Auditory pattern perception: The effect of tone location on the discrimination of tonal sequences

This study examined the effect of tonal location on the discrimination of sequences differing in the order of the tones and on their perceived grouping. The frequency range between the sequential tones was held constant. When all tones came from the same location, the sequence was rated as integrated, but when the higher frequency tones came from a different location than the lower frequency tones, the sequence was rated as segregated. Listeners discriminated the sequences in a 3EFC task. Discrimination performance was impaired when the sequence was split between two locations and tonal order was changed in only one location, even though the order of tones in different locations was changed. This result suggests that listeners have difficulty relating tones across locations or in different perceptual groups. Performance in this experiment is generally better than that observed by Barsz (1988), and it is suggested that the level of stimulus uncertainty explains this difference.     

Nietzsche on Nobility and the Affirmation of Life

In this paper I explore Nietzsche's thinking on the notions of nobility and the affirmation of life and I subject his reflections on these to criticism. I argue that we can find at least two understandings of these notions in Nietzsche's work which I call a 'worldly' and an 'inward' conception and I explain what I mean by each of these. Drawing on Homer and Dostoyevsky, the work of both of whom was crucial for Nietzsche in developing and exploring his notion of worldly nobility and affirmation, I then go on to argue that Nietzsche provides us with no concrete examples of worldly nobles and that, given his historicism, he cannot. Thus Nietzsche's thinking here is broken-backed. I turn, therefore, to explore the inward notions of nobility and affirmation. Discussing Montaigne and Napoleon in the context of Nietzsche's philosophy, I argue that we can make good sense in Nietzschean terms of someone's affirming his own life in an inward sense. This, however, opens up the difference between someone's affirming his own life and his affirming life überhaupt, and I argue that Nietzsche needs to be able to make sense not just of the former but also of the latter. Referring once again to Dostoyevsky, I suggest that Nietzsche can only do so by accepting the idea that all human beings possess dignity qua human beings. This thought is, however, one that he rejects. Thus Nietzsche's reflections in this area cannot be rendered finally plausible since they depend upon something which can find no room in his philosophy.     

Teachers' perceptions of the frequency and seriousness of violations of ethical standards

Despite nationwide efforts to professionalize public-school teaching, little attention has been given to the matter of standards of professional conduct for teachers. The authors examined teachers' perceptions of the frequency and seriousness of different categories of teacher misconduct. They administered a 34-item questionnaire to 235 school professionals in northwestern South Carolina. For each item, respondents rated the extent to which they agreed or disagreed that the behavior occurred frequently and represented a serious violation of professional ethics. Factor analysis of the ratings of seriousness yielded 3 domains of ethical concerns: (a) student-teacher boundary violations, (b) carelessness in behavior, and (c) subjectivity in grading and instruction. Teachers rated boundary violations as the most serious but least common violations and carelessness in behavior as the most frequent but least serious violation. Problems of subjectivity in grading were rated as moderately frequent and moderately serious. The authors found no differences between male and female teachers or between elementary and secondary teachers in their ratings of the seriousness or frequency of any of the 3 groups of ethical concerns. The authors discuss implications for development of a national code of teacher conduct.     

Knowledge is not everything: analysis of children's performance on a haptic comparison task

The relative effects of developmental level and domain-specific knowledge on children's ability to identify and make similarity decisions about object concepts based only on haptic (touch) information were investigated. Children aged 4-9 years with varying levels of dinosaur knowledge completed a cross-comparison task in which they haptically explored pairs of familiar (dinosaur) and unfamiliar (sea creature) models that varied in terms of their degree of differentiability. Older children explored models more exhaustively, found more differentiating features and consequently made fewer errors than younger children did. High knowledge enabled children to identify models correctly, but was also associated with the use of a hypothesis testing strategy, which led children to make greater numbers of "miss" errors on the cross-comparison task. Performance in the control domain illustrated that the hypothesis testing strategy was specific to the high knowledge domain. Potential explanations for the role of knowledge and development in haptic exploration are considered.     

The Personality Assessment Inventory Drug Problems Scale: a validity analysis

An analysis of the relationship among the Personality Assessment Inventory (PAI; Morey, 1991, 1996) Drug Problems (DRG) scale scores, the Addiction Severity Index (ASI; McLellan et al., 1992) scores, and urine toxicology reports revealed that the PAI Drug Problem scale scores of 100 substance-using and substance-abusing men and women were distributed in a manner that was in agreement with the guidelines suggested by Morey (1991, 1996) in the PAI manual. There were significant correlations among the PAI DRG scale and the ASI scales related to frequency of use, negative consequences of use, and need and desire for treatment. Overall, higher scores did reflect both more serious involvements with drug use and more serious problems as a consequence of their involvement.     

The haptic Müller-Lyer illusion in sighted and blind people

We examined the effect of visual experience on the haptic Müller-Lyer illusion. Subjects made size estimates of raised lines by using a sliding haptic ruler. Independent groups of blind-folded-sighted, late-blind, congenitally blind, and low-vision subjects judged the sizes of wings-in and wings-out stimuli, plain lines, and lines with short vertical ends. An illusion was found, since the wings-in stimuli were judged as shorter than the wings-out patterns and all of the other stimuli. Subjects generally underestimated the lengths of lines. In a second experiment we found a nonsignificant difference between length judgments of raised lines as opposed to smooth wooden dowels. The strength of the haptic illusion depends upon the angles of the wings, with a much stronger illusion for more acute angles. The effect of visual status was nonsignificant, suggesting that spatial distortion in the haptic Müller-Lyer illusion does not depend upon visual imagery or visual experience.     

Young children can extend motion verbs to point-light displays

In the first study using point-light displays (lights corresponding to the joints of the human body) to examine children's understanding of verbs, 3-year-olds were tested to see if they could perceive familiar actions that corresponded to motion verbs (e.g., walking). Experiment 1 showed that children could extend familiar motion verbs (e.g., walking and dancing) to videotaped point-light actions shown in the intermodal preferential looking paradigm. Children watched the action that matched the requested verb significantly more than they watched the action that did not match the verb. In Experiment 2, the findings of Experiment 1 were validated by having children spontaneously produce verbs for these actions. The use of point-light displays may illuminate the factors that contribute to verb learning.     

Intimate partner stalking and femicide: urgent implications for women's safety

This study describes the type and extent of intimate partner stalking and threatening behaviors that occurred within 12 months prior to a major assault or attempted or actual partner femicide and specifies which behaviors were associated with an increased risk of potential or actual lethality.The design was a ten-city case-control study of 821 women: 384 abuse victims and 437 attempted or actual femicide informants. Data were derived using a 16-item inventory. Logistic regressions, with adjustments for demographic variables, were used to identify the significant perpetrator behaviors associated with attempted/actual femicide.Women who reported the perpetrator followed or spied on them were more than twice as likely t o become attempted/actual femicide victims. Threats by the perpetrator to harm the children if the woman left or did not return to the relationship place the woman at a ninefold increase in the risk of attempted/actual femicide. Conclusions are that certain stalking and threatening behaviors are strong risk factors for lethality, and women must be so advised.