Developing probability limits for longitudinal physiological data

The objective of this study was to determine what amount of change in heart electrophysiology is necessary to yield a significant difference between a baseline condition and an experimental treatment condition. In a single-subject longitudinal design, a modification of at test was applied to baseline data, and the performance levels for both .05 and .01 probability levels were obtained. It was concluded that it is both ethically sound and physiologically safe to permit a subject in this type of experiment to physiologically respond at levels that would reach both the .05 and the .01 levels of significance.     

Twentieth-century attitudes toward masturbation

This article demonstrates the progress that medicine, psychiatry, religion, and anthropology have made toward a variant perspective, of masturbation. Researchers documented the suffering and damage caused by classically ingrained religious and medical distortions.The secret sin of Judeo-Christianity and the social disease of nineteenth-century medicine has paradoxially become the therapy for various forms of psychosexual dysfunction. Catholic, Protestant, and Jewish denominations polarize opinions from rigorous orthodoxy to unconditional acceptance of this psychosexual behavior as a source of emotional homeostasis.Michael S. Patton, Ph.D., is an anthropologist concerned with sex research in society, history, and religion. He lives in Mansfield, OH 44903.     

Is mental rotation controlled or automatic?

A task requiring the mental rotation of letters was performed either alone or during the retention interval of two short-term memory tasks. The retention of eight digits or random configurations of eight dots slowed overall reaction time on the mental-rotation task, but did not significantly alter the estimated rate of mental rotation. Conversely, performance on the memory tasks did not vary with the angle of mental rotation. These results support the view that attentional control is required to set up the mental structures required in mental rotation, but that the actual execution of the mental-rotation component can be relegated to subordinate systems that do not compete for attentional resources.     

Predicting which words get recalled: Measures of free recall,availability, goodness,emotionality, and pronunciability for 925 nouns

To investigate the properties that make a word easy to recall, we added to existing norms for 925 nouns measures of availability, goodness, emotionality, pronunciability, and probability of recall in multiple-trial free recall. Availability, imagery, and emotionality were found to be the best predictors of which words were recalled. This result, which is stable across recall data collected in three separate laboratories, argues for the importance of availability as a predictor of recall and questions the role of the correlated variables of word frequency and meaningfulness. Consistent with earlier work on a smaller sample of words, six factors describe the numerous properties of words studied by psychologists. The six factors are composed of variables based on orthography, imagery and meaning, word frequency, recall, emotionality, and goodness.     

Pupillary responses to syntactic ambiguity of sentences

Pupillary responses have proven to be reliable physiological correlates of cognitive effort in a variety of tasks, including language processing. To investigate the relation between psychological and syntactic complexity 20 syntactically ambiguous sentences, balanced for bias, were presented to 16 subjects, while their pupil size was continuously measured. These sentences could be read as verb oriented (syntactically more complex) or object oriented (syntactically less complex). Principal components analysis of pupillary movements revealed that verb-oriented readings, resulted in greater pupillary dilations than object-oriented readings, indicating that syntactically more complex sentences, as determined via a formal grammar, require greater cognitive effort in processing. This is viewed as further evidence for the notion that syntactic and psychological complexity are related. High- and low-bias sentences did not induce comparable differences in pupillary movements, indicating that the "multiple meaning theory" may have to be modified.     

Lateralization of lexical codes in auditory word recognition

Three experiments examined the lateralization of lexical codes in auditory word recognition. In Experiment 1 a word rhyming with a binaurally presented cue word was detected faster when the cue and target were spelled similarly than when they were spelled differently. This orthography effect was larger when the target was presented to the right ear than when it was presented to the left ear. Experiment 2 replicated the interaction between ear of presentation and orthography effect when the cue and target were spoken in different voices. In Experiment 3, subjects made lexical decisions to pairs of stimuli presented to the left or the right ear. Lexical decision times and the amount of facilitation which obtained when the target stimuli were semantically related words did not differ as a function of ear of presentation. The results suggest that the semantic, phonological, and orthographic codes for a word are represented in each hemisphere; however, orthographic and phonological representations are integrated only in the left hemisphere.     

Incidental learning,distraction, and sustained attention in hyperactive and control subjects

Thirty-two children designated as hyperactive (ADD) were compared with an equal number of control subjects who were matched for age, sex, and verbal IQ. The subjects were tested on (1) a component selection task, measuring serial memory and incidental learning and (2) a cancellation task, assessing attentional variables and distractibility. No straightforward group differences were found on the component selection task, whereas hyperactive subjects made more omission and commission errors than controls on the cancellation task. It was concluded that a deficit in sustained attention and impulsivity best described the group differences. Age was also found to influence performance on a number of variables, including incidental learning on the component selection task and response rate and omission errors on the cancellation task. Because subjects in the hyperactive group were rated as extreme on a number of subscales not necessarily related to hyperactivity, the data were reexamined by multiple regression analyses. Subscales considered to be related both to hyperactivity and to conduct disorder were associated with different performance variables, indicating that each of these subscales provided some unique information.This study was supported by a grant from the Medical Research Council of New Zeland to the first author. The authors would like to thank the pupils and staff of Mt. Eden Normal Primary School and Newmarket School for taking part in the study, and the Auckland Education Board for granting approval for the study. We also thank Prof. J. S. Werry, Dr. J. Reeves, and Mrs. G. Elkind for assistance in locating some of the control subjects. Special thanks goes to Gail Elkind for assistance with the statistical analysis.     

Impact of a preventive social problem solving intervention on children's coping with middle-school stressors

Children receiving 1 year or 1/2 year of a preventive social problem solving program in elementary school were compared with each other and with a no-treatment group upon entry into middle school. One year of training was significantly related to reductions in the severity of a variety of middle-school stressors. Most importantly, a clear mediating role for social problem solving (SPS) skills was found. Children lacking in SPS skills were more likely to experience intense stressors; however, possessing the skills was not necessarily predictive of adjustment to stressors. The results are discussed in terms of the implications of this asymmetry and the strong support given to the value of social problem solving as a preventive intervention for children.