Orientation-specific effects in picture matching and naming

In two experiments, subjects made timed decisions about the second of two sequentially presented rotated drawings of objects. When the two objects were physically identical, response times to decide whether the two drawings depicted the same object varied as a function of the shortest distance between the orientation of the second drawing and either the orientation of the previous drawing or the upright. This was found for both short (250-msec) and long (2-sec) interstimulus-intervals. The result was also obtained when subjects named the second drawing after deciding whether the first drawing faced left or right. Following repeated experience with the drawings in the left/right task over four blocks of trials, time to name the second drawing in the same-object sequences was independent of orientation. These results suggest that, initially, object- and orientation-specific representations can be formed following a single presentation of a rotated object and subsequently used to identify drawings of the same object at either the same or different orientations. Alignment of the second drawing with either the canonical representation or the new representation at the previous orientation is achieved by normalization through the shortest path. Following experience with the objects, orientation-invariant representations are formed.     

Grouping students for instruction: effects of learning style on achievement and attitudes

The present study examined the effects of matching and mismatching American middle-school students with a preference for learning alone or learning with peers with selected instructional treatments in order to determine the impact upon their attitudes and achievement in social studies. Analysis revealed that the learning-alone preference performed significantly better in the learning-alone condition and that the learning-with-peers preference performed significantly better in the learning-with-peers condition. However, no-preference students also performed significantly better in the learning-alone condition than with peers. In addition, data revealed that the learning-alone and the learning-with-peers students had significantly more positive attitudes when matched with their preferred learning style; the nopreference students had more positive attitudes in the learning-alone condition.     

The effect of stress on the linguistic generalization of bilingual individuals

Spanish-English coordinate bilinguals were subjects in a GSR linguistic conditioning experiment using strong and mild buzzer conditions and spoken stimuli. Each subject was randomly assigned to one of two lists of words and one of two levels of buzzer sounds. A Spanish word from the Spanish list and an English word from the English list functioned as a conditioned word (CS). The lists were Spanish and English words related semantically and phonemically and unrelated to the CS. Generalization was studied under conscious and unconscious conditions. We found that both buzzer conditions resulted in significantly greater GSR responses to semantic and phonemic words than to words unrelated to the CS. Generalization to semantic words was not significantly greater than to phonemic words. There was a tendency toward greater phonemic than semantic generalization in the strong buzzer condition. The opposite was observed regarding the mild buzzer. The results were the same in both lists and languages. Under a conscious and unstressful condition, generalization to semantic words was found to be more prominent than to phonemic words. This suggests that under normal condition semantic generalization is mediated by conscious cognition. We concluded that strong emotion produces an increase in phonemic, as compared to semantic, generalization in both languages. Hence, primitivization of the subjects' cognitive and linguistic functioning is assumed to have occurred. These results are important in understanding the deleterious effect that stressful situations may have on linguistic functioning and cognition in bilinguals.     

The role of working memory capacity and knowledge access in text inference processing

Individual differences in drawing bridging inferences during text comprehension were examined. We measured reader differences in working memory capacity, using the reading span task, and in access to relevant knowledge, using Potts and Peterson’s (1985) integration task. The dependent measure of greatest concern was answer time about facts posited to validate the bridging inference. Reading span and access were negligibly correlated, an outcome that supports their independence. Answer times were lower both for high reading span and high-access readers. In addition, readers who were either high on both reader traits or low on both traits exhibited qualitatively different inference effects from the typical pattern. It is proposed that knowledge access during comprehension is facilitated by the extraction of integrated situation models from text and that it is individuals with efficient reading processes who can construct these models.     

Attentional resource and processing speed limitations during sentence processing in Parkinson's disease

Several studies have suggested that patients with Parkinson's disease (PD) have sentence comprehension difficulty in part because of their limited executive resources. However, these assessments confound the executive resources contributing to sentence comprehension with the resources needed for task performance. In the present study, we used a word detection technique that minimizes task demands in order to evaluate attentional and processing speed resources during the comprehension of simple sentences without subordinate clauses and sentences containing subject-relative and object-relative center-embedded subordinate clauses. We found that PD patients have poor sensitivity to phonetic errors embedded in unbound grammatical morphemes, regardless of the clausal structure of the sentence, suggesting difficulty attending to grammatical morphemes. We also found that PD patients are significantly slowed in their sensitivity to phonetic errors in content words embedded in object-relative center-embedded sentences. Slowed sensitivity to content words in object-relative sentences was correlated with timed executive measures of planning. On a traditional measure of comprehension, these PD patients were impaired for sentences containing object-relative center-embedded clauses compared to sentences with subject-relative center-embedded clauses, and comprehension of object-relative sentences was correlated with executive measures. Our findings are consistent with the claim that limited executive resources for strategic attention and processing speed contribute to the sentence comprehension difficulties of PD patients.     

The regulation of dependency in parent-child relationships

We propose that the insecurities about a close other’s regard that make it difficult for low self-esteem people to form satisfying romantic relationships also create difficulties in family relationships. Our study revealed that low self-esteem mothers and children felt less loved by one another than did high self-esteem mothers and children. These feelings of not being loved partially accounted for the tendency of low self-esteem children and mothers to be dissatisfied with their relationships. Ironically, however, low self-esteem children’s insecurities about how much their mothers loved them were not warranted by the strength of their mother’s love. Taken together, these findings suggest that the processes that regulate attachment to significant others extend to familial as well as romantic relationships.     

Conflicts and missed signals in psychoanalysis, behaviorism, and Gestalt psychology

At the turn of the 20th century, European psychologists found themselves in conflict situations with respect to the role that private mental states should play in a scientific psychology. Out of this conflict arose 3 of the best-known schools of the 20th century: psychoanalysis, behaviorism, and Gestalt psychology. Each of these schools is discussed with respect to two characteristics. First, the authors discuss the attitude of each school on the meaning of the word unconscious as it was understood around 1900. Second, the authors discuss the influence of each school on the reception accorded to books written around 1900 espousing viewpoints that did not cohere with the school's beliefs. Such books may be considered "missed signals" in the history of psychology. "Hits" associated with each school are also highlighted.     

Psychological profile of pedophiles and child molesters

Pedophiles and child molesters share some characteristics. Most are male, and they can be heterosexual, homosexual, or bisexual. Some prefer adult sex partners but choose children because they are available and vulnerable. The sexual abuse perpetrated may be a 1-time incident and may consist only of fondling. Penetration is unlikely with young children. Perpetrators' ages range from teens to midlife. Most victims are girls, and the perpetrator usually is a relative, friend, or neighbor. The home of the victim is often the setting for the incident. When boys are victims, sexual abuse may take place outside the home, and perpetrators may be strangers. Perpetrators of sexual abuse of children often claim that they themselves were victims of childhood sexual abuse. Psychological profiles are helpful but are compromised partly because many perpetrators are prisoners and control groups are lacking for this research.