Perceptual sensitivity to spectral properties of earlier sounds during speech categorization

Attention, Perception, & Psychophysics - Speech perception is heavily influenced by surrounding sounds. When spectral properties differ between earlier (context) and later (target) sounds, this...     

Regulation of low-threshold afferent activity may contribute to short-term habituation in Aplysia californica

The goal of this study was to characterize the contribution of a population of low-threshold mechanoreceptors to short-term habituation of siphon-elicited reflex responses in Aplysia californica. Since the location of their somata is unknown, we refer to them as the Unidentified Low-Threshold mechanoreceptors (ULTs). The ULTs operate in parallel to the higher-threshold and well-characterized LE sensory neurons, yet little is known regarding their contribution to behavioral plasticity. Using extracellular recordings from the siphon nerve, we found that habituation training that favors ULT activation resulted in a significant decrease in afferent activity at training intervals up to 1 min per stimulus (1 min ISI). To determine how this reduction impacts responses at other sites of the reflex network, we used intracellular recordings to measure training-induced changes in either L29 excitatory interneurons or LFS siphon motor neurons. With a 30s ISI, changes at both locations were training site-specific and matched the rate of change of afferent activity, implicating regulated sensory activity as a primary mechanism. With a shorter training interval (1s ISI), site-specificity of training was not observed in the L29s, but was still preserved in the motor neurons. For both, the rate of change during training was faster than the rate of change of afferent activity. Taken together, we conclude that regulation of low-threshold sensory neuron activity can play a significant role in short-term habituation, but other network processes may be recruited at more rapid training intervals.     

THE DILEMMA OF THE GIFTED WOMAN

The abilities of highly capable women have rarely received serious recognition, support, or guidance. Although there is increasing interest in attracting women to positions of social, political, educational, and scientific leadership, many obstacles inhibit women from realizing their potential in these areas. These obstacles include: confusion about the meaning and nature of giftedness; psychological and cultural barriers to owning and displaying one's abilities; and ambivalent attitudes of peers, parents, and significant others toward exceptional ability in women. This paper encourages feminist psychologists to respond to this population's unique affective needs, and focuses on recognizing, understanding, and furthering exceptional ability in women in the face of gender-role stereotyping and cultural pressures.     

Spaced Retrieval Enhances Memory for a Name–Face–Occupation Association in Older Adults With Probable Alzheimer's Disease

The authors trained 4 older adults with probable Alzheimer's disease to recall a name–face–occupation association using the spaced retrieval technique. Six training sessions were administered over a 2-week period. On each trial, participants selected a target photograph and stated the target name and occupation at increasingly longer retention intervals, contingent upon successful recall. Two transfer tasks were included to determine whether the trained association transferred to the person whose picture served as the training stimulus. Results yielded a positive effect of spaced retrieval on memory for the trained association. Analyses of errors revealed that participants remembered the target person's occupation more often than his or her name. There was modest evidence of transfer of the name–face–occupation association to the actual person. Implications of these data for memory remediation and quality of life in cognitively impaired older adults are considered.     

Oral reading in dementia

Reading has been thought to consist of three main processing components: the orthographic, phonological, and semantic lexicons. In traditional psycholinguistic models, these components have been treated independently such that the selective dysfunction of one does not necessarily imply the breakdown of another. Recently, it has been proposed that a word's semantic representation is essential to oral reading such that a disturbance within the semantic lexicon will disrupt processing within the orthographic and/or phonological lexicons. From this view, semantic deterioration should lead to fragmentation of the other systems contributing to reading, resulting in a specific pattern of errors during oral reading. This would include (1) a larger than normal advantage for reading words with regular spelling-to-sound correspondence over words with exception spelling, as well as the production of "regularization errors" when reading exception words; and (2) a smaller than normal difference between reading real words and pronounceable nonwords, or pseudowords (PW's). We found that patients with Semantic Dementia generally conformed to these hypothesized patterns of reading difficulty. Despite the presence of a semantic impairment, however, patients with Alzheimer's Disease, Frontotemporal Dementia, and Progressive Non-Fluent Aphasia did not demonstrate these patterns of reading difficulty. Our findings suggest that not all semantic impairments invariably lead to the disruption of the orthographic and phonological lexicons.     

Association Between Employment and Sexual Risk-Taking Behaviors Among Public High School Adolescents

We examined the relationship between adolescent after school and weekend employment and sexual intercourse behavior in a cross-sectional sample of public high school students in South Carolina. The CDC Youth Risk Behavior Survey was used to secure usable data from 4,800 subjects. Thirty-nine percent of the sample worked at a job for pay during the academic year of the study. The majority of all race/gender groups reported having sexual intercourse in their lifetime and during the past 3 months prior, with the exception of Caucasian females. For Caucasian males employment ranging from 1-5 to 31+ hours per week was associated with sexual risk-taking. Caucasian female employment was associated with sexual risk-taking at 16-20 and 21-25 hours of work per week. For African American males, the relationship between employment and sexual risk-taking was evidenced at the 1-5 and 26-30 hours of work per week levels. Similar trends were determined for Caucasians (males and females) regarding sexual intercourse in the past 3 months prior and working for pay during the academic year. Youth working above 10 hours per week during high school may have an increased risk for unintended pregnancy and sexually transmitted infections, including HIV.     

Reducing the Biological and Psychological Toxicity of Poverty-related Stress: Initial Efficacy of the BaSICS Intervention for Early Adolescents

This proof-of-concept study tests the initial efficacy of the Building a Strong Identity and Coping Skills (BaSICS) intervention, a selective prevention of internalizing problems program for early adolescents exposed to high levels of poverty-related stress. Eighty-four early adolescents (M_age = 11.36 years) residing in very low-income neighborhoods were randomized to receive the 16-session intervention (n = 44) or to an assessment-only control condition (n = 40). BaSICS teaches coping skills, social identity development, and collective social action to empower youth with the ability to connect with members of their communities and cope with poverty-related stress in positive and collaborative ways. Pretest–posttest analyses showed that intervention adolescents acquired problem-solving and cognitive-restructuring skills and reduced their reliance on avoidant coping. In addition, HPA reactivity was significantly reduced in the intervention youth, but not controls. Finally, intervention youth's internalizing and somatic symptoms as reported by both youth and their parents, showed significant reductions over time, whereas control youth had no such changes. Results provide strong support for this approach to strength-building and symptom reduction in a population of early adolescents exposed to poverty-related stress.     

Evaluating backward chaining methods on vocational tasks by adults with developmental disabilities

Backward chains are widely used to teach complex skills to individuals with developmental disabilities. Implementation of chaining procedures may vary regarding untaught steps and there is little to guide practitioners in the selection of chaining procedures. Moreover, there is a dearth of research evaluating effectiveness and efficiency of procedural variations of behavior chains. The purpose of this study was to extend previous research by evaluating the effectiveness, efficiency, and preference for four procedural variations (i.e., teacher‐completion, participant‐completion, no‐completion, and a control condition) of backward chains across vocational tasks with adults with developmental disabilities. Although procedural variations effectively established vocational skills, the participant‐completion procedure (in which the instructor implemented a least‐to‐most prompt hierarchy during all untrained steps in the chain) was the most efficacious backward chaining procedural variation and efficient in terms of sessions to mastery. The no‐completion procedure (in which the instructor completed all untrained steps in the chain out of view of the participant) was least efficient across trials, sessions, errors, and total duration to mastery. One participant preferred the no‐completion condition while the other two participants showed an initial preference for the teacher‐completion condition that changed to preference for the no‐completion condition. Vocational skills maintained 1‐ and 4‐weeks postmastery. Stakeholders rated goals, procedures, and outcomes as socially valid.     

The Internet is a scary place: How does evidence source and examinee race or ethnicity influence determinations of threat?

Violent rhetoric online is becoming increasingly relevant to the practice of forensic mental health assessment as examinee's virtual lives may transform into real-world acts of violence. With the rise of a diverse subculture of violent online communities, the aim of the present study was to inform how concerns with online sources of collateral data and racial/ethnic biases may influence determinations of violence potential. Using an experimental design, jury-eligible participants (N = 278) and forensic mental health experts (N = 78) were presented with mock Twitter (now referred to as X) posts that varied by data source (i.e., how information was accessed) and the examinee's race/ethnicity. Results showed no differences in participants' ratings of data credibility, how much weight they would place on the posts in a threat assessment, or how likely the examinee was to act violently against his intended target. Implications regarding the interpretation of social media evidence, relevant limitations, and future research are discussed.