Elaborative inferences during reading: do they occur on-line?

Four experiments were conducted to examine the extent to which readers construct elaborative inferences on-line during reading. In Experiment 1, gaze durations were measured while subjects read anaphors to target antecedents that referenced a particular category member either explicitly or implicitly. When the context strongly suggested a particular category member, gaze durations on an anaphor were the same following either an implicit or an explicit antecedent. When the context did not suggest any particular category member, gaze durations were significantly longer following an implicit antecedent. The results confirmed that, with sufficient context, readers will generate a simple elaborative inference on-line. These results were replicated in Experiment 2 in which the materials did not strongly signal the inference but a sentence designed to encourage subjects to infer was included. In Experiment 3, this "demand sentence" was not included, and readers did not appear to construct the targeted inference. The results of Experiment 4 confirmed that once generated, elaborative inferences are stored as part of the long-term-memory representation of a passage.     

Diagnostic judgments as a function of client and therapist race

The purpose of the present investigation was to examine the process of differential evaluation of clients as a function of client and therapist race. It was hypothesized that race of client and therapist would interact, influencing the judgments of client psychopathology, appropriateness for therapy, verbal facility, and likelihood of treatment success despite standardization of the clinical stimuli. Graduate students in clinical psychology and with varying levels of training (i.e., 1 to 5 years) were asked to rate videotaped interviews of clients in which race of the client and level of psychopathology (i.e., normal, neurotic, and psychotic) were systematically varied. There were significant differences in ratings as a function of race of client, race of therapist, and level of psychopathology observed. Black clients were not rated differently on degree of psychopathology but were rated as less verbally skilled and less appropriate for treatment but more likely to benefit from treatment than white clients. Contrary to expectations, white therapists tended to underrate the pathology of black clients. On the other hand, black therapists tended to overrate the pathology of white clients and made mixed judgments of black clients. The implications of these findings are discussed.This study was supported in part by NIMH Research Centers in Minority Institutions (RCMI) Grant G12RR03206-2.     

Actions speak louder

Case material is presented from three analyses in which dramatic, unexpected movements by patients on the couch dominated the analytic hours for long periods of time. The psychoanalytic literature pertinent to this area of acting in is reviewed, and some formulations regarding the shift from verbalization to motor behavior are presented. These center on the proposition that the patients had identified with aggressor parents who regarded actions, not words, as the ultimate conveyers of reality. The analyst's use of countertransference responses as clues to the understanding of the actions is discussed.     

Brief report: Filial anxiety in mothers and daughters: Cross-validation of Cicirelli's (1988) Filial Anxiety Scale

This study replicated and extended prior research on filial anxiety by examining two generations of women in the same families. Eighty-five mothers and daughters completed several measures assessing filial anxiety, general anxiety, family relationships, self-efficacy in caregiving, filial responsibility, and perceived health. Results showed an exact replication of Cicirelli's (1988) two-factor solution of the Filial Anxiety Scale (FAS) for the middle-aged mothers, but a three-factor solution and some item overlap across factors for the undergraduate daughters. Mothers and daughters scored similarly on most of the other measures. Correlational results indicated that the different dimensions of the FAS relate differently with the other measures. Results are discussed in terms of the need for additional scale development with younger adults and in terms of the broader context of the correlational findings.     

Children's reactions to serial murder

This study examined the psychological reactions of children who lived in a community exposed to serial murder. The research also examined how parents coped with their children's psychological responses. Thirty-four parents of 64 children between the ages of 5 and 18, inclusive, were asked to identify changes in their children since the serial murders. Data collection began 4 weeks following the murders and included assessment of emotional, cognitive and behavioral aspects of the child's responses. Follow-up data collection occurred at 9 months and 18 months after the murders. Results indicated that children, as a group, experienced a number of psychological changes following the murders, even though none of the actual victims were children. The most frequently reported symptoms were anxiety-based (fear of being alone, difficulty falling asleep and wanting to sleep with patents). Most children showed a significant decline in symptoms across time. The most popular parent coping strategies involved discussing issues of risk minimization, talking about the murders, and spending more time with children.     

Midlife Care Givers: Effectiveness of a Psychoeducational Intervention for Midlife Adults With Parent-Care Responsibilities

The purpose of this study was to develop, implement, and evaluate a psychoeducational group intervention that addressed the needs of adult children caring for aging parents. The intervention consisted of four 2-hour sessions and included 70 care givers, 54 to 72 years of age, who were currently caring for a parent 60 years of age or older. A delayed-treatment, control-group design with follow-up after a 4-week interval was used to study three primary variables identified through an extensive literature review as essential for care givers. These included knowledge, care giver burden, and skill development. Skill development did not change following participation, nor did care giver burden variables measured. Significant increases were found at the .05 level for knowledge, overall coping resources, and self disclosure following group participation.     

Neural dynamics of perceptual order and context effects for variable-rate speech syllables

How does the brain extract invariant properties of variable-rate speech? A neural model, called PHONET, is developed to explain aspects of this process and, along the way, data about perceptual context effects. For example, in consonant-vowel (CV) syllables, such as /ba/ and /wa/, an increase in the duration of the vowel can cause a switch in the percept of the preceding consonant from /w/ to /b/ (J.L. Miller & Liberman, 1979). The frequency extent of the initial formant transitions of fixed duration also influences the percept (Schwab, Sawusch, & Nusbaum, 1981). PHONET quantitatively simulates over 98% of the variance in these data, using a single set of parameters. The model also qualitatively explains many data about other perceptual context effects. In the model, C and V inputs are filtered by parallel auditory streams that respond preferentially to the transient and sustained properties of the acoustic signal before being stored in parallel working memories. A lateral inhibitory network of onset- and rate-sensitive cells in the transient channel extracts measures of frequency transition rate and extent. Greater activation of the transient stream can increase the processing rate in the sustained stream via a cross-stream automatic gain control interaction. The stored activities across these gain-controlled working memories provide a basis for rate-invariant perception, since the transient-to-sustained gain control tends to preserve the relative activities across the transient and sustained working memories as speech rate changes. Comparisons with alternative models tested suggest that the fit cannot be attributed to the simplicity of the data. Brain analogues of model cell types are described.     

Parental and family risk factors for substance use in inner-city African-American children and adolescents

The purpose of this study was to develop and test a multidimensional model of parental and family influences on risk for substance use in inner-city African-American primary grade children and their adolescent siblings. The risk factors investigated were conceptually grouped into three broad domains of family influences and the respective indices computed: parental risk attributes, family risk attributes, and parenting styles. Parenting styles were captured as indicators of a latent construct, poor parenting. In study 1, we hypothesized that the parental and family risk variables would be mediated through parenting styles to predict intentions to use drugs, actual drug use, positive drug attitudes, and negative drug attitudes in a sample of 455 inner-city African-American families and their primary-grade children. In study 2, the substance use risk model was tested on a sample of 59 adolescent sibilings to determine whether the pattern of parental and family factors that contributed to early high-risk attitudes and behaviors in children would predict drug attitudes and behaviors in teen siblings. The results confirmed our expectations that parental and family risks were important predictors of childrens' negative drug attitudes and intentions to use drugs in the future and that positive parental and family characteristics would protect against future risk by enhancing negative drug attitudes. Also, substance use attitudes and behaviors in the teen siblings were predicted primarily by family risk characteristics. The family risk index also predicted frequency of use of hard drugs, but only when mediated through poor parenting. The implications of these results for future research are discussed.     

The competence of young children to testify in legal proceedings

Young children testify as witnesses with increasing frequency. This article describes the law regarding children's competence to testify. The article focuses on: (1) the elements of testimonial competence, including perception, memory, understanding the difference between the truth and a lie, and understanding the duty to tell the truth in court; (2) the requirement of personal knowledge of relevant facts; and (3) the requirement that the child take a religious oath or a secular affirmation.     

Resistance to satiation: Reinforcing effects of food and eating under satiation

It has been shown previously that rats which have learned a response when hungry will continue to make that response when tested satiated, a phenomenon labeled resistance to satiation. Here we showed that rats which were previously trained hungry will learn a new response for the opportunity to consume pellets in a new situation when tested satiated. In four experiments various groups received each of the components of the training given when rats learn an instrumental response when hungry. Rats were placed in the goalbox of a straight alley and given food pellets when hungry or were hungry only in their home cages prior to running a straight alley in the satiated test in Experiment 1. In Experiments 2, 3, and 4 learning of a differential conditioning problem for pellets in S+ (nonreward in S?) was measured in the satiated test. Groups given pellets in their home cages when hungry with or without alley exposure learned to run more rapidly in S+ than in S? in the satiated test phase. The tendency to eat pellets in the apparatus and the reinforcing effect of eating the pellets was larger for rats which ate the pellets when hungry in their home cage than for rats which ate the pellets when satiated in their home cage. Being hungry in the home cage with no pellets was not sufficient to produce eating or running for pellets in the satiated test, indicating that any inherent reinforcing effect of the pellets is not sufficient to produce eating or running, and that incomplete satiation cannot account for the learning. These data indicate that a reinforcing effect of eating pellets under satiation is an important determiner of resistance to satiation.