Effect of lexical cues on the production of active and passive sentences in Broca's and Wernicke's aphasia

This study compared the sentence production abilities of individuals with Broca's and Wernicke's aphasia in an attempt to explore the extent to which impaired lexical retrieval impedes sentence production. The ability to produce active and passive reversible and non-reversible sentences was examined when varying amounts of lexical information was provided. The results showed that both Wernicke's and Broca's aphasic individuals were impaired in passive sentence production and that these difficulties were not overcome when lexical cues (the relevant nouns and uninflected verb) were provided. However when auxiliary and past tense morphemes were provided along with the verb stem, production of passive sentences improved drastically for both groups. Analysis of error patterns, however, revealed differences between the two groups, suggesting that Broca's aphasic subjects may find passive sentences difficult due to problems with retrieving the relevant grammatical morphemes. Subjects with Wernicke's aphasia may have been unable to automatically access the passive sentence structure.     

Effect of typicality on online category verification of animate category exemplars in aphasia

Normal young, elderly, Broca's aphasic, and Wernicke's aphasic individuals participated in an online category verification task where primes were superordinate category labels while targets were either typical or atypical examples of animate categories or nonmembers belonging to inanimate categories. The reaction time to judge whether the target belonged to the preceding category label was measured. Results indicated that all four groups made significantly greater errors on atypical examples compared to typical examples. Young and elderly individuals, and Broca's aphasic patients performed similarly on the verification task; these groups demonstrated faster reaction times on typical examples than atypical examples. Wernicke's aphasic patients made the most errors on the task and were slowest to respond than any other participant group. Also, these participants were not significantly faster at accepting correct typical examples compared to correct atypical examples. The results from the four groups are discussed with relevance to prototype/family resemblance models of typicality.     

The relations of effortful control and reactive control to children's externalizing problems: a longitudinal assessment

In this study, we examined the role of negative emotionality as a moderator of the relations of effortful control and overcontrol (versus undercontrol) with children's externalizing problem behaviors; we also examined the longitudinal relations among these variables. Teachers' and parents' reports of children's negative emotionality, effortful control, overcontrol and externalizing problem behaviors were obtained at T1 (N=199; M age=89.51 months) and again 2 (T2) and 4 years (T3) later. In addition, children's effortful control was assessed with an observed measure of persistence. In a T3 concurrent structural equation model, effortful control, but not overcontrol, was negatively related to children's T3 externalizing problem behaviors. In regression analyses, the negative relation between T3 effortful control and externalizing problem behaviors was strongest at high levels of T3 negative emotionality. In the best-fitting longitudinal structural equation model, both T1 effortful control and T1 overcontrol negatively predicted externalizing problems at T1, whereas T3 effortful control (but not T3 overcontrol) was significantly negatively related to T3 externalizing problem behaviors when controlling for T1 externalizing problem behaviors.     

Inhibition of return in children and adolescents

Inhibition of return (IOR), slowed responding to targets at a cued location after attention is removed from this location, has been shown to occur both in adults and in infants. To explore suggestion that the timecourse of IOR depends on factors that might affect the efficiency with which attention is removed from the cued location, we compared the performance of young children (5-10-year-olds, N=49, M=8 years, 4 months) to older children and adolescents (11-17-year-olds, N=61, M=14 years) in single and double cue procedures. Cue-target interval was varied to measure the timecourse of IOR in this within-subjects localization task. Whereas no IOR was found in the young group unless a double cue procedure was used, in the older group, we found IOR at all intervals with the double cue procedure and the typical crossover pattern, with early facilitation followed by inhibition in the single cue procedure.     

Rethinking education in psychology and psychology in education. The inaugural Education Leadership Conference

The inaugural Education Leadership Conference was convened by the American Psychological Association (APA) in October 2001 to provide a forum for groups and organizations across all levels of education and training to address issues of mutual concern, to promote a shared disciplinary identity among education and training leaders in psychology, and to influence public policy regarding education in psychology and psychology in education. Participants from 23 national education and training organizations, 25 APA divisions, and national credentialing organizations in psychology identified 8 major issues for education and training in psychology and addressed a number of specific questions relevant to ongoing work of the Board of Educational Affairs.     

Public mistrust: the unrecognized risk of the CDC Smallpox Vaccination Program

Phase 1 of the CDC's Smallpox Vaccination Program has foundered because of a lack of volunteers. However, despite the enrollment of fewer than 10% of the projected number of hospital employees in Phase 1, and recent recommendations of two advisory groups, CDC and DHHS officials recently announced plans to expand this vaccination program. During Phase 2 of the Smallpox Vaccination Program, an additional 10 million health care and emergency workers are scheduled to receive vaccination. This paper reviews reasons why state health departments and hospitals rejected participation in Phase 1. It urges the federal government to take account of these problems before proceeding to Phase 2 and argues that the flaws in this program not only threaten bioterrorism preparedness efforts but, more importantly, might endanger trust in public health initiatives.     

Object-based selection in the two-rectangles method is not an artifact of the three-sided directional cue

A common means of investigating object-specific selection is the two-rectangles method, in which a target appears at one end of two rectangles (Egly, Driver, & Rafal, 1994). Prior to target presentation, one end of two parallel rectangles is cued by brightening the three line segments along one of its ends. When the target appears in the opposite end of the cued rectangle, responses tend to be faster and more accurate than when it appears in the end of the other rectangle, which is equally distant from the cue. This effect has been taken as evidence of object-specific selection of information. The present study rules out the concern that the object-specific effect that is found with this method is caused by the directional nature of the cue. That is, the three-sided cue, which essentially points to the "same-object" location, does not itself give rise to the object-specific advantage. These results are discussed in terms of the combined roles of explicit object structure in the scene, past experience, and task set as contributing to the way in which information is organized and selected from a scene.     

Do adolescents take "baby think it over" seriously?

Infant simulators are a popular means for providing a realistic experience of caring for an infant and are often used as a supplement in sexuality education programs. The goal of this activity is to help adolescents realize the enormous responsibility that raising a child entails and to motivate them to avoid risking pregnancy. The little research conducted to date on the effectiveness of infant simulators has yielded mixed results. The present study compared the reactions of 8th- and 10th-grade males and females at the end of their experience with infant simulators. Data were collected via student surveys and technical readouts from the simulators. Overall, the findings support the use of infant simulators, with the impact being greater for females and the younger group (8th graders). Data from the simulators were consistent with the self-reports. These promising results support the continued use of infant simulators, but further research with stronger experimental designs and long-term follow-up is needed.     

Looking for the source of the simon effect: evidence of multiple codes

The Simon effect (SE) usually is described as the performance advantage that results when a target and its associated response share the same spatial code, as opposed to when they do not, even when the target's spatial code is task-irrelevant. To some, this task-irrelevant code represents the location of the target with respect to the participant (Simon & Craft, 1970), whereas to others (Umiltà & Nicoletti, 1992) it represents the location of the target with respect to the locus of attention. By using a spatial cuing procedure, we simultaneously tested both of these hypotheses and found evidence that both types of codes produce independent SEs, therefore providing evidence that multiple spatial codes can simultaneously influence performance in a Simon task.