Polite responses to polite requests

Indirect requests vary in politeness; for example, Can you tell me where Jordan Hall is? is more polite than Shouldn't you tell me where Jordan Hall is? By one theory, the more the literal meaning of a request implies personal benefits for the listener, within reason, the more polite is the request. This prediction was confirmed in Experiment 1. Responses to indirect requests also vary in politeness. For Can you tell me where Jordan Hall is?, the response Yes, I can — it's up the street is more polite than It's up the street. By an extension of that theory, the more attentive the responder is to all of the requester's meaning, the more polite is the response. This prediction was confirmed in Experiments 2, 3 and 4. From this evidence, we argued that people ordinarily compute both the literal and the indirect meanings of indirect requests. They must if they are to recognize when the speaker is and isn't being polite, and if they are to respond politely, impolitely, or even neutrally.     

A floppy disk operating system for the 8080 and Z80

Techniques for the design and implementation of a floppy disk operating system for the 8080A or Z80 microprocessors are described. Implementation details are illustrated through reference to SOS, a prototype Small Operating System which runs with a single IBM-format floppy drive on an 8080. Techniques for floppy disk communication, disk directory design, and system resource management are described and illustrated.     

Taste familiarity and apomorphine-induced taste aversions in humans

Human volunteers learned taste aversions to a relatively novel cranberry flavor paired with apomorphine-induced illness. These aversions were significantly reduced by pretreatment familiarization to the flavor unless an unpalatable interfering flavor was introduced just prior to the administration of apomorphine. The outcomes have implications for taste-aversion learning in humans and for the control of flavor preferences in patients undergoing illness-inducing chemotherapy.     

An introduction to structured programming

Structured programming (SP) is a technique devised to improve the reliability and clarity of programs. In SP, control of program flow is restricted to three structures, sequence, IF THEN ELSE, and DO WHILE, or to a structure derivable from a combination of the basic three. Thus, a structured program does not need to use GO TOs or branches (unless it is written in a language that does not have statement forms corresponding to the SP structures, in which case, GO TOs may be used to simulate the structures). The result is a program built of modules that are highly independent of each other. In turn, this allows a programmer to be more confident that the code contains fewer logic errors and will be easier to debug and change in the future. However, SP may be less efficient than an unstructured counterpart. Another disadvantage is the relative difficulty of using SP with a language that doesn’t support it, although this situation is changing as languages are updated (e.g., FORTRAN 77).     

THE DISTINCTIVENESS EFFECT IN SOCIAL CATEGORIZATION:

Abstract— Three studies tested the hypothesis that people assume that the identities of other people are tied more closely to their distinctive than to their nondistinctive traits. In Studies 1 and 3, subjects predicted the preferences of a target person who was a member of both a statistically distinctive and a statistically nondistinctive category (e g, sky diver and tennis player). In Study 2, subjects judged the degree of interpersonal similarity between pairs of people sharing distinctive as opposed to nondistinctive category memberships. Consistent with the hypothesis, subjects linked targets with their more distinctive traits and assumed targets would be more similar to people who shared their distinctive traits than to people who shared their nondistinctive traits. The implications of this distinctiveness effect for an understanding of stereotyping are explored.     

Critical Legal Studies and argumentation theory

Critical Legal Studies poses a direct and expressed challenge to the basic tenets of American legal education and scholarship. Critical Legal Studies postulates that law is not a scientific exercise involving the application of objective principles, but rather a creative process involving the selection of conflicting rules which has the effect of reinforcing the existing political order. In an effort to explain the contribution of Critical Legal Studies to argumentation theory, this essay briefly discusses the role of legal reasoning in the American legal system, describes and critiques Legal Positivism, lays the intellectual foundation for Critical Legal Studies, and considers the implications that this conception of jurisprudence has for argumentation theory.     

The picture superiority effect in a cross-modality recognition task

Words and pictures were studied, and recognition tests were given in which each studied object was to be recognized in both word and picture format. The main dependent variable was the latency of the recognition decision. The purpose was to investigate the effects of study modality (word or picture), of congruence between study and test modalities, and of priming resulting from repeated testing. Experiments 1 and 2 used the same basic design, but the latter also varied retention interval. Experiment 3 added a manipulation of instructions to name studied objects, and Experiment 4 deviated from the others by presenting both picture and word referring to the same object together for study. The results showed that congruence between study and test modalities consistently facilitated recognition. Furthermore, items studied as pictures were more rapidly recognized than were items studied as words. With repeated testing, the second instance was affected by its predecessor, but the facilitating effect of picture-to-word priming exceeded that of word-to-picture priming. The findings suggest a two-stage recognition process, in which the first is based on perceptual familiarity and the second uses semantic links for a retrieval search. Common-code theories that grant privileged access to the semantic code for pictures or, alternatively, dual-code theories that assume mnemonic superiority for the image code are supported by the findings. Explanations of the picture superiority effect as resulting from dual encoding of pictures are not supported by the data.     

Reliability of the Wraparound Observation Form: An Instrument to Measure the Wraparound Process

Within the past decade, the wraparound approach has gained significant popularity in providing services to children with challenging social and family needs. While a plethora of wraparound programs have been developed and studies have been conducted to assess their effectiveness, the need to develop instruments that measure the implementation of wraparound services is clear. The purpose of the present study was to evaluate the reliability of a scale that measures wraparound services. In this study, the Wraparound Observation Form (WOF), was developed to evaluate the implementation of the wraparound process in treatment planning meetings. The WOF includes 34 closed-ended items that requires the respondent to note the occurrence or non-occurrence of specific events or behaviors at treatment planning meetings. In the present study, two data collectors attended planning meetings and independently completed the WOF. The inter-rater reliability was 95%. The WOF appears to be a reliable instrument and be appropriate in evaluating wraparound services.     

From retinotopy to recognition: fMRI in human visual cortex

Recent advances in functional magnetic resonance imaging (fMRI) have furnished increasingly informative and accurate maps of the retinotopy and functional organization in human visual cortex. Here we review how information in those sensory-based maps is topographically related to, and influenced by, more cognitive visuo-spatial dimensions, such as mental imagery, spatial attention, repetition effects and size perception.