The processing of the sounds and meanings of ongoing speech by aphasic subjects

The ability of aphasic subjects to process the sounds and meanings of ongoing speech was tested. Subjects, 10 aphasic and 20 control, heard test sentences which contained one member of phonemically similar word pairs in one of three semantic contexts: congruent, neutral, and noncongruent. Immediately after hearing a sentence, subjects were to indicate which member of the word pair had been in the sentence. All subject groups had similar overall patterns of response to the different semantic contexts. The division of aphasic subjects into groups of high and low comprehenders revealed response differences. High comprehending aphasic subjects, like control subjects, demonstrated interactive processing of the sounds and meaning of speech while low comprehending aphasic subjects did not.     

Auditory perception of breaking and bouncing events: a case study in ecological acoustics

The mechanical events of bouncing and breaking are acoustically specified by single versus multiple damped quasi-periodic pulse patterns, with an initial noise burst in the case of breaking. Subjects show high accuracy in categorizing natural tokens of bouncing and breaking glass as well as tokens constructed by adjusting only the temporal patterns of components, leaving their spectral properties constant. Differences in average spectral frequency are, therefore, not necessary for perceiving this contrast, though differences in spectral consistency over successive pulses may be important. Initial noise corresponding to glass rupture appears unnecessary to categorize breaking and bouncing. The data indicate that higher order temporal properties of the acoustic signal provide information for the auditory perception of these events.     

Awareness of the response after feedback training for changes in heart rate and sudomotor laterality

What is the relation between the ability to control visceral responding on a biofeedback task and the ability to report behaviors actually contributing to this performance? Subjects received biofeedback training for unidentified visceral responses and then gave written reports about what they had done to control the feedback displays. Independent judges were given these reports and, on the basis of knowledge about activities known to contribute to visceral activity, were asked to determine the visceral responses for which the subjects had been trained. The reports of subjects who succeeded at bidirectional control of heart rate (Experiment 1) or sudomotor laterality (Experiment 2) showed awareness of behaviors related to feedback as assessed by this procedure, whereas the reports of subjects who failed at bidirectional control did not. Subsequent experiments indicated that these results did not depend on a learning strategy that might have been specific to the initial studies. These findings call into question the view that people are unaware of what they have done to produce the response after training on biofeedback tasks. Earlier studies reporting lack of awareness in biofeedback are discussed in light of factors that affect the measurement of biofeedback learning and response awareness.     

Determinants of emotion attributions: A unifying view

Two cognitive approaches, introduced by Schachter and Singer (1962) and by Valins (1966), have dominated the experimental study of emotion attributions. However, subsequent results using these approaches have not appeared to be very consistent, and this view is not consistent with more physiologically oriented theory. Research significant in the development of theory from these approaches was examined. Inconsistent findings using the Schachter and Singer paradigm were attributed to the difficulty of producting completely ambiguous physiological cues. The existence of active search in determining the cause of arousal was established and found central to production of Valins's false feedback effect. Postulated mediation by self-persuasion was found to provide the best fit to the existing data. The generality of these studies was described in terms of a more comprehensive theory based on the finding that the relative ambiguity of situational and physiological cues seems to provide the fundamental control over the emotion attribution process. This synthesis eliminates the deficiencies in previous hypotheses by more completely encompassing potential cue combinations.     

Uncontrollable shock proactively increases sensitivity to response-reinforcer independence in rats

Learned helplessness theory predicts that animals exposed to inescapable shock acquire an expectancy of response-reinforcer independence, which proactively interferes with learning of response-reinforcer dependence. The theory also predicts that this expectancy can increase sensitivity to subsequent instances of response-reinforcer independence. These experiments test the latter prediction in a paradigm that minimizes the confounding effects of shock-induced activity deficits. Rats were trained to respond for food, then given either escapable, inescapable, or no shock. Subsequently, they received two sessions of response-contingent food followed by sessions of noncontingent food deliveries. During this phase, inescapably shocked animals decreased responding faster than did controls. Experiment 2 replicated this finding with a different schedule of food delivery and a procedure that more directly minimized the possibility that the outcome is due to either direct or indirect shock-induced activity changes. These results support the prediction that uncontrollable aversive events can increase an animal's sensitivity to noncontingent response-reinforcer relationships.     

Teachers do not Deal in Widgets

Although the use of merit pay, incentive pay, bonus pay, and job promotion are well-established measures in the private or corporate sector of American society, few examples of successful teacher merit pay systems exist. In 1983, the Eastern Washington University Department of Education surveyed six major private corporations to determine whether corporate merit pay programs could be applied to teachers and educational institutions. Survey findings suggest several reasons why merit pay programs for teachers will probably fail: (a) lack of monetary goals; (b) the necessity for subjective evaluation, which requires multiple measurement devices, extensive supervision, and time; (c) the absence of a many-tiered corporate structure in most educational institutions; and (d) increased supervisory direction that could stifle creativity and flexibility.     

The influence of information redundancy upon the use of traits and persons as organizing categories

The following question is addressed: How do multiple, simultaneously present cognitive structures influence the representation and recall of social information? In an empirical study examining both free and cued recall, we found the variable information redundancy to influence both the organization and accuracy of subjects' recollections of trait-related behaviors. Redundancy was defined in terms of the degree of person/trait overlap in a social information ensemble. Some evidence indicated that this effect is attributable to an increase in the discriminability of the organizational structures during encoding. The implications of these findings for understanding the formation of integrated cognitive representations of individuals and the spontaneous use of traits in social information processing are discussed.     

Self-efficacy,nicotine-fading/self-monitoring and cigarette-smoking behaviour

An attempt to replicate and extend the successful results of Foxx and Brown's (1979) nicotine-fading, self-monitoring procedure for smoking abstinence or controlled smoking was undertaken using a combination of their procedure and cognitive-behavioural interventions. The latter consisted of: (1) a variation of Meichenbaum's (1977) self-instructional training and (2) a simple, direct manipulation of Bandura's (1977) concept of self-efficacy. Evidence was found to support Foxx and Brown's (1979) procedure with respect to reduced smoking rate and nicotine/tar intake. Combinations of treatments did not result in an enhancement of these effects. However, with respect to smoking abstinence, comparable results were only found in groups receiving specific training in self-efficacy. It was suggested that the variability of findings in this study as well as those in the literature subsequent and relating to Foxx and Brown's (1979) procedure might be accounted for using Bandura's (1977) self-efficacy concept.     

Delayed reinforcement as an indiscriminable contingency in verbal/nonverbal correspondence training

We investigated the programming of generalization and maintenance of correspondence between verbal and nonverbal behavior in a preschool setting. Four children participated in a series of multiple-baseline designs. In Experiment 1, delayed reinforcement of verbal behavior effectively controlled maintenance of correspondence with previously trained responses and also resulted in generalization of correspondence to one untrained response. As the latter effect was limited, Experiment 2 was a further assessment of the effects of delayed reinforcement of generalization of correspondence to untrained responses, and consistent generalization was shown. Experiment 2 also showed that generalization, if lost, could be recovered through use of "booster training," in which the original contingencies were reinstated for a brief period. Experiment 3 provided replications, with two additional children, of the effects of delayed reinforcement on maintenance of correspondence. Results are discussed in terms of using delayed reinforcement as an indiscriminable contingency.