Recognition of posed and genuine facial expressions of emotion in paranoid and nonparanoid schizophrenia

Most previous research reporting emotion-recognition deficits in schizophrenia has used posed facial expressions of emotion and chronic-schizophrenia patients. In contrast, the present research examined the ability of patients with acute paranoid and nonparanoid (disorganized) schizophrenia to recognize genuine as well as posed facial expressions of emotion. Evidence of an emotion-recognition deficit in schizophrenia was replicated, but only when posed facial expressions were used. For genuine expressions of emotion, the paranoid-schizophrenia group was more accurate than controls, nonparanoid-schizophrenia patients, and depressed patients. Future research clearly needs to consider the posed versus genuine nature of the emotional stimuli used and the type of schizophrenia patients examined.     

A device for recording automatic audio tape recording

Adaptation of a commercially available timer for use as a means of operating an audio tape recorder several times during the day is described. Data on a mother's rates of commanding her children were collected via both physically present observer and recorder methods in order to compare the usefulness of the recordings with direct observation. There was a high positive relationship between observer-recorder command rates, with the observer rates being consistently higher, when data were collected via both methods simultaneously as well as at different points in time.     

The relationship between the frequency and the processing complexity of linguistic structure

In this paper the relative frequencies of the possible resolutions of ambiguities involving noun phrase attachment sites are compared to the results of off-line psycholinguistic measurements of syntactic complexity. A lack of correlation between the two is observed. It is therefore argued that the comprehension system is distinct from what is driving the frequencies in the corpora. A production heuristic separate from the comprehension system is proposed to account for the observed frequencies.We would like to thank Susanne Tunstall for providing linguistic judgments in the corpus analyses reported in Sec. 3.3. We also wish to thank the following people for helpful, comments and discussions on earlier presentations of this paper: the audience at the Eighth Human Sentence Processing Conference, in Tucson Arizona, Maria Babyonyshev, Tom Bever, Martin Corley, Danny Fox, Don Mitchell, Edson Miyamoto, Janet Nicol, Colin Phillips, Gregg Solomon, Michael Spivey-Knowlton, James Thomas, and Tom Wasow. All remaining errors are our own. The second author was supported by the Research Training Grant Language: Acquisition and Computation awarded by the National Science Foundation (U.S.) to the Massachusetts Institute of Technology (DIR 9113607), and by a fellowship from the Social Sciences and Humanities Research Council of Canada.     

Rates and Types of Student Aggression against Teachers: A Comparative Analysis of U.S. Elementary,Middle, and High Schools

Student perpetrated violence against teachers is widespread, yet few studies differentiate teacher experiences of violence by school level (i.e., elementary, middle, and high school). This study, based upon 2,558 pre-kindergarten through 12^th grade teacher survey responses, revealed differences in types of student aggression against teachers by school level. Middle and high school teachers were more likely to report verbal harassment compared to elementary school teachers. Middle school teachers were most likely to report property offenses. Elementary and middle school teachers were more likely to report physical aggression than high school teachers. Demographic predictors of teacher-directed violence were also examined at each school level. Across all school levels, urban teachers had a greater probability of experiencing a violent incident. For elementary teachers, race/ethnicity and teaching experience were also significant risk factors. Future research, policy, and practice implications and recommendations are discussed.

     

Compound fracture: the role of semantic transparency and morphological headedness

This paper explores the role of semantic transparency in the representation and processing of English compounds. We focus on the question of whether semantic transparency is best viewed as a property of the entire multimorphemic string or as a property of constituent morphemes. Accordingly, we investigated the processing of English compound nouns that were categorized in terms of the semantic transparency of each of their constituents. Fully transparent such as bedroom are those in which the meanings of each of the constituents are transparently represented in the meaning of the compound as a whole. These compounds were contrasted with compounds such as strawberry, in which only the second constituent is semantically transparent, jailbird, in which only the first constituent is transparent, and hogwash, in which neither constituent is semantically transparent. We propose that significant insights can be achieved through such analysis of the transparency of individual morphemes. The two experiments that we report present evidence that both semantically transparent compounds and semantically opaque compounds show morphological constituency. The semantic transparency of the morphological head (the second constituent in a morphologically right-headed language such as English) was found to play a significant role in overall lexical decision latencies, in patterns of decomposition, and in the effects of stimulus repetition within the experiment.     

Attribution of personal characteristics as a function of the degree of touch on initial contact and sex

The current study was designed to measure the effects of degree of touch on initial contact on interpersonal judgment. Subjects (60 male and 60 female) reporting for an experiment on interpersonal judgment were met by the experimenter and another subject. The second subject was in fact a confederate. As the subjects were introduced, the confederate responded in one of three ways: a nod of the head (no touch); a firm handshake; or a firm handshake accompanied by a squeeze on the subject's right upper arm by the confederate's left hand. Half of the subjects met a male and half met a female confederate. Subjects were then placed in separate cubicles and asked to complete the Byrne interpersonal judgment questionnaire about the person they had just briefly met. This scale has six items (intelligence, knowledge of current events, morality, personal feelings, participation in experiments, and adjustment) for same-sex pairs and four additional items for opposite-sex pairs (dating, marriage, physical and sexual attraction). The results indicated that the variations in the type of initial contact between subject and confederate resulted in several significantly different interpersonal judgments. Of particular interest was the finding that a male confederate greeting a female subject was viewed as a more acceptable marriage partner the more touch was invoved in the initial contact. A female confederate greeting a male subject was viewed as a less acceptable marriage partner the more touch that was involved. The degree of touch also affected judgments of knowledge of current events, adjustment, dating, and physical attraction. Typically, the more touch, the higher the rating for the male confederate, whereas the female confederate was typically rated highest on the nod or handshake plus the additional touch to the arm, and least when she simply shook hands. The relevance of these findings to first impressions and role stereotyping are discussed.An earlier version of this paper was presented at the Western Psychological Convention, Sacramento, 1975.This study was supported in part by a faculty research grant from the University of San Francisco.     

Priming guesses on a forced-recall test

The forced-recall paradigm requires participants to fill all spaces on the memory test even if they cannot remember all the list words. In the present study, the authors used that paradigm to examine the influence of implicit memory on guessing--when participants fill remaining spaces after they cannot remember list items. They measured explicit memory as the percentage of targets that participants designated as remembered from the list and implicit memory as the percentage of targets they wrote but did not designate as remembered (beyond chance level). The authors examined implicit memory on guessing with forced recall (Experiment 1), forced cued recall with younger and older adults (Experiment 2), and forced free and cued recall under a depth-of-processing manipulation (Experiment 3). They conclude that implicit memory influences guesses of targets in the forced-recall paradigm.