Recognition of letters traced in the right and left palms: Evidence for a process-oriented tactile asymmetry

Three experiments were conducted to examine the relative ability of the cerebral hemispheres to identify capital letters traced in the palms of the hands. In Experiment 1, letters were presented either right side up or upside down, and the subject's task was to name the letter aloud or point to an identical letter using the stimulated hand. Analysis of the accuracy data revealed that the left palm/right hemisphere (LP/RH) performed this task significantly better than did the right palm/left hemisphere (RP/LH), particularly when the stimuli were presented in the upside-down orientation. In Experiments 2 and 3, subjects performed the same letter identification task; however, on half the trials, they were required to maintain either a spatial or verbal concurrent memory load (i.e., a 24-point Vanderplas & Garvin form or six low-imagery nouns, respectively). In the no-load condition of Experiment 2 (spatial forms), the previously observed LP/RH advantage was replicated. However, in the load condition, this LP/RH superiority was no longer in evidence. In Experiment 3 (low-imagery nouns), the presence of a concurrent verbal task had minimal impact on the previously observed performance asymmetry as the LP/RH advantage was obtained in both the no-load and load conditions. The results of the three studies taken in composite suggest that (1) the operations utilized to identify letters traced in the palms of the hands are primarily spatial in nature and (2) that the observed performance asymmetry may be attributed to a right hemisphere superiority for the analysis and codification of information along a spatial dimension. These findings are discussed in terms of a "process-oriented" model of hemispheric asymmetry.     

A test of reciprocal risk between undesirable economic and noneconomic life events

The proposition that undesirable life experiences are risk factors for each other was explored by testing several hypotheses concerning the temporal relationships between economic and noneconomic life events. The tests were conducted using data describing the incidence of stressful experiences among approximately 3,500 Anglo and Hispanic residents of Los Angeles County. Findings suggested that Anglo men who have undesirable economic life experiences are at increased risk of subsequent undesirable noneconomic experiences. Anglo women, however, exhibited the opposite pattern in that those with undesirable noneconomic experiences were at greater risk of subsequent undesirable economic experiences. Implications for theory and practice are also discussed.     

Attention and social problem solving as correlates of aggression in preschool males

This study examined the relationship between two cognitive processing variables-attention and social problem solving-and aggression in preschoolage boys. The 43 participants were administered two selective attention tasks that assess children's tendency to focus on aggressive versus cooperative social situations, the Preschool Interpersonal Problem Solving Test developed by Shure and Spivack, and the information and block design subtests of the Wechsler Preschool and Primary Scale of Intelligence. Aggressive behavior was measured by teacher ratings and observational data. Results indicated that, in contrast to their nonaggressive peers, aggressive preschool boys tend to focus their attention on aggressive social interactions in their environment. They also provide aggressive solutions to hypothetical interpersonal conflict situations more often than their less aggressive peers. Intelligence does not appear to play a mediating role in these relationships. Implications of these results for understanding and remediating aggressive behavior in young boys are discussed.This study is based upon data collected as part of the author's doctoral dissertation submitted to the Institute of Child Development, University of Minnesota. It was supported, in part, by a Bush Fellowship from the University of Minnesota. I would like to thank the parents, teachers, and children of the New Life Day Care and Joyce Child Care Centers in Minneapolis, and the Jack and Jill Preschool and Children's Home Society Day Care in St. Paul for their cooperation. I would also like to thank Judith List, Michael Reiner, and David Michell for help in stimulus preparation; Sally Westby, Andrea Easter, and Allyson Pearling for help with data collection; and W. Andrew Collins and Daniel Keating for their assistance throughout the study.     

Release from Pl in running memory: What does this tell us about developmental STM?

Several theories consider the development of short-term memory (STM) in children to reflect the development of processing operations. This article reports an experiment that tested some of these theories, using a release from proactive interference (PI) procedure in conjunction with a running memory task, to track down age-related improvements in the processing of various kinds of information. Although evidence for the development of PI release with age appeared for two kinds of information, namely class of item and acoustic similarity, there was no evidence whatsoever for the existence of a relationship between STM performance and PI release. It was concluded that the development of STM on the one hand, and of the capacity to process item or acoustic information on the other, proceed independently of each other. The discussion deals with the apparent conflict between this conclusion and the theoretical positions.     

Source of recruitment and employee attitudes: An analysis of job involvement,organizational commitment,and job satisfaction

This study empirically investigated the relationship between recruiting methods and the work attitudes of job involvement, organizational commitment, and job satisfaction. Multivariate and follow-up univariate analyses showed strong recruitment source effects, with employee referrals emerging as a better source of recruitment than newspaper advertisements. The results of the study are discussed and directions for future research elucidated.     

Spontaneous speech in aphasia: a correlational study

Seventeen spontaneous speech measures and scores on a naming test, employed to characterize the expressive performance of 121 aphasics, were subjected to a factor analysis. Five factors were obtained: (1) Syntactic ability, (2) Phonological paraphasia, (3) Neologistic paraphasia, (4) Articulatory impairment, and (5) Vocabulary. Relationships of the factors to naming error types were examined in order to elucidate the nature of some of the factors. Also, the relationships of the expressive factors to auditory comprehension tests were explored, such an exploration being relevant to the issue of the overlap between expressive and receptive functions.     

The timing of major life events: Effects of departing from the social clock

It is widely believed that social norms govern the timing of major life events, such that events experienced off time are considerably more stressful than events experienced on time. Experiencing life events either earlier or later than one's peers presumably reduces opportunities for social support and may also invite social disapproval. Relatively few empirical studies have investigated these ideas, however, and those that have suffer from several limitations. The present study made use of a general population survey to investigate the effects of normative versus nonnormative timing of major life events on psychological functioning, interpersonal resources, and interpersonal tensions. Desirable and undesirable events were examined separately, as were the effects of departures from perceived versus statistical age norms. The results of the study offered only limited support for social clock theory. Implications for further research and for the relevance of the theory in a less age-differentiated society are discussed.     

AN ANALYSIS OF SOME VARIABLES INFLUENCING THE EFFECTIVENESS OF REPRIMANDS

Although several studies have shown that social reprimands can function as punishers, no study reported to date has isolated any of the factors influencing reprimand efficacy. Three experiments were conducted to investigate several factors. Experiment 1 used an alternating treatments design and was conducted on two elementary school boys, one of whom was in a special education class. Results showed that verbal reprimands delivered with eye contact and firm grasp of the student's shoulders reduced disruptive behavior to a greater extent than did verbal reprimands delivered without eye contact and grasp. Both types of reprimand were more effective than a baseline condition during which disruptive behavior was ignored. Experiment 2 also used an alternating treatments design and was conducted on one elementary school boy. Results demonstrated that reprimands delivered from one meter away were considerably more effective than reprimands delivered from seven meters away. Experiment 3 used a reversal design and was conducted on two pairs of elementary school children, one a pair of boys and the other a pair of girls. Results demonstrated that reprimands delivered to just one member of the pair reduced the disruptive behavior of both members of the pair. Thus, the effects of reprimands “spilled” over to nonreprimanded students.     

SELF-INSTRUCTIONAL TRAINING TO INCREASE INDEPENDENT WORK PERFORMANCE IN PRESCHOOLERS

The generalized effects of self-instructional training on the classroom performance of three “impulsive” preschool children were investigated using a multiple-baseline design across subjects. Measures of child and teacher behavior in the classroom were obtained through direct observations during a daily independent work period. Self-instructional training followed Meichenbaum and Goodman's (1971) approach, except that training materials consisted of naturalistic task worksheets rather than psychometric test items and training sessions were of shorter duration. For all three children, self-instructional training resulted in increased levels of accuracy on worksheets in the classroom that were similar to those used in training. Results related to several supplementary measures were less clear; however, they suggested that rates of on-task behavior may also have improved, and that a mild classroom intervention further strengthened on-task rates and effected consistent work completion for all three children. The findings suggested that generalized increases in accuracy on classroom worksheets were related to the naturalistic format of the self-instructional training sessions. The level of teacher attention was controlled to rule out its effect on changes in child behavior.