Gender typing of game choices and qualities of boys' play behavior

Relationships between gender choices and both movement patterns and social behavior were studied in first- and second-grade boys. Three-child, structured play groups were each composed of a boy whose mother saw him as high masculine in play preference on the Games Inventory, one seen as average, and one low masculine. Behaviors rated from videotapes included gender presentation variables, (e.g., leg separation), indicators of dominance and personal comfort (e.g.,range of movements), and indicators of social skill and peer response (e.g., interaction initiations). The low masculine boys were found to be the most feminine in their gender presentation, least dominant and aggressive, and the least socially successful of the boys. The greatest difference was between the low and the high masculine boys. The average masculine boys' scores were generally intermediate,but more similar to the low masculine boys on some variables and more similar to the high masculine boys on others. These conclusions apply to a group interaction play task, but not to an initial noninteractive play task. A secondary study in which girls played with low and average masculine boys is also reported. Here it was found that low masculine boys were generally intermediate between average boys and girls on gender presentation and dominance variables, but lowest of the groups on social interaction variables. The authors appreciate the comments of Peter Bentler and Spencer Thompson on a draft of this paper, the assistance of Laura McCain in running subjects and scoring tapes, and the expertise of Shu-Yeng Wong for computer programming.     

Accessibility of the voicing distinction for learning phonological rules

In three experiments a series of nonsense syllables ending in consonants was presented to adult subjects who had to discover or learn a rule classifying the syllables into two groups. The rule was based either on the voicing of the final consonants or on an arbitrary division of them. Subjects performed better with the voicing than with the arbitrary rule only when there was a straightforward relationship between the voicing rule and the plural formation rule in English or, more generally, when voicing assimilation with an added consonant was involved and attention was focused on the sound and articulation of the syllables. We conclude that the voicing distinction is not ordinarily accessible and that individuals easily learn and use phonological rules involving voicing assimilation because of articulatory constraints on the production of consonant clusters.     

Mimicry versus imitative modeling: Facilitating sentence production in the speech of the retarded

Two methods of language instruction administered to mentally retarded subjects at the two-word stage of language development were investigated. Subjects of the mimicry training group imitated Agent-Action-Object (AAO) constructions immediately after presentation, while subjects of the imitative modeling group first heard the AAO presentation and later produced the AAO construction in response to a verb question. Imitative modeling subjects achieved as many correct AAO responses during training and more correct responses on a generalization task and in a free play setting. They also displayed more novel response behavior (selective imitations) and spontaneously corrected productions. The results support the use of modeling procedures for inducing language production in the retarded.     

Learned helplessness and the schedule-shift hypotheses

The critique of learned helplessness research and theory and the alternative schedule-shift discrimination hypothesis offered by McReynolds (Journal of Research and Personality, 1980,14, 139–157) are considered. Each point made by McReynolds is discussed and a variety of recent experimental evidence is reviewed. It is concluded that McReynolds' critique is without substance and that the schedule-shift discrimination explanation of the learned helplessness effect is contradicted by existing data.     

Overt expression of experimenter expectancies,interaction with subject expectancies,and performance on a psychomotor task

Subsequent to success or failure experience, 48 subjects attempted a psychomotor task in order to escape or avoid an aversive stimulus (tone). Their attempts at solving the task over 24 trials were made in the presence of subject-experimenters each of whom had expectancies instilled regarding the solution to the task. The job of the subject-experimenters was to “offer information” on every third trials as the subjects attempted to solve the task. It was hypothesized that the expectancies of the subject-experimenters would be communicated to the subjects via periodic comments, that these expectancies would differentially affect the subjects' performance on the task, and that prior experience on a similar task would differentially affect subjects' performances on the task. The results demonstrated that the expectancies instilled in the subject-experimenters were communicated and influenced the performances of subjects as predicted. It appears that consistency with respect to the expectancies communicated played a major role in producing significant effects. Prior experience failed to produce significant differences on task performance, a finding conflicting with that of D.S. Hiroto (Journal of Experimental Psychology, 1974, 102, 187–193). The results are discussed from the perspective of using the overt, explicit communication of expectancies as a means for exploring the illusive phenomenon of the experimenter expectancy effect.     

Right-hemisphere language: Familial and nonfamilial sinistrals,cognitive deficits and writing hand position in sinistrals,and concrete-abstract,imageable-nonimageable dimensions in word recognition. A review of interrelated issues

While left-hemisphere language dominance is more general than dextrality, and reversed dominance is less frequent than sinistrality, there are disputes in both the clinical and the experimental literature on a number of related issues which pertain to a possible language contribution from the minor hemisphere. These issues include the nature and extent of bilaterality in sinistrals, whether this is more pronounced in the strongly or weakly sinistral, and in those with or without other sinistral close relatives, whether sinistrality is largely or at all a consequence of birth stress, whether sinistrals differ from dextrals in visuospatial or even verbal skills, Levy's (1978) hypothesis that a knowledge of the hand position employed in writing (hooked or noninverted) may accurately predict language lateralization in sinistrals, and the possible extent of a minor hemisphere contribution to the recognition of high frequency, concrete, or imageable nouns. Findings relating to the above issues are reviewed, and it is concluded that much of the current confusion stems from poor control of subject factors such as sex, strength and family history of handedness, and nature of stimuli and their mode of presentation.     

The use of averaged electroencephalic response techniques in the study of auditory processing related to speech and language

This paper reviews a number of studies done by the authors and others, who have utilized various averaged electroencephalic response (AER) techniques to study speech and language processing. Pertinent studies are described in detail. A relatively new AER technique, auditory brainstem responses (ABR), is described and its usefulness in studying auditory processing activity related to speech and language is outlined. In addition, a series of ABR studies, that have demonstrated significant male—female differences in ABR auditory processing abilities, is presented and the relevance of these data to already established differences in male—female language, hearing, and cognitive abilities is discussed.     

Visual processing of multielement arrays and selective backward masking

In the first of two selective masking experiments, 7-letter rows were followed at several ISIs by a mask or no-mask and a bar-marker partial report cue. The results suggest that the arrays were processed ends-first and then, in general, from both ends towards the middle. In the second experiment, bar-marker partial report cues were presented at the onset or offset of 6-letter/1-digit or 7-letter rows. The subjects could not anticipate the category of the to-be-reported item with the alphanumeric displays. With a delayed cue, selective masking was obtained with both mixed category and pure letter arrays, but with simultaneous cuing, masking was always distributed across all serial positions. The results suggest that the subjects: (a) abstracted some information about category from the mixed arrays during an initial parallel stage of processing, (b) selectively attended to mainly the cued item with simultaneous probes with homeogeneous and mixed category displays, and (c) employed an ends-first processing strategy with both types of arrays when the bar-marker partial report cue was delayed.     

A further evaluation of the limitation of wholistic visualization

In a previous study on the limitation of wholistic visualization, Beech (1976) found that when using a between subjects design, the limitation was an inverted-U function as presentation rate was varied. In the present study a within subject design was employed and it was found that as before, the limitation in visualization increased across the 0.5 to 3.0 sec/object presentation rates, but in contrast to Beech (1976), the limitation remained at an asymptote of 6.6 objects at the slower rates. This result excludes the hypothesis of image decay which was proposed previously. In the second experiment, the speed of visualizing each successively described object was monitored up to the point of the limitation. This showed that subjects took progressively longer to visualize as the array size increased. Furthermore, faster latencies for the first objects were related to subjects visualizing more objects both at the level of individual subjects and in terms of mean performance. Finally it was found that subjects who visualized more objects also remembered more objects on a recall test suggesting that visualization may aid recall.