious.     

The air gap phenomenon in children's landscape drawings

The “air gap” phenomenon was found to be very common in the free landscape drawings of middle and later childhood. Three experiments are reported in which the contextual cues for such drawings were systematically manipulated. When subjects were supplied with drawing sheets constructed to imply the absence of the air gap, the phenomenon was eliminated in most of their drawings. When supplied with sheets constructed to imply its presence, most subjects produced air gap drawings using contextually provided reference lines. There were no consistent transfer effects across different cuing orders. The susceptibility of the air gap phenomenon to modification by task manipulation suggests that it results from problems of production rather than from defects in the child's internal representation of the world.     

Design and implementation of a microcomputer-based adaptive testing system

Adaptive testing is a relatively new form of test administration in which a test is tailored to the individual taking it by choosing items most informative about that person. Methods for determining which items are most appropriate take on a variety of forms, some requiring extensive computation, and almost all requiring administration by a computer. The increasing availability of inexpensive microcomputer systems has made adaptive testing possible when access to larger computer systems is impractical. To make implementation of a variety of adaptive testing methods feasible on a microcomputer, a system efficient from both the examinee’s and the test constructor’s perspectives is necessary. This paper begins by briefly outlining the strategies of adaptive testing developed to date and showing how, structurally, they can be grouped into three general categories. Considerations in design of a test-specification subsystem are then discussed as they relate to this categorization. Finally, a specific implementation of a subsystem for use under the CP/M microcomputer operating system is described. Techniques used to make the extensive computations required by adaptive testing feasible on a microcomputer are presented.