The effects of receptive language training on articulation

The present study attempted to assess one condition of language exposure that might be operative in a normal environment, and experimentally determine its relevance to the acquisition of productive speech. The results demonstrated that the development of receptive language skills can be functionally related to productive speech. Specifically, the data indicated that exposure to words that have stimulus control over a subject's nonverbal pointing behavior can facilitate later articulation of those same words. Thus, this study draws attention to the fact that at least some classes of operants, in this case verbal, can be affected not only by their consequences, but by not obviously related antecedent events as well.     

Media framing and the myth of religious violence: The othering of sikhs in The Times of India

ABSTRACT

This article employs theories of media framing to ‘the crisis in Punjab’ in 1983 and 1984. I argue that The Times of India frames Sikhs and the crisis in such a manner as to generate a stereotype of Sikhs as inherently violent, pre-modern and dangerous to the Indian state. Such a framing, I argue, mimics stereotypes of religion and violence critiqued by William Cavanaugh [2009. The Myth of Religious Violence: Secular Ideology and the Roots of Modern Conflict. New York: Oxford University Press.]. I employ Cavanaugh’s critical lens on the myth of religious violence to demonstrate that this framing of Sikhs is a tool of media and the state to justify illegitimate violence again Sikhs.     

Eliciting information and cues to deceit through sketching in interpreter‐based interviews

As interviewees typically say less when an interpreter is present, we examined whether this was caused by interpreters not interpreting everything interviewees says or by interviewees providing less information. We further examined (a) the effect of a model drawing on providing information and (b) the diagnostic value of total details and the proportion of complications as cues to deceit. Hispanic, Russian, and South Korean participants were interviewed by native interviewers or by a British interviewer through an interpreter. Truth tellers discussed a trip they had made; liars fabricated a story. Participants received no instruction (condition 1) or were instructed to sketch while narrating without (condition 2) or with (condition 3) being given examples of detailed sketches. Interviewees said less when an interpreter was present because they provided less information. Truth tellers gave more details and, particularly, obtained a higher proportion of complications than liars. The sketching manipulation had no effect.     

Influencing surface plastic flow in metals using common chemical media

We demonstrate a unique mechanochemical effect – change in surface plastic flow by action of chemical media such as inks and glues – in large-strain deformation of metals. Unlike other well-known phenomena such as stress corrosion cracking and liquid metal embrittlement, the effect is not catastrophic and is largely material independent. High-speed in situ imaging shows that the media influence the flow by effecting a local ductile-to-brittle transition – from unsteady, large-amplitude, plastic folding, to repeated fracture and segmentation – with large decrease in deformation forces. The benign nature of the media offers opportunities for enhancing performance of metal cutting and deformation processes.     

Supervisory countertransferences and impingements in evaluating readiness for graduation: Always present,routinely under‐recognized

Utilizing detailed, in‐depth material from supervisory hours from around the world (explored in End of Training Evaluation groups), this paper shows that supervisors are subject to multiple, diverse and, at times, ongoing intense countertransferences and impingements on their ability to evaluate candidates’ progress. Multiple external and internal sources of these impingements are explored. It is suggested that supervisory countertransferences and their manifestation in parallel enactments remain under‐recognized, their impact underappreciated, and the information they contain underutilized. It is argued that the recognition, containment, and effective use of the parallel process phenomena and supervisory countertransferences are essential in order to evaluate candidates’ progression and readiness to graduate. Common signals of such entanglements in the supervisor's evaluative function are identified. Three remedies, each of which provides a ‘third,’ are offered to assist supervisors in making effective use of their countertransference: self‐supervision, consultation, and institutional correctives.