The intersensory origins of word‐comprehension: an ecological–dynamic systems view

How do infants begin to understand spoken words? Recent research suggests that word comprehension develops from the early detection of intersensory relations between conventionally paired auditory speech patterns (words) and visible objects or actions. More importantly, in keeping with dynamic systems principles, the findings suggest that word comprehension develops from a dynamic and complementary relationship between the organism (the infant) and the environment (language addressed to the infant). In addition, parallel findings from speech and non‐speech studies of intersensory perception provide evidence for domain general processes in the development of word comprehension. These research findings contrast with the view that a lexical acquisition device with specific lexical principles and innate constraints is required for early word comprehension. Furthermore, they suggest that learning of word–object relations is not merely an associative process. The data support an alternative view of the developmental process that emphasizes the dynamic and reciprocal interactions between general intersensory perception, selective attention and learning in infants, and the specific characteristics of maternal communication.     

Do apes and monkeys rely upon conceptual reversibility?

The ability to seriate nesting cups as a sensorimotor task has posed interesting questions for cognitive scientists. Greenfield et al. [(1972) Cognit Psychol 3:291–310] found parallels between children's combinatorial activity with nesting cups and patterns of phonological and grammatical constructions. The parallels suggested the possibility of a neurally based developmental homology between language and instrumental action [Greenfield (1991) Behav Brain Sci 14:531–595]. Children who predominantly used subassembly, a hierarchical method of combining cups, succeeded at seriating nesting cups more often than those who did not. Greenfield and others [e.g., Piaget and Inhelder (1969) The psychology of the child. Basic Books, New York; DeLoache et al. (1985) Child Dev 56:928–939] argued that success in seriation reflects the child's growing recognition of a reversible relationship: a particular element in a series is conceived of as being smaller than the previous element and larger than the subsequent element. But is a concept of reversibility or a hierarchical form of object manipulation necessary to seriate cups? In this article, we review studies with very young children and nonhuman primates to determine how individuals that do not evidence conceptual reversibility manage the seriation task. We argue that the development of skill in seriation is experientially, rather than conceptually, driven and that it may be unnecessary to link seriation with cognitive conceptions of reversibility or linguistic capacities. Rather, in ordering a set of objects by size, perceptual-motor learning may enable contemplative refinement. Accepted after revision: 10 September 2001 Electronic Publication     

Formal and informal referent groups: an exploration of novices and experts in maternity services

Different social groups place varying emphasis on the importance of referent input. While referent groups are recognised as having a significant influence on purchase behaviour, attitude formation and information processing, the extent to which referent groups are a determinant in decision making is yet to be fully explored. Considering novice and expert users of the maternity services, this paper focuses on the significance of referent groups for women during the maternity process. This research produced interesting results, not least that novice and expert users, resident in lower ACORN areas are dependent on informal referent groups while novice users, resident in higher ACORN areas, are influenced by formal referent groups when making decisions regarding their care. Copyright © 2001 Henry Stewart Publications.     

The effects of response interruption,DRO and positive reinforcement on the reduction of hand-mouth behavior

The present study was designed to determine the effects of response interruption and differential reinforcement of other behavior (DRO) on the reduction of hand-mouthing behavior in a quadriparesic adult male client who functions at the profound level of mental retardation. In order to determine the effectiveness of the treatment package, a withdrawal design was used in which baseline (A) and treatment (B) conditions were alternated in an ABAB sequence. The treatment phase consisted of two 10 min treatment periods per day for four consecutive days. Two treatment/withdrawal rotations were followed by nine follow-up observation periods. A preliminary fading process was started following the follow-up periods, which included removal of the reinforcer. Hand-mouthing was reduced by 80% through the use of response interruption and DRO. Hand-mouthing continued to decrease during the nine follow-up observation periods and formal fading procedure. Implications for the extended use of such nonaversive procedures to decrease hand-mouthing behavior in persons with developmental disabilities are discussed. © 1997 John Wiley & Sons, Ltd.     

A Community Psychology View of Environmental Organization Processes

Environmental organizations have a key role in addressing environmental degradation and promoting ecologically and socially sustainable societies. Psychosocial processes underpin their work, however, empirical studies of these processes remain underdeveloped. This paper presents the first stage of a community psychology study involving in-depth interviews with leaders in environmental organizations. Qualitative analysis revealed a framework of five types of psychosocial processes that assist environmental organizations to achieve a range of outcomes, namely: problem analysis; influencing decision-making; inter-organizational relationships; community participation and knowledge transfer. These psychosocial processes were used in substantially different ways depending on the organizations' orientation. Three key orientations towards outcomes were evident: on-ground conservation, developing innovation in specialist areas and transforming wider social institutions. The findings provide a model of the psychosocial processes involved in fostering sustainable futures and exemplify the contribution of community psychology to this critical global issue.     

The Interpersonal Power of Feminism: Is Feminism Good for Romantic Relationships?

Past research suggests that women and men alike perceive feminism and romance to be in conflict (Rudman and Fairchild, Psychol Women Q, 31:125–136, 2007). A survey of US undergraduates (N?=?242) and an online survey of older US adults (N?=?289) examined the accuracy of this perception. Using self-reported feminism and perceived partners’ feminism as predictors of relationship health, results revealed that having a feminist partner was linked to healthier relationships for women. Additionally, men with feminist partners reported greater relationship stability and sexual satisfaction in the online survey. Finally, there was no support for negative feminist stereotypes (i.e., that feminists are single, lesbians, or unattractive). In concert, the findings reveal that beliefs regarding the incompatibility of feminism and romance are inaccurate.     

The Effects of Positive Peer Reporting as a Class-Wide Positive Behavior Support

School-wide, selective, and individual positive behavioral supports are critical elements of a comprehensive, tiered model of service delivery. Positive peer reporting (PPR) involves brief, highly structured sessions during which peers are provided the opportunity to praise the behavior of target students. PPR procedures were modified in this study to provide all children in a classroom the opportunity to provide or receive peer praise. The effects of class-wide PPR on teacher-recorded critical events were evaluated using a multiple baseline design across two classrooms. Results indicated marginal improvement across the two settings, as well as supplemental measures of behavior outside of the classroom and class-wide sociometric nominations. Implications for future research and emerging models of school-wide PBS are discussed.     

Six-week postpartum maternal self-criticism and dependency and 4-month mother-infant self- and interactive contingencies

Associations of 6-week postpartum maternal self-criticism and dependency with 4-month mother-infant self- and interactive contingencies during face-to-face play were investigated in 126 dyads. Infant and mother face, gaze, touch, and vocal quality were coded second by second from split-screen videotape. Self- and interactive contingencies were defined as auto- and lagged cross-correlation, respectively, using multilevel time-series models. Statistical significance was defined as p<.05. Regarding self-contingency, (a) more self-critical mothers showed primarily lowered self-contingency, whereas their infants showed both lowered and heightened, and (b) infants of more dependent mothers showed primarily lowered self-contingency, whereas findings were absent in mothers. Regarding interactive contingency, (a) more self-critical mothers showed lowered attention and emotion contingencies but heightened contingent touch coordination with infant touch, and (b) more dependent mothers and their infants showed heightened facial/vocal interactive contingencies. Thus, maternal self-criticism and dependency have different effects on mother-infant communication.     

Regaining a sense of agency and shared self-reliance: the experience of advanced disease cancer patients participating in a multidimensional exercise intervention while undergoing chemotherapy--analysis of patient diaries

Evidence is emerging that exercise can reduce psychological distress in cancer patients undergoing treatment. The present study aimed to (qualitatively) explore the experiences of advanced disease cancer patients participating in a 6-week, 9-hours weekly, structured, group-based multidimensional exercise intervention while undergoing chemotherapy. Unstructured diaries from a purposive sample of three females and two males (28-52 years old) who participated in the program served as the database. Data were analyzed using a phenomenological, narrative method. The analysis yielded three themes: shifting position, self-surveillance, and negotiated strength. The intervention highlighted situations making it possible for the participants to negate psychological and physical constraints. The concept of structured exercise contains viable psychotherapeutic potentials by allowing the development of alternative bodily and mental realities complying with cancer patients' demands and abilities to regain autonomy and commitment to discover and adopt a sense of agency and shared self-reliance.     

Examining the Test Of Memory Malingering Trial 1 and Word Memory Test Immediate Recognition as screening tools for insufficient effort

Assessing effort level during neuropsychological evaluations is critical to support the accuracy of cognitive test scores. Many instruments are designed to measure effort, yet they are not routinely administered in neuropsychological assessments. The Test of Memory Malingering (TOMM) and the Word Memory Test (WMT) are commonly administered symptom validity tests with sound psychometric properties. This study examines the use of the TOMM Trial 1 and the WMT Immediate Recognition (IR) trial scores as brief screening tools for insufficient effort through an archival analysis of a combined sample of mild head-injury litigants ( N = 105) who were assessed in forensic private practices. Results show that both demonstrate impressive diagnostic accuracy and calculations of positive and negative predictive power are presented for a range of base rates. These results support the utility of Trial 1 of the TOMM and the WMT IR trial as screening methods for the assessment of insufficient effort in neuropsychological assessments.