Unilateral nostril breathing influences lateralized cognitive performance

Relative nostril efficiency (nasal cycle) is related to hemispheric EEG differences and performance on cognitive tasks. We investigated how unilateral forced nostril breathing influences spatial and verbal performance. Right-handed males and females performed both tasks under either left-nostril, right-nostril, or free-breathing conditions. Unilateral breathing affects performance differently in males and females. It influences male performance ipsilaterally on both tasks: Their spatial performance is better during right-nostril breathing, and their verbal performance is better during left-nostril breathing. Unilateral breathing influences female performance contralaterally, but only on the spatial task: Their spatial performance is better during left-nostril breathing. These differences within and between sexes may exist because unilateral nostril breathing differentially activates the two hemispheres and thereby facilitates performance, or because attempts of the brain to control the nasal cycle unilaterally interfere with performance.     

Decision processes during sentence comprehension: Effects of surf ace structure on decision times

Sentence comprehension is considered to be a set of decisions concerning the identification of entities at the various linguistic “levels.” Such decisions utilize overlapping fixed capacity psychological mechanisms. To the extent that one decision is difficult, others should take longer. This framework received support in two studies in which Ss’ reaction times (RT) to the presence of a phoneme in a sentence were measured. When surface structure syntax was difficult, as in self-embedded sentences, RT was longer (given that S comprehended the sentence) than when surface structure syntax was relatively easy. Additionally, the presence in surface structure of a putative cue for underlying structure did not affect RT, though comprehension was significantly inferior.     

The heart rate component of the social reflex in dogs: The conditional effects of petting and person

Five dogs were given a 480-cps tone followed by shock for more than 200 trials. A 200-cps tone was then introduced followed by a person petting the dog at the end of the conditional signal (CS) for 50 trials. Finally, the 480-cps tone-shock (T-S) sequence was reintroduced for five trials, after which the person entered the experimental room and stood beside the dog during one additional T-S sequence. It was observed that both the heart rate (HR) increase to shock, and the HR decrease to petting could be conditioned rapidly (1–5 trials). These findings are discussed in terms of the theory of stimulus substitution in classical HR conditioning. After the person had been made part of a CS for petting, and the T-S sequence reintroduced, the HR increase during the CS was reduced. The HR response to the shock, however, was greater than the response to this US when the dog was alone. A control group, given the same T-S sequence with a person present who had not been a CS for petting, did not show any significant HR changes from the usual response given to the T-S sequence. It is emphasized that these findings, in conjunction with earlier reports, indicate that the cardiovascular system may be a valuable index in studying the psychophysiology of socialization processes.     

Disclosure and Self-Advocacy Regarding Disability-Related Needs: Strategies to Maximize Integration in Postsecondary Education

This article reviews issues related to disclosure of disability and disability related needs by students in postsecondary education. The first section familiarizes counselors with research related to disclosure; to benefits and concerns regarding disclosure: and to attitudes that are relevant to the issue of disclosure. The second section provides counseling and systems change strategies to enhance the disclosure and self-advocacy skills of students with disabilities regarding disabilily-related needs.     

Stimulus equivalence instruction of fraction-decimal relations

Stimulus control technology was applied to the instruction of fraction ratio (e.g., (1/5)) and decimal (e.g., 0.20) relations, with 7 students who demonstrated difficulty in fraction and decimal tasks. The students were trained to match pictorial representations of fractions (B comparison stimuli) to printed counterpart fraction ratios (A sample stimuli), and to match printed decimals (C comparison stimuli) to pictorial representations of counterpart quantities (B sample stimuli). Posttest performance by all participants indicated the emergence of equivalence relations between fractions represented as ratios, decimals, and pictures. Limited generalization of fraction-decimal relations was observed.     

Spatial learning in the rat: impairment induced by the thiol-proteinase inhibitor, leupeptin, and an analysis of [3H]glutamate receptor binding in relation to learning

Rats were given continuous intraventricular infusion of saline or the thiol-proteinase inhibitor leupeptin, via subcutaneously implanted osmotic minipumps, while being trained on a spatial learning water task using spaced trials. Leupeptin caused overnight forgetting during training, but performance eventually reached asymptote in both groups. A retention test conducted 48 h later to assess spatial memory revealed no significant group differences, but did cause, in saline-treated rats only, a disruption of subsequent retraining back to the correct spatial location. The groups showed no differences in Cl-dependent [3H]glutamate receptor binding to hippocampal or entorhinal cortex membranes subsequent to training. In a second experiment, normal rats trained on the same task also showed no differences in Cl-dependent [3H]glutamate binding relative to rats exposed to the water task but given random spatial position training and handled controls. The results are discussed in relation to the hypothesis of Lynch and Baudry (Science (1984) 224, 1057-1063) that a calcium-dependent thiol proteinase is involved in memory formation through its ability to modify glutamate receptor distribution and dendritic spine shape.     

Silence in context: Ethnomethodology and social theory

Ethnomethodologists (or at least many of them) have been reticent about their theoretical sources and methodological principles. It frequently falls to others to make such matters explicit. In this paper I discuss this silence about theory, but rather than entering the breach by specifying a set of implicit assumptions and principles, I suggest that the reticence is consistent with ethnomethodology's distinctive research 'program'. The main part of the paper describes the pedagogical exercises and forms of apprenticeship through which Garfinkel and Sacks aimed to develop ethnomethodology as a practice. These efforts were not entirely successful, partly because ethnomethodological 'practice' required an engagement with other fully-fledged practices. Aside from the difficulties of mastering such practices, it was unclear what an ethnomethodological study would add to, or take from, them. Whether successful or not, ethnomethodological research points to the specificity of discourse and action in any given practice which a general theory is bound to misconstrue. Current disputes about cultural constructivist versions of natural science illustrate the problems that arise when the terms of a general theory are used to describe and evaluate specific domains of practice. The paper concludes by recommending ethnomethodology as a way to dissolve an unbridgeable gap between cultural theories and socially located practices.