Sentence perception units and levels of syntactic structure

Subjects listened to recorded sentences which were followed by probe words. They performed a next-word naming task—uttering the word that followed the probe word in the original sentence as quickly as possible. Other things being equal, naming latencies are longer when the juncture between the probe word and the response word in the original sentence sequence terminates a “functionally complete” unit than when this position corresponds to the boundary of a “functionally incomplete” unit. These results are not predicted by existent “syntactic” theories of sentence perception units, and these theories are to that extent shown to be inadequate. A “functional” program for the study of sentence perception is suggested.     

Comparison of culturally deprived school achievers and underachievers on memory function and perception.

To compare the memory function and perception of culturally deprived achievers with underachievers, 36 culturally deprived children were assigned to one of two groups according to their achievement level, in relation to their age and IQ. Underachievers were children achieving 6 mo. or more below expected level. Achievers were children achieving within at least 5 mo. of expected level. All subjects were between the ages of 8 and 12 yr. and were in Grades 4, 5, or 6. Four tests were administered, the Block Design and Digit Span subtests of the WISC, Memory-for-Designs, and the Minnesota Percepto-Diagnostic Test. The two groups did not differ on the first three tests, but the achievers performed significantly better on the last test than the underachievers. It was speculated that the differences were related to level of motor execution.     

Suitability of published neuropsychological test norms for urban African secondary school students in South Africa

Variations in neuropsychological test performance as a function of ethnic/cultural group membership, socioeconomic and educational status are widely documented. In South Africa, issues of cultural difference, sociopolitical disadvantage, cognitive and educational limitations, are of particular relevance. Accordingly, this study investigated the performance on a neuropsychological test battery of urban African high school students. A group of 100 Soweto students in Grades 8–12, and a second group of 152 sixth grade Soweto students aged 13–15 years, scored significantly lower on most of the measures than their American counterparts, as reflected in published norms. Results also demonstrated a significant difference in test performance as a function of educational grade. The findings confirmed the need for using norms and approaches which are appropriate to a given population when interpreting and addressing neuropsychological test performance.     

Mending the Broken Circle: Treatment of Substance Dependence Among Native Americans

Issues surrounding substance dependence of Native Americans are examined through the cultural concept of the Broken Circle. Traditional cultural views of wellness and healing are described using the traditions of Indian Medicine, the value of the Circle, and what it means to live in harmony and balance. Underlying factors in substance dependence of Native Americans are presented along with practical counseling recommendations and implications for treatment through both contemporary and traditional Native healing methods.     

Friendship and Romantic Relationship Qualities in Emerging Adulthood: Differential Associations with Identity Development and Achieved Adulthood Criteria

This study examined how emerging adults’ identity development and achievement of adulthood criteria were related to qualities of their friendships and romantic relationships. Participants included 710 emerging adults (ages 18–26). Results indicated that identity achievement was related positively to four romantic relationship qualities, but not to any friendship qualities. Several achieved adulthood criteria were related positively to romantic relationship qualities; however, achieved adulthood criteria were related negatively to friendship qualities. It appears that progress on salient developmental tasks of adulthood carries important implications for emerging adults’ social relationships, but in ways that are more differentiated than commonly assumed.     

How do symbols affect 3‐ to 4‐year‐olds' executive function? Evidence from a reverse‐contingency task

In two experiments, 330 3‐ to 4‐year‐olds competed for stickers in a game in which the optimal response strategy was to point to an empty box that their opponent would receive in order to obtain a baited box for themselves. When the baited box contained stickers, children showed a strong tendency to point at the baited box and therefore lose the stickers to their opponent. In Experiment 1 children performed better when the number of stickers to be won was represented with one of five different types of symbol: numerals, number words, dots, a photograph or sweets. In Experiment 2 children transferred their improved performance in symbolic conditions to non‐symbolic conditions. These findings suggest that symbols enable children to formulate an efficient response strategy, and that this effect may be qualitatively different in children from the effect of symbols in non‐human primates.     

Anchoring effects in the judgment of confidence: Semantic or numeric priming?

Over the last decade, researchers have debated whether anchoring effects are the result of semantic or numeric priming. The present study tested both hypotheses. In four experiments involving a sensory detection task, participants first made a relative confidence judgment by deciding whether they were more or less confident than an anchor value in the correctness of their decision. Subsequently, they expressed an absolute level of confidence. In two of these experiments, the relative confidence anchor values represented the midpoints between the absolute confidence scale values, which were either explicitly numeric or semantic, nonnumeric representations of magnitude. In two other experiments, the anchor values were drawn from a scale modally different from that used to express the absolute confidence (i.e., nonnumeric and numeric, respectively, or vice versa). Regardless of the nature of the anchors, the mean confidence ratings revealed anchoring effects only when the relative and absolute confidence values were drawn from identical scales. Together, the results of these four experiments limit the conditions under which both numeric and semantic priming would be expected to lead to anchoring effects.