The influence of information redundancy upon the use of traits and persons as organizing categories

The following question is addressed: How do multiple, simultaneously present cognitive structures influence the representation and recall of social information? In an empirical study examining both free and cued recall, we found the variable information redundancy to influence both the organization and accuracy of subjects' recollections of trait-related behaviors. Redundancy was defined in terms of the degree of person/trait overlap in a social information ensemble. Some evidence indicated that this effect is attributable to an increase in the discriminability of the organizational structures during encoding. The implications of these findings for understanding the formation of integrated cognitive representations of individuals and the spontaneous use of traits in social information processing are discussed.     

On the measurement of storage and retrieval contributions to memory development

We report two free recall experiments and a cued recall experiment in which a new two-stage model was used to obtain numerical measurements of age changes in various aspects of storage and retrieval. The subjects in all three experiments were 7-year-olds (second graders) and 11-year-olds (sixth graders). The major findings in the free recall experiment were that getting a trace into storage posed less of a problem for elementary schoolers than learning how to get it out on test trials, that retrieval development is more rapid during the elementary school years than storage development, and that the superiority of older children's storage and retrieval abilities tends to become more pronounced as learning progresses. A similar pattern of results was obtained under different conditions in the cued recall experiment.     

Semantic and visual memory codes in learning disabled readers

Two experiments investigated whether learning disabled readers' impaired recall is due to multiple coding deficiencies. In Experiment 1, learning disabled and skilled readers viewed nonsense pictures without names or with either relevant or irrelevant names with respect to the distinctive characteristics of the picture. Both types of names improved recall of nondisabled readers, while learning disabled readers exhibited better recall for unnamed pictures. No significant difference in recall was found between name training (relevant, irrelevant) conditions within reading groups. In Experiment 2, both reading groups participated in recall training for complex visual forms labeled with unrelated words, hierarchically related words, or without labels. A subsequent reproduction transfer task showed a facilitation in performance in skilled readers due to labeling, with learning disabled readers exhibiting better reproduction for unnamed pictures. Measures of output organization (clustering) indicated that recall is related to the development of superordinate categories. The results suggest that learning disabled children's reading difficulties are due to an inability to activate a semantic representation that interconnects visual and verbal codes.     

The behavioural treatment of school refusal—A comparative study

A consecutive series of 30 school refusers received behavioural treatment (BTA). Their outcome is compared with that of 16 school refusers who were hospitalized and 20 who received psychotherapy and home tuition. The BTA group showed superior outcome compared to the other two groups. The Home-tuition group did very badly. There was no evidence of symptom substitution in the 28 cases treated successfully by behaviour therapy.     

Taste-aversion retention: An animal experiment with implications for consummatory-aversion alcoholism treatments

Inquiries into the longevity of illness-induced aversions (TAs) in animals are relevant to consummatory-aversion (CA) treatments of human alcoholism. The range of nausea reactions that accompanied the relapses of some alcoholics who had acquired alcohol aversions during covertsensitization (verbal aversion) alcoholism treatment has implicated CA forgetting as one probable contributor to recidivism. CA forgetting is operationalized as aversion diminution during postconditioning periods in which Ss abstain from contact with the target substance. TAs of varying strengths were induced in groups of Sprague-Dawley rats that received low, medium or high doses of the illness-inducing drug cyclophosphamide following saccharin-solution ingestion. TA retention was assessed following saccharin-free intervals of 2–40 days. Each Ss' retention interval was followed by 30 days of two-bottle preference testing, thereby additionally permitting an assessment of TA extinction following differing degrees of TA forgetting. Low-dose Ss displayed moderate strength TAs that were forgotten within 20 days and that had little resistance to extinction when testing began shortly after conditioning. Medium-dose Ss displayed stronger TAs having greater resistance to both forgetting and extinction. Unlike these low- and medium-dose TAs, high-dose TAs were impervious to aversion degradation as a result of forgetting. This finding is interpreted as supporting the attempted induction of intense nausea during covert-sensitization and chemical aversion (emetic therapy) alcoholism treatment. Other related conditioning procedures that may contribute to effective treatment are also discussed.     

Poisson models for assessing rater agreement in discrete response studies

In this paper we discuss a method for assessing agreement among raters who are scoring the number of times, a specified event occurs. In such cases, it seems reasonable to define agreement in terms of raters' behaviours in correctly identifying responses which have in fact occurred, and in their falsely counting responses which have not. We exploit the discrete nature of the response variable, and examine a class of models for mean response assuming an underlying Poisson distribution. Test statistics are given for deciding on the applicability of the models, and whether there is agreement with respect to correctly detecting responses, as well as with falsely scoring responses.     

The Ramsay Family in Virginia Woolf''s To the Lighthouse: A Study of Arrest at Stage Three of Family Development as Delineated in Solomon''s "A Developmental, Conceptual Premise for Family Therapy"

The five stages of family development and their phase-specific tasks as delineated by Michael A. Solomon in an article that appeared in this journal (1973) are given dramatic representation by Virginia Woolf in her novel To the Lighthouse (1927). The novel begins with the Ramsay family system arrested at the third stage of development; and it is only after the death of Mrs. Ramsay that the remaining family members begin to attend to the phase-specific tasks of stages four and five, and family development commences.     

Reference and comprehension: A topic-comment analysis of sentence-picture verification

A sentence often contains two components: a topic, which refers to a nonlinguistic object whose existence is presupposed; and a comment, which asserts some thought about this object. In addition, a sentence will often repeat (or refer back to) information that was expressed earlier in a text or conversation. The purpose of this article is to propose a single theoretical framework to describe the mechanisms that relate a sentence to its nonlinguistic environment as well as those that relate a sentence to its linguistic context. The theory developed in this article suggests that sentences can strongly influence the representation of visible nonlinguistic events and that this representation is sensitive to the distinction between presupposed and asserted information. To evaluate this theory, a sentence-picture verification priming task was developed. In this task, subjects were presented with pairs of sentence-picture displays, and were asked to verify whether or not the sentence in each display correctly applied to an accompanying picture. The relationship between pairs of sentence-picture displays was varied systematically. Across five experiments, three hypotheses were supported: (a) The processes which evaluate presupposed information and the processes which evaluate asserted information are differentially affected by nonlinguistic factors, (b) only those aspects of the picture which are referred to by the sentence are encoded for future use, and (c) coherence between successive sentences is in part a function of the referential continuity of the presupposed information.