Case specificity of the stimulus probability effect

Four memory scanning experiments investigated the effect of the probability of occurrence of one case of a letter (e.g., “A”) on response time to the other case of that same letter (“a”). There was no effect: Responses to one case of a letter did not depend on the probability of occurrence of the other case of the letter. This finding indicates that facilitation of visual encoding by high probability of occurrence is not caused by increased activation at the level of the name code. Previous results rule out the possibility that facilitation occurs at the level of feature detectors responding to the individual visual features of the high-probability stimuli, and these results were replicated in the present experiments. It appears that facilitation is caused by activation along specific routes by which visual features activate letter names. This conclusion has implications for the locus of effect of stimulus probability in models of letter coding     

Hyperlexia as a variant of developmental language disorder

Memory and associative reasoning skills of 10 hyperlexic children are examined. The results suggest superior visual and isolated auditory memory skills along with impaired associative language ability. The results are discussed in relation to various theories of hyperlexia.     

Evaluations of the Work of Men and Women as a Function of the Sex of the Judge and Type of Work

Forty-two male and 42 female subjects selected from a large city, a small town, or a university campus were asked to evaluate four pen and ink sketches and four quotations. Two sketches and two quotations were associated with fictitious women's names while the remainder were associated with fictitious men's names. A three-way interaction indicated that women tended to discriminate against the productions attributed to men, and men significantly discriminated against the productions of women. But all discriminations were limited to intellectual productions (quotations).     

Distribution of DSM-II diagnoses in a child psychiatric setting

While DSM-II contains more diagnostic categories related specifically to children than did the earlier DSM-I, clinical utilization studies of the various categories have not been extensive. The present study reports data on the distribution of diagnoses of childhood disorders and analyzes relationships among several diagnostic categories and subject variables. Results indicate that clinicians are using a wide range of DSM-II diagnoses for childhood disorders, including some which were intended for use with adults as well as those which were designed specifically for children. Transient Situational Disorders and Behavior Disorders are assigned almost equally to two-thirds of the sample. Chi-square analyses revealed a relationship between diagnostic categories and subject variables of age and sex. These data suggest that boys, particularly between the ages of 6 and 13, are more frequently than girls categorized as Behavior Disorder, and that the Transient Situational Disorder category is overutilized for adolescents, both male and female.The authors are indebted to James H. Johnson for his valuable contributions in all phases of this study and to Peggy Louro for her assistance in data collection.     

Current Concerns and Electrodermal Reactivity: Responses to Words and Thoughts

ABSTRACT Previous research has found that subjects rate words that are closely related to their current concerns as affectively more arousing than other words. This investigation inquires whether a similar relationship occurs when arousal is measured electrodermally, and whether nonspecific (spontaneous) electrodermal activity is associated with self-generated thoughts about current concerns. In the first experiment, subjects listened to audiotaped sequences of three-word clusters associated with previously measured own current concerns or with concerns of others. Mean skin conductance responses were significantly larger for clusters related to subjects' own concerns than for those related to others' concerns, although many subjects contributing to this effect showed some awareness of the hypothesis. In the second experiment, thoughts that accompanied nonspecific skin conductance responses received significantly higher self-ratings for concern-relatedness and arousal than thoughts that occurred during electrodermal inactivity. In Experiment 3, they were rated higher for current-concern content and anxiety and lower for mental imagery and dormant-concern content than thoughts during electrodermal inactivity.     

TREATING CHRONIC FOOD REFUSAL IN YOUNG CHILDREN: HOME-BASED PARENT TRAINING

We evaluated the effects of a behavioral parent training program on parent and child feeding-related behaviors in the home. We trained mothers to initiate regular offerings of previously rejected (target) foods and to provide contingent attention (i.e., specific prompts, positive reinforcement) to increase their child's acceptance of nonpreferred foods. For 1 subject, we also directed training at increasing self-eating. Results of a nonconcurrent multiple baseline design across 3 mother-child dyads demonstrated that, with training, all mothers increased offerings of target foods and use of specific prompts, and 2 mothers increased levels of positive attention. In turn, children increased their acceptance of target foods and self-eating, thus demonstrating the functional effects of parent training on in-home mealtimes. Temporary increases in food refusals occurred when treatment was initiated but declined as treatment continued. We discuss the results in terms of the potential benefits and limitations of a home-based treatment model.     

Faith development and Teresa'sInterior Castle

James Fowler's model of faith development is compared with the course of development described by St. Teresa of Avila in her classic work,Interior Castle. Both Teresa and Fowler drew their models from the study of individual lives. The paper first presents a brief summary of Fowler's model, then goes through the different levels of development described by St. Teresa, comparing each of them with corresponding stages in Fowler's model. The paper concludes that, though these models were developed in different cultures, centuries apart, they appear to describe a similar course of religious or spiritual unfolding.This paper is a revised version of one originally delivered to Division 36, Psychologists Interested in Religious Issues, at the annual meeting of the American Psychological Association.References to Teresa'sInterior Castle in this paper are given by section (Mansions) and chapter within section so that the passages can be found in any translation.     

Conceptual metaphors are not automatically accessed during idiom comprehension

Do conceptual analogies motivate idiom use and comprehension in discourse? For example, a story in which a person is described asfuming would be analogically consistent with an idiom such asblew her top, but inconsistent with an idiom such asbite his head off. Earlier work by Nayak and Gibbs(1990) had suggested that people use such analogical information during idiom comprehension. We replicated their findings inan idiom choice task, suggesting that people can indeed make use of such knowledge. However, when reading times were used to assess idiom comprehensibility, no effects of analogical consistency were found. We conclude that conceptual analogies play little, if any, role in idiom comprehension unless people have the time (and motivation) to make considered judgments.     

Attribution processes in mother-adolescent conflict

Attributions reported by 115 mothers and 122 adolescents were examined as they related to family conflict. Subjects completed measures of parent-adolescent conflict (Issues Checklist, Conflict Behavior Questionnaire) and the Mother-Adolescent Attribution Questionnaire. The results revealed that parent-adolescent conflict correlated with mothers' and teenagers' negative attributions. Specifically, self-reported conflict was positively correlated with mothers' and teenagers' beliefs that one another's negative behavior was intentional, selfishly motivated, and blameworthy.     

Distinguishing instrumental and hostile aggression: Does it make a difference?

An analogue task of instrumental and hostile aggression during a competitive game, modified to minimize overlap between aggressive responses, was evaluated in 8- to 14-year-old clinically referred boys (n=33). Postgame interviews indicated that the hostile response, an aversive noise, was perceived by over 80% of subjects as hostile and not instrumental. In contrast, the instrumental response, blocking the opponent's game, was perceived about equally as having instrumental and hostile functions. The hostile aggressive response was uniquely correlated with continuous performance task impulsive commission errors (r=51), which supported the theoretical relation of hostile aggression to poor impulse control. These results suggest that instrumental and hostile aggression can be distinguished and when precisely defined are distinct in theoretically important ways.The authors are grateful to Mary Milnamow, Susan Panichelli, Nancy Benzal, Elissa Batshaw, and Nancy Stone for assistance in data collection. This research was supported in part by an NIMH First Award MH4682 to the first author and support from NICHD Mental Retardation Research Center Core Center Grant DH26979, and by NIMH grants MH40364 and M00590 awarded to the second author. Preliminary data were presented at the annual meeting of the Society for Research in Child Adolescent Psychopathology, Costa Mesa, California, January 1990.