Phonemic and semantic generation norms

Independent groups of subjects generated restricted free associations that either rhymed with the cue or were members of the semantic category designated by the cue. The data include both a listing of the responses to each cue and a cross-index of all words appearing as responses to more than one cue. These data will permit researchers to take into account the a priori associative strength between cues and targets at these two levels of processing.     

Generalization of teacher behavior as a function of subject matter specific discrimination training

The effect of training on the rate of behavior-specific praise for two fourth-grade teachers was investigated within a multiple-baseline design. Training teachers to identify instances of behavior-specific praise on videotaped presentations (discrimination training) combined with instructions to use praise, and audiotape recordings of the teachers' classroom interactions as feedback, increased the rates of behavior-specific praise. However, the effects were restricted to subject-matter areas in which training was conducted.     

Self-Censorship

This article seeks to explore the conceptual structure and moral standing of an idea that has received almost no attention from analytical philosophers: self-censorship. It is argued that at the heart of the concept is a tension between the thoughts of the self-censor as, on the one hand, the author, and on the other, the instrument, of the censorship. Which of these aspects is emphasised also importantly helps shape how self-censorship is viewed normatively. Focusing on authorship tends to lead to seeing self-censorship as more akin to a freely chosen act of self-restraint, while focusing on the self-censor as instrument presents it as one specific form of ordinary censorship. It is the tension between these two aspects that accounts for the moral ambivalence that is often felt towards the practice of self-censorship.     

Measuring automatic retrieval: a comparison of implicit memory, process dissociation, and speeded response procedures

Using the stem completion task, we compared estimates of automatic retrieval from an implicit memory task, the process dissociation procedure, and the speeded response procedure. Two standard manipulations were employed. In Experiment 1, a depth of processing effect was found on automatic retrieval using the speeded response procedure although this effect was substantially reduced in Experiment 2 when lexical processing was required of all words. In Experiment 3, the speeded response procedure showed an advantage of full versus divided attention at study on automatic retrieval. An implicit condition showed parallel effects in each study, suggesting that implicit stem completion may normally provide a good estimate of automatic retrieval. Also, we replicated earlier findings from the process dissociation procedure, but estimates of automatic retrieval from this procedure were consistently lower than those from the speeded response procedure, except when conscious retrieval was relatively low. We discuss several factors that may contribute to the conflicting outcomes, including the evidence for theoretical assumptions and criterial task differences between implicit and explicit tests.