THERE ARE TWO WORD-LENGTH EFFECTS IN VERBAL SHORT-TERM MEMORY:

Abstract— In the word-length effect (WLE), lists of shorter words are better recalled than lists of longer words This effect a fundamental to decay-based theories of verbal short-term memory, such as the phonological loop theory (Baddeley, 1986) The WLE has been attributed to the time taken to articulate words, not their structure, a critical point in the debate between decay and interference theories However, this article, we show that the traditional WLE comprises two opposed effects an advantage for words spoken more quickly (short words in terms of duration) and an advantage for words with more elements (long words in terms of complexity) We also report two interactions a disadvantage for a midlist change in duration and an advantage for a midlist change in complexity These results contradict simple decay- based theories and establish the importance of interference in short- term memory We discuss whether decay is also required     

The role of absolute and relative amounts of time in forgetting within immediate memory: The case of tone-pitch comparisons

Many investigators of auditory sensory memory have assumed that memory loss during a retention interval of some seconds results from a process (such as decay) that depends on the absolute amount of time that has elapsed since presentation of the sound. An alternative possibility, brought to light by studies on immediate verbal memory, is that it is the relative, rather than the absolute, amount of time that matters. We examine these factors in a tone-comparison study by varying not only the retention interval between two tones to be compared, but also the interpair interval. Relative time played a role, but absolute time also appeared to be important. Several concepts of “decay” are considered in relation to the results.     

Fixed-interval matching-to-sample: intermatching time and intermatching error runs

Four pigeons were trained on a matching-to-sample task in which reinforcers followed either the first matching response (fixed interval) or the fifth matching response (tandem fixed-interval fixed-ratio) that occurred 80 seconds or longer after the last reinforcement. Relative frequency distributions of the matching-to-sample responses that concluded intermatching times and runs of mismatches (intermatching error runs) were computed for the final matching responses directly followed by grain access and also for the three matching responses immediately preceding the final match. Comparison of these two distributions showed that the fixed-interval schedule arranged for the preferential reinforcement of matches concluding relatively extended intermatching times and runs of mismatches. Differences in matching accuracy and rate during the fixed interval, compared to the tandem fixed-interval fixed-ratio, suggested that reinforcers following matches concluding various intermatching times and runs of mismatches influenced the rate and accuracy of the last few matches before grain access, but did not control rate and accuracy throughout the entire fixed-interval period.     

Nonacademic Career Counseling for Graduate Students

At the University of Michigan, an innovative career counseling service is offered to graduate students. The Office of Non-Academic Career Counseling and Placement assists graduate students expand career options in response to a tight academic market. The career counseling method promotes self-directed behavior and proceeds through a series of four major job-search stages. A brief statement of the effectiveness of our services is included in the discussion.     

Social Misperception and Its Implications for Counseling

This article explores social misperception, a unique way of viewing the behavior problems of children. While the emotional-disturbance label is usually given to behaviorally disordered youngsters, it inaccurately reflects the social learning problems of children. Explored are the characteristics of social misperception (both verbal and nonverbal), its historical foundations (taken from the psychological and educational literature), and its relation to learning disabilities and to emotional disturbance; a differential diagnostic system is offered. Counselors are given techniques by which they can assist teachers with remediation, a task that helps the counselor to assist classroom teachers to become socially sensitive to the emotional needs of children.     

Implementation of the Sound Partners Reading Program

Eleven first grade and 10 second grade students, all with reading and behavioral difficulties, received one-on-one tutoring using the Sound Partners reading program (Vadasy & Pool, l997). Students received 30 min of tutoring each day for 5 months. Students were assessed on Letter-Word Identification, Passage Comprehension, and Word Attack subtests of the Woodcock-Johnson-Revised (WJ-R): Tests of Achievement. An informal measure (rapid letter naming) was also used. Results indicated that gains of approximately 1 standard deviation (or greater) were noted for subtests of the WJ-R for first-grade students; second graders showed relatively stable performance from pre- to posttest assessments. Similar performance was noted on the informal measure across grades. Program satisfaction data showed that overall the tutors, teachers, and students were pleased with the program. Discussion focuses on the implications for future investigations.     

From student to superhero: Situational primes shape future helping

The present research uses priming techniques to modify commitment to and engagement in future helping behavior. Relative to a control condition, people primed with the exemplar Superman saw themselves as less likely (Studies 1a and 1b), and participants primed with the category superhero saw themselves as more likely (Study 1a), to help in hypothetical situations. Study 2 extended these effects to real-world planned helping behavior, by demonstrating that these primes impacted commitment to future volunteerism. Finally, Study 3 showed that these changes in initial commitment impacted volunteering behavior up to three months after initial exposure. These results demonstrate that fleeting situational primes can impact not only spontaneous behavior, but also future behavior.     

Values-based Political Messages and Persuasion: Relationships among Speaker, Recipient, and Evoked Values

The persuasive power of values-based political messages may depend on recipients having (1) shared values with the speaker (a type of personal identity match ); (2) shared political party identifications with the speaker (a type of social identity match ); and/or (3) expectations about values traditionally associated with different political parties (an expectancy violation/confirmation ). The independent and joint effects of these factors on the success of a persuasive message were examined, using the theoretical framework of dual-process models of persuasion. Participants (N = 301), classified according to their party identifications and primary value orientations, read a political speech that varied by argument quality, speaker party, and values evoked. Results indicated that value matching promotes close attention to the message, while party mismatching increases message rejection. These effects depend to some extent, however, on expectancies about values traditionally associated with different parties. Participants especially rejected messages from rival party members when the speaker evoked unexpected values. Results are discussed in terms of their implications for the efficacy of values-based political communication.