A test of foreign language acquisition: paired‐association learning

This experiment investigated college student difficulties with foreign language acquisition. We developed a word‐sound, paired‐associates learning test that discriminated 92% of the control participants and 95% of the experimental participants. The results are interpreted in terms of an associative model of foreign language learning disability. We discuss how to integrate the test into a larger diagnostic battery for predicting the facility with which a person will be able to learn a foreign language. Copyright © 2002 John Wiley & Sons, Ltd.     

Does Conscientiousness Moderate the Relationship Between Attitudes and Beliefs Regarding Performance Appraisal and Rating Behavior?

Attitudes, beliefs, and orientations of 253 managers toward performance appraisal, along with the personality dimension conscientiousness, were used to predict rating behavior (i.e., mean ratings and measures of performance dimensions discrimination and ratee discrimination). As predicted, relationships between rater attitudes and rating behavior were moderated by conscientiousness; correlations between the attitudes and rating behavior were strongest for raters who were relatively low on conscientiousness.     

Effects of Stress on Nonassociative Learning Processes in Male and Female Rats

In this study we assessed habituation and sensitization of the acoustic startle response (ASR) to discern whether intense, inescapable stress affects nonassociative learning differently in male and female rats. Rats were inescapably stressed 2 hours per day over 3 consecutive days. ASR magnitudes were measured at several times post-stress (1, 4, 8, and 15 days after cessation). Females generally showed greater ASR magnitudes (compared to males), but both sexes exhibited short and long-term habituation across the testing days. ASR magnitudes were only affected by stress in male subjects. The effect in males was an increase in short-term sensitization of the ASR on post-stress day-4. The results suggest that stressed males and females react differently to ASR testing, in that stress males appear to develop an exaggerated ASR response over repeated test sessions due to short-term sensitization. The source of the short-term sensitization is discussed with regards to possible stress-induced enhanced contextual learning during ASR testing on post-stress day-1.     

Asthma-Specific Quality of Life in Older Adolescents and Young Adults with Long-Standing Asthma: The Role of Anxiety and Depression

The present study examined the influence of psychological comorbidity (i.e., anxiety and depression) on asthma-specific quality of life (QOL). Sixty-four older adolescents and young adults with childhood onset asthma completed measures of anxiety, depression, and asthma-specific QOL. Objective assessments of illness severity were obtained via a semistructured interview and pulmonary function test. Results revealed that the combination of anxiety and depression severity contributed significant variance to asthma QOL after statistically controlling demographic and disease covariates. Moreover, anxiety demonstrated a significant main effect on asthma QOL. Findings suggest that assessment of anxiety may help identify individuals who are at risk for poorer asthma-specific quality of life. Such early interventions can be effectively incorporated into comprehensive biopsychosocial treatment and behavioral self-management programs for individuals with asthma.     

Measuring Inconsistency

I provide a method of measuring the inconsistency of a set of sentences – from 1-consistency, corresponding to complete consistency, to 0-consistency, corresponding to the explicit presence of a contradiction. Using this notion to analyze the lottery paradox, one can see that the set of sentences capturing the paradox has a high degree of consistency (assuming, of course, a sufficiently large lottery). The measure of consistency, however, is not limited to paradoxes. I also provide results for general sets of sentences.     

List composition and the word-frequency effect for recognition memory

The attention/likelihood theory (ALT; M. Glanzer & J. K. Adams, 1990) and the retrieving effectively from memory (REM) theory (R. M. Shiffrin & M. Steyvers, 1997) make different predictions concerning the effect of list composition on word recognition. The predictions were empirically tested for two-alternative forced-choice, yes-no, and ratings recognition tasks. In the current article, the authors found that discrimination of low-frequency words increased as the proportion of high-frequency words studied increased. The results disconfirm the ALT prediction that recognition is insensitive to list composition, and they disconfirm the predictions of the REM model described by R. M. Shiffrin and M. Steyvers (1997). The current authors discuss a slightly modified version of REM that can better predict our findings, and we discuss the challenges the present findings pose for ALT and REM.     

A forgotten resource critical to the future of behavior analysis: undergraduate psychology majors

The demand for board-certified applied behavior analysts is not being met, and there is a perception that fewer students are exposed to systematic courses in basic and applied behavior analysis than was true a generation ago. This article outlines how we have successfully implemented an undergraduate curriculum in behavior analysis within a traditional department of psychology. Certification credentials offered by the Behavior Analysis Certification Board facilitated the approval of this curriculum, and the cultural practice selection contingencies that supported the creation of our curriculum in behavior analysis may be similar at other comprehensive universities. Advice for developing an undergraduate program in behavior analysis within a psychology department is outlined. We also summarize strategies we have used to attract talented students to the courses and the significant impact these strategies have had on the number of our graduates who pursue graduate training in basic and applied behavior analysis. Attracting the best and brightest students to behavior analysis is critical to the future of the field.     

Neuroanatomical substrates of social cognition dysfunction in autism

In this review article, we summarize recent progress toward understanding the neural structures and circuitry underlying dysfunctional social cognition in autism. We review selected studies from the growing literature that has used the functional neuroimaging techniques of cognitive neuroscience to map out the neuroanatomical substrates of social cognition in autism. We also draw upon functional neuroimaging studies with neurologically normal individuals and individuals with brain lesions to highlight the insights these studies offer that may help elucidate the search for the neural basis of social cognition deficits in autism. We organize this review around key brain structures that have been implicated in the social cognition deficits in autism: (1) the amygdala, (2) the superior temporal sulcus region, and (3) the fusiform gyrus. We review some of what is known about the contribution of each structure to social cognition and then review autism studies that implicate that particular structure. We conclude with a discussion of several potential future directions in the cognitive neuroscience of social deficits in autism.     

Student development and ownership of ethical and professional standards

Ethics and professional conduct are vital to civil engineering undergraduate curricula. Many programs struggle to ensure that students are given an adequate exposure to and appreciation of ethical and professional conduct issues. This paper describes a two-part ethics/professionalism project used in a senior-level course taught at the University of Arkansas. Initially, students scruitinize ethical canons and standards of professional conduct published by the American Society of Civil Engineers (ASCE) and the National Society of Professional Engineers (NSPE), and prepare an essay concerning the applicability of these standards. The second part of the project builds on the first: based on the opinion(s) generated in Part 1, students are asked to develop a set of canons or standards targeted specifically to the undergraduate student, and suggest processes for implementing those standards within the department. Project objectives include: (1) exposure to nationally-recognized ethical canons and standards of professional conduct; (2) personal formulation of ethical and professional standards; (3) skill enhancement for non-technical written communications. Feedback by students prior to and after the project indicates success in meeting all objectives. The feedback also indicates that for some students, definitions and applications of ethics and professionalism are being broadened to include more than academic honesty issues. An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting, New Orleans, 2003.     

Oppression and resiliency in a post-apartheid South Africa: unheard voices of Black gay men and lesbians

Guided by photovoice, a form of participatory action research that uses documentary photography and storytelling, this study examines how Black gay men and lesbians view themselves in relation to White gay men and lesbians in South Africa. Participants were from 4 South African townships and included 4 women, and 3 men. Participants discussed interracial dating, a lack of education, and information regarding differing sexualities and health care. They reported being sexually and physically assaulted for challenging the heterosexual status quo. Other themes that emerged from this study were classism, cultural traditions of visiting African healers, and segregated social spaces. Amidst oppression and despair, participants showed signs of strength, hope, and optimism.