Total surface of temporoparietal intrasylvian cortex: diverging left-right asymmetries

Measurements of the total convoluted surface area of cortex buried in the temporoparietal transition of the Sylvian fissure were performed using "three-dimensional" magnetic resonance morphometry in 10 randomly selected human cadaver brains. The measurements comprised the planum temporale, which covers the superior temporal gyrus posterior to Heschl's first transverse gyrus, and the caudally adjacent walls of the descending and ascending rami of the Sylvian fissure. Also, the total convoluted surface of the planum temporale was compared with its superficially exposed surface as determined by photographical planimetry after brain section, so that the index of cortical folding of the planum temporale could be estimated. The following results were obtained: Cortical folding of the planum temporale did not differ significantly between left and right hemispheres (p greater than .6). The total and the superficially exposed surface of the planum temporale showed significant leftward asymmetry (p less than or equal to .0078). In contrast, the total surface of cortex buried in the caudal segments of the Sylvian fissure posterior to the planum exhibited significant rightward asymmetry (p less than or equal to .016). The combined cortical surface area buried in the whole posterior Sylvian fissure caudal to the first transverse gyrus did not show significant left-right asymmetry (p greater than 0.3). The data suggest divergent lateral asymmetries in the posterior intrasylvian region with excesses of superior temporal cortex in left hemispheres and of supramarginal cortex in right hemispheres.     

In the blink of an electronic eye: A prospectus

Some potential uses of computers for education and training paradigms are discussed. These capitalize on the capabilities to provide analog feedback about ongoing “real-time” events. In particular, we examine the use of computers to detect nuances and subtleties in rhythm and timing. Examples are suggested, including new controls for interactive computers and ways of using such machines for training in motor skills.     

Self-focused attention and reactions to fear

Two studies were conducted to study the effect of self-focused attention on behavioral responses to fear. In Experiment 1, phobics and nonphobics were asked to approach and hold a snake either in the presence of a mirror or with no mirror. In Experiment 2, high and low private self-conscious subjects were asked to submit to a series of either mild or strong electric shock for humanitarian reasons. In each case, self-directed attention caused increased responsivity to the fearful affect and made subjects more likely to withdraw from the situation, regardless of the fact that a behavioral standard existed which called for an opposite response. The theoretical and behavioral implications of the findings were discussed.     

Developing and maintaining social interaction in profoundly retarded young males

Social interaction was increased in five profoundly retarded males using formal training, stimulus control, and rewarded generalization procedures. Seven behaviors were monitored for each boy to determine whether correlated changes occurred in maladaptive behaviors as social interaction varied over the several phases of a withdrawal design that included multiple-baseline features. All five boys increased their social interaction and reduced unoccupied and self-stimulatory behavior. These changes were maintained as continuous reinforcement was reduced to a single response-contingent reinforcer per 15- minute session. Four follow-up probes showed the stability of the changes.This study was conducted with the excellent cooperation of the staff of Little Boys Ward and the Foster Grandparent Program at Colin Anderson Center, St. Mary's, West Virginia, and with the continued support of W. E. Richards, superintendent.     

Self-attention and self-report: The "veridicality" hypothesis

Wicker (1969) summarized the state of the art in the area of attitude/behavior consistency by suggesting that attitude measures are often only slightly related to overt behaviors. Since that time literally hundreds of studies have been conducted dealing with the question of how the predictive validity of self-assessment can be improved—above the 30 figure that Wicker suggested represents the typical upper limit of correlations between self-reported attitudes and behavior. This article deals with perhaps one of the simplest factors that does appear to be related to accurate self-assessment: internal focus of attention. Research in the area of self-awareness theory is discussed, leading to the conclusion that assessments of various aspects of the self, including attitudes, cognitions, and affective and somatic states, usually are more accurate when they are made by a respondent whose attention is self-directed. By the same token, overt behavior also tends to be more consistent with previously expressed attitudes when it occurs under conditions conducive to self-focus. In discussing this research, it is suggested that self-awareness promotes accuracy in two ways: (a) It focuses the respondent's attention more carefully on those aspects of the self made relevant by the instrument and (b) it increases the person's motivation to report accurately on those self-dimensions. It is also suggested, however, that this latter factor can sometimes work against consistency. In this regard, a variety of situations are discussed in which motives that may conflict with the desire to report accurately, such as ego-protectiveness, are also enhanced by self-focused attention. Finally, a number of empirical questions are presented as guidelines for future research.     

Passage organization and imposed learning strategies in comprehension and recall of connected discourse

Ninety-nine Ss were assigned randomly to learn a passage comprised of six paragraphs in which the statements were organized by concept name, or concept attribute, or in which the statements were scrambled. Each complete passage contained the same 36 statements. These treatments were orthogonally crossed with instructions to employ a name clustering strategy, an attribute clustering strategy, or a subjectively determined organizing strategy. Three learning trials were administered, each of which was followed by free recall. Passages organized by concept name were found to result in greater recall than passages organized by attributes. The name clustering strategy was more dominant than the attribute clustering strategy, lncongruence between passage organization and advocated clustering strategy resulted in greater recall than did congruency. Implications of these results for cognitive processing of information are discussed     

Human sensory dominance

Human Ss matched an auditory and a visual stimulus for subjective magnitude. Then each stimulus was used as a cue in a reaction time task. On occasions when both stimuli were presented simultaneously, Ss’ responding was seen to be dominated by the visual stimulus. Of further interest was the finding that on some occasions of simultaneous light-tone presentation Ss were unaware that the tone had been presented. This apparent prepotency of the visual over the auditory stimulus was seen to persist across a variety of experimental conditions, which included giving Ss verbal instructions to respond to the tone when both stimuli were presented simultaneously.