Isolated words enhance statistical language learning in infancy

Infants are adept at tracking statistical regularities to identify word boundaries in pause-free speech. However, researchers have questioned the relevance of statistical learning mechanisms to language acquisition, since previous studies have used simplified artificial languages that ignore the variability of real language input. The experiments reported here embraced a key dimension of variability in infant-directed speech. English-learning infants (8-10 months) listened briefly to natural Italian speech that contained either fluent speech only or a combination of fluent speech and single-word utterances. Listening times revealed successful learning of the statistical properties of target words only when words appeared both in fluent speech and in isolation; brief exposure to fluent speech alone was not sufficient to facilitate detection of the words' statistical properties. This investigation suggests that statistical learning mechanisms actually benefit from variability in utterance length, and provides the first evidence that isolated words and longer utterances act in concert to support infant word segmentation.     

Interactions between statistical and semantic information in infant language development

Infants can use statistical regularities to form rudimentary word categories (e.g. noun, verb), and to learn the meanings common to words from those categories. Using an artificial language methodology, we probed the mechanisms by which two types of statistical cues (distributional and phonological regularities) affect word learning. Because linking distributional cues vs. phonological information to semantics make different computational demands on learners, we also tested whether their use is related to language proficiency. We found that 22-month-old infants with smaller vocabularies generalized using phonological cues; however, infants with larger vocabularies showed the opposite pattern of results, generalizing based on distributional cues. These findings suggest that both phonological and distributional cues marking word categories promote early word learning. Moreover, while correlations between these cues are important to forming word categories, we found infants' weighting of these cues in subsequent word-learning tasks changes over the course of early language development.     

Simple rules for detecting depression

Depressive disorders are major public health issues worldwide. We tested the capacity of a simple lexicographic and noncompensatory fast and frugal tree (FFT) and a simple compensatory unit-weight model to detect depressed mood relative to a complex compensatory logistic regression and a naïve maximization model. The FFT and the two compensatory models were fitted to the Beck Depression Inventory (BDI) score of a representative sample of 1382 young women and cross validated on the women's BDI score approximately 18 months later. Although the FFT on average inspected only approximately one cue, it outperformed the naïve maximization model and performed comparably to the compensatory models. The heavier false alarms were weighted relative to misses, the better the FFT and the unit-weight model performed. We conclude that simple decision tools—which have received relatively little attention in mental health settings so far—might offer a competitive alternative to complex weighted assessment models in this domain.     

Facing a Disruptive Face: Embodiment in the Everyday Experiences of “Disfigured” Individuals

In recent years, facial difference is increasingly on the public and academic agenda. This is evidenced by the growing public presence of individuals with an atypical face, and the simultaneous emergence of research investigating the issues associated with facial variance. The scholarship on facial difference approaches this topic either through a medical and rehabilitation perspective, or a psycho-social one. However, having a different face also encompasses an embodied dimension. In this paper, we explore this embodied dimension by interpreting the stories of individuals with facial limb absence against the background of phenomenological theories of the body, illness and disability. Our findings suggest that the atypical face disrupts these individuals’ engagement with everyday projects when it gives rise to disruptive perceptions, sensations, and observations. The face then ceases to be the absent background to perception, and becomes foregrounded in awareness. The disruptions evoked by facial difference call for adjustments: as they come to terms with their altered face, the participants in our study gradually develop various new bodily habits that re-establish their face’s absence, or relate to its disruptive presence. It is through these emergent habits that facial difference comes to be embodied. By analyzing the everyday experiences of individuals with facial limb absence, this article provides a much-needed exploration of the embodied aspects of facial difference. It also exemplifies how a phenomenological account of illness and disability can do justice both to the impairments and appearance issues associated with atypical embodiment.     

Clergy Work-Related Psychological Health: Listening to the Ministers of Word and Sacrament Within the United Reformed Church in England

Drawing on the classic model of balanced affect proposed by Bradburn (The structure of psychological well-being, Aldine, Chicago, IL, 1969), this study conceptualised poor work-related psychological health in terms of high levels of negative affect in the absence of acceptable levels of positive affect. In order to illuminate self-perceptions of work-related psychological health among a well-defined group of clergy, a random sample of 58 ministers of word and sacrament serving within the west midlands synod of the United Reformed Church in England completed an open-ended questionnaire concerned with the following six guiding questions. Do you enjoy your work? How would you define stress? How would you define burnout? What stresses are there in your ministry? What do you do to keep healthy? What can the church do to enhance the work-related psychological health of ministers? Content analysis highlighted the main themes recurring through these open-ended responses. The conclusion is drawn that ministers of word and sacrament within the United Reformed Church in England are exposed to a number of recurrent recognisable sources of stress. Suggestions are advanced regarding the need for future more detailed research and for the development of more effective pastoral strategies.     

Moderators of the relationships between coworkers' organizational citizenship behavior and fellow employees' attitudes

The authors developed and tested the prediction that the relationship hetween coworkers' organizational citizenship behaviors (OCBs) and fellow employees' attitudes depends on the supervisors' abusiveness. Results of a longitudinal study using data collected from 173 supervised employees at 2 points in time (separated by 7 months) suggested that coworkers' OCB was positively related to fellow employees' job satisfaction and affective commitment when abusive supervision was low. However, when abusive supervision was high, coworkers' OCB was negatively related to job satisfaction and was unrelated to organizational commitment. The results of a 2nd study were consistent with the idea that the attributions employees make for their coworkers' OCB explains the moderating effect of abusive supervision on the relationship between coworkers' OCB and job satisfaction.     

The role of perceived specificity level of failure events in self-enhancement and in constructive self-criticism

Three studies tested the role played by perceived specificity level of failures in self-enhancement and in constructive self-criticism. The first study demonstrated that perceived specificity level of events can serve as a self-protection mechanism (N = 137). The second study, based on retrospective reports of past failures and their implications, showed that perception of failures as specific induced a higher level of constructive self-criticism (N = 171). The third study tested reactions to failures induced in the laboratory. It was found that self-improvement processes are more pronounced and negative emotional reaction is weaker in failures that are specific (shape perception test) than in those that are global (intelligence test). Statistical control over perceived severity of the failure diminished the difference between the two conditions in negative emotional reaction but not in self-improvement (N = 84).     

Configural processing in the perception of eye-gaze direction

Traditional accounts of gaze perception emphasise the geometric or configural cues present in the eye; the position of the iris in relation to the corner of the eye, for example. This kind of geometric account has been supported, in part, by findings that gaze judgments are impaired in faces rotated through 180 degrees, a manipulation known to disrupt the processing of relations between facial elements. However, studies involving this manipulation have confounded inversion of the face context with inversion of the eye region. The effects of inversion might therefore have been caused by a disruption of the computation of gaze direction from the eye region itself and/or a disruption of the influence that face context might exert on gaze processing. In the experiment reported here we independently manipulated eye orientation and the orientation of the face context, and measured participants' sensitivity to gaze direction. Performance was severely affected by inversion of the eyes, regardless of the orientation of the face, whereas face inversion had no significant effect on gaze sensitivity. Previous reports of a face-inversion effect on gaze perception can therefore be attributed to inversion of the eye region itself which, we suggest, disrupts some form of configural or relational processing that is normally involved in the computation of eye-gaze direction.     

'In sickness and in health': the development of alternative discourses in work with families with parental illness

This paper outlines the development of clinical understanding and a clinical model for working with families with parental physical illness. The lens of gender to explore clinical process reveals blind spots and can uncover alternative perspectives on parental illness. The authors look at the very different needs of children and parents for coherent explanations. The impact of this way of working on therapists and the importance of reflecting teams, as part of the process of working collaboratively with families, are addressed.