Increasing the intelligibility of speech through multiple phonemic restorations

Outside of the laboratory, listening conditions are often less than ideal, and when attending to sounds from a particular source, portions are often obliterated by extraneous noises. However, listeners possess rather elegant reconstructive mechanisms. Restoration can be complete, so that missing segments are indistinguishable from those actually present and the listener is unaware that the signal is fragmented. This phenomenon, called temporal induction (TI), has been studied extensively with nonverbal signals and to a lesser extent with speech. Earlier studies have demonstrated that TI can produce illusory continuity spanning gaps of a few hundred milliseconds when portions of a signal are replaced by a louder sound capable of masking the signal were it actually present. The present study employed various types of speech signals with periodic gaps and measured the effects upon intelligibility produced by filling these gaps with noises. Enhancement of intelligibility through multiple phonemic restoration occurred when the acoustic requirements for TI were met and when sufficient contextual information was available in the remaining speech fragments. It appears that phonemic restoration is a specialized form of TI that uses linguistic skills for the reconstruction of obliterated speech.     

Parent attributions of emotion to their children and the cues children use in perceiving their own emotions

A number of studies have demonstrated stable individual differences in the cues that generate emotions and other feeling states. These differences are assumed to arise from the cues parents use to identify their children's emotional states. As children learn about their own emotional states, they come to rely on these same cues. To test one implication of their view, the facial expressions of children (N=41) were manipulated and their feelings assessed. Some children reported emotions consistent with their expressions, while others reported emotions appropriate to the situation. In a separate procedure, their mothers were asked to identify the emotional states of children whose expressions were inconsistent with an account of their circumstances. Mothers who paid more attention to their children's expressive behavior had children who were more responsive to their own expressive behavior. In contrast, the mothers who were more responsive to situational cues had children whose emotions arose from the situational cues as well.The authors would like to thank numerous teachers and administrators of the Worcester Public School system in Worcester, Massachusetts, for their assistance.     

Effects of gender roles and self perceptions on affective reactions to horror films

Responses to graphic horror films have been shown to be modified by a number of personality variables, and in particular, by gender-specific rules for social conduct. In earlier horror research it has been assumed that gender-specific responses are largely determined by biological gender. More recent research has focused on psychological patterns of gender identity that often transcend biological gender lines. This investigation sought clarification by examining the impact of individuals' self-perceived gender role and other personality characteristics on affective responses to horror. Subjects' perceptions of how same- and opposite-gender peers would respond to such materials were also assessed. Consistent with theoretical expectations, the findings revealed strong effects on the estimation of opposite-gender target's reactions as a function of both the rater's gender role characteristics and biological gender. Other personality factors were found to influence responses to horror only marginally, however. The results are discussed in terms of the gender role socialization model of affect.     

A further empirical evaluation of neurolinguistic primary representational systems (PRS)

Neurolinguistic programmers claim that individuals have preferred (primary) representational systems. These may be auditory, visual or kinesthetic and determine how a person views/deals with the world. Systems can be identified by observation of eye movements. In workshops programmers demonstrated strong associations between eye movements following questioning and types of questions and eye movement categories (assumed to identify systems) and other assessments of systems. Studies have evaluated these ‘workshop’ associations and found little support for their general occurrence. In these studies, it is possible that eye movements following questioning were influenced by artifacts which influence predicted association between these and other variables. An attempt was made to exclude these artifacts in this study. Except for subjects who had attended neurolinguistic workshops, results supported those obtained elsewhere. Possibly, associations in workshops occur as a result of expectational-contextual variables.     

A program for constructing SVT tests: An alternative way of assessing text comprehension

The sentence verification technique (SVT), developed by Royer, Hastings, and Hook (1979), provides developmental and educational researchers with an alternative way of assessing text comprehension based on all of the information contained in a passage. Students must decide if test sentences have the same meaning as sentences that appeared in an original passage. The program described here automates the more laborious aspects of constructing SVT tests. The user must create a passage using a word processor. The program will prompt the user for information as needed. Finally, printable text files (SVT test and answer key) are generated. The program is written in BASIC for IBM and IBM-compatible computers.     

A TEST OF SHAVELSON'S HIERARCHICAL MULTIFACETED SELF-CONCEPT MODEL IN A FILIPINO COLLEGE SAMPLE

Shavelson's hierarchical, multifaceted self-concept model (HMFM) has proven useful to educational and psychological researchers. The reliability and factorial validity of a well-known HMFM instrument - the Fleming-Courtney Self-Rating Scales (SRS) - were examined for a sample of 198 Filipino college students. Confirmatory factor analysis compared six structural models. A six-factor, oblique model that included two social factors (Social Acceptance and Social Anxiety) fit the data best, and a second-order factor analysis supported the hierarchical structure of the SRS. The men were significantly higher than the women on three self-concept scales, but the only large effect was for Physical Abilities, consistent with findings in a U.S. college sample. Results provided some support for the utility of both the SRS and HMFM for Filipinos.     

Effects of Salience of Consciousness-Raising Information on Perceptions of Acquaintance versus Stranger Rape

In the present study the effects of salience of consciousness-raising information on the perception of acquaintance vs. stranger rape were focused on. One half of the subjects were exposed to information which emphasized the inappropriateness of sexual inequality (salient condition), while the other half were exposed to no such information (nonsalient condition). Subsequently, subjects read a passage which depicted an acquaintance rape or a stranger rape. The results indicated that those subjects in the salient condition perceived the victim more favorable and reported a lesser likelihood to commit rape (male subjects) than those in the nonsalient condition. Additionally, those in the stranger rape condition perceived the victim more favorably and reported a lesser likelihood of committing rape (male subjects) than those in the acquaintance rape condition. Finally, there was a significant interaction between salience and type of rape. To amplify, when subjects read the stranger rape passage, perceptions did not vary as a function of salience. On the other hand, when subjects read the acquaintance rape passage, those in the salient condition perceived the victim more favoraby and reported a lesser likelihood of committing rape than those in the nonsalient condition.     

Effects of Job Conditions on Worker Perceptions: Ambient Stimuli vs. Group Influence1

This study identifies the direct effects of objective job conditions on individual perceptions of job conditions. The assumptions that (1) group perceptions mediate the relationship between objective job conditions and individual perceptions of job conditions, and (2) group consensus enhances the relationship be-between group perceptions and individual perceptions were tested. Respondents were white, male, blue collar workers (N= 1240) in a tire and rubber manufacturing plant. Work groups (N= 156), consisting of four or more men on the same shift, in the same department, and who had the same supervisor, were identified. Objective job conditions included work group size, pay style, shift, and job technology. Group and individual perceptions of amount of work-load, role conflict, responsibility pressure, and intrinsic rewards were measured. The findings indicated that objective job conditions have important effects on individual perceptions of stressful and rewarding job conditions. Smaller work groups, and jobs that pay on an hourly rather than a piece-work basis, allow for some control over the pace of work, and allow for interaction among fellow workers resulted in higher levels of intrinsic rewards and lower levels of workload, role conflict, and responsibility pressures. An intriguing pattern appeared where, in perceptions involving interpersonal relations, work group influence was relatively more important than objective job conditions. When assessing task oriented aspects of work, objective job conditions were more important than group perceptions.