Effect of masker level on infants' detection of tones in noise

In adult listeners, the signal-to-noise ratio at masked threshold remains constant with increases in masker level over a wide range of stimulus conditions. This relationship was examined in 7-month-old infants by obtaining masked thresholds for .5- and 4-kHz tones presented in four levels of continuous masking noise. Adults were also tested for comparison. Masker spectrum levels ranged from 5 to 35 dB/Hz for .5-kHz tones, and from -5 to 25 dB/Hz for 4-kHz stimuli. Thresholds were determined for stimuli of both 10 and 100 msec in duration. The results indicated that infants' performance was more adult-like for 4-kHz stimuli. Although mean thresholds for both 10- and 100-msec, 4-kHz tones were approximately 7 dB higher in infants than in adults, E/N0 at threshold remained essentially constant over the 30-dB range of maskers employed. By contrast, infants' thresholds for .5-kHz tones were exceptionally high at lower levels of the masker. Threshold E/N0 decreased significantly as masker level increased from 5 to 35 dB/Hz, and this decrease was significantly greater for 10- than for 100-msec stimuli. Temporal summation of .5-kHz tones, measured as the difference between thresholds obtained at the two signal durations, was greater for infants than for adults at low levels of the masker. However, because infants' thresholds improved more rapidly with level for 10- than for 100-msec tones, age differences in temporal summation were no longer significant when masker spectrum level was 35 dB/Hz. These results suggest that the relationship between signal-to-noise ratio at masked threshold and level of the masker is dependent on both signal frequency and duration during infancy.     

Referential Attribution

Philosophical Studies -     

The Mozart Effect: An Artifact of Preference

The "Mozart effect" reported by Rauscher, Shaw, and Ky (1993, 1995) indicates that spatial-temporal abilities are enhanced after listening to music composed by Mozart. We replicated and extended the effect in Experiment 1: Performance on a spatial-temporal task was better after participants listened to a piece composed by Mozart or by Schubert than after they sat in silence. In Experiment 2, the advantage for the music condition disappeared when the control condition consisted of a narrated story instead of silence. Rather, performance was a function of listeners' preference (music or story), with better performance following the preferred condition.     

“Why My Child?”: Parental Attributions for Children's Special Needs1

Although research exists on how attributions for traumatic life events are related to adjustment, little has focused on parents’ attributions for their children's special needs. Parents were interviewed twice over 1 year about their attributions for their children's special needs. We used parents’ open-ended responses during the initial interview to construct a ratings survey for the second interview. Parents of children with Down's syndrome made attributions to genetic fluke, age, and fate/God's will; parents of autistic children made attributions to heredity and environment; parents of developmentally delayed children made attributions to medical problems and stress during pregnancy. Self-blame attributions and attributions to the environment were related to worse adjustment, whereas attributions to fate/God's will were related to better adjustment. Implications for family interventions and physicians are discussed.     

Evaluation of antecedent stimulus parameters for the treatment of escape-maintained aberrant behavior

We evaluated a methodology for identifying the range of stimulus features of antecedent stimuli associated with aberrant behavior in demand contexts in natural settings. For each participant, an experimental analysis of antecedents (Phase 1) was conducted to confirm the hypothesis that task instructions occasioned increases in aberrant behavior. During Phase 2, specific stimulus features associated with the presentation of task instructions were assessed by evaluating the child's behavior across two distinct settings, therapists, and types of tasks in a sequential fashion. Aberrant behavior occurred immediately across settings and therapists, presumably because the presence of a discriminative stimulus for escape-maintained behavior (the delivery of a task instruction) occasioned aberrant behavior. However, aberrant behavior decreased initially across tasks, suggesting that familiarity with the task might be a variable. During Phase 3, an experimental (functional) analysis of consequences was conducted with 2 participants to verify that aberrant behavior was maintained by negative reinforcement. During Phase 4, a treatment package that interspersed play with task instructions was conducted to disrupt the ongoing occurrence of aberrant behavior. Immediate and durable treatment effects occurred for 2 of the 3 participants.     

Investigating the Components of Psychopathic Traits in Youth Offenders

Despite widespread acceptance of the importance of psychopathic traits in youth, the relative importance of different components of psychopathy remains controversial. This study was conducted to examine whether the interpersonal and lifestyle facets of psychopathy as measured with a valid clinical measure of psychopathic traits contribute to predicting relevant external criteria on top of the contributions of the affective facet. To address this issue, we conducted multiple regressions predicting antisocial behavior, exposure to violence, and psychopathology in a sample of 225 incarcerated adolescents. Results indicated that ratings on the affective component of psychopathy were important in helping to explain variance in many of the external criterion variables but that ratings on the interpersonal and lifestyle facets also helped to explain unique variance in a range of criteria including violent and non-violent crime, exposure to violence, impulsivity, and anger expression. These studies suggest that multiple components of psychopathy are likely to be important both in predicting real world outcomes and in understanding mechanisms involved in the development and manifestation of these traits.     

Too Many Boxes,or Not Enough? Preferences for How We Ask About Gender in Cisgender,LGB, and Gender-Diverse Samples

As U.S. society has become more aware of gender identity issues, there has been a push for more inclusive demographic categories that go beyond the traditional gender binary of male/female. In three studies, we assessed the attitudes of U.S. cisgender men and women across sexual orientations (Study 1), heterosexual cisgender men and women (Study 2), cisgender LGB men and women (Study 3), and transgender and gender non-binary individuals across sexual orientations (Study 3) regarding different formats of gender questionnaires. Studies 2 and 3 showed a strong overall preference for the non-binary formats. Across all three studies, preferences for the binary format and objections to the non-binary formats were related to gender-binary beliefs, distinctiveness threat, cisgender and mostly heterosexual male participants, conservative political orientation, and religiosity. These findings suggest that general opposition to utilizing non-binary formats may be influenced by institutionalized binary gender norms and heteronormativity. Across both cisgender and gender-diverse samples, most participants preferred a non-binary gender question format, and gender-diverse individuals overwhelmingly preferred the expanded format. We suggest that those who collect gender data use the expanded format in order to be more inclusive and allow gender-diverse individuals to identify themselves if they choose to do so.     

Assessment and Diagnosis of Eating Disorders: A Guide for Professional Counselors

Despite the prevalence of and risk associated with disordered eating, there are few guidelines for counselors on how to conduct an eating disorder assessment. Given the importance of the clinical interview, the purpose of this article is to provide recommendations for the assessment and diagnosis of eating disorders that (a) specifically focus on assessment in the context of a clinical interview and (b) can be used by counselors whether or not they specialize in eating disorder treatment.