Number-of-features effects and semantic processing

Participants list many semantic features for some concrete nouns (e.g., lion) and fewer for others (e.g., lime; McRae, de Sa, & Seidenberg, 1997). Pexman, Lupker, and Hino (2002) reported faster lexical decision and naming responses for high number of features (NOF) words than for low-NOF words. In the present research, we investigated the impact of NOF on semantic processing. We observed NOF effects in a self-paced reading task when prior context was not congruent with the target word (Experiment 1) and in a semantic categorization task (concrete vs. abstract; Experiment 2A). When we narrowed our stimuli to include high- and low-NOF words from a single category (birds), we found substantial NOF effects that were modulated by the specificity of the categorization task (Experiments 3A, 3B, and 3C). We argue that these results provide support for distributed representation of word meaning.     

Attitude importance and the accumulation of attitude-relevant knowledge in memory

People who attach personal importance to an attitude are especially knowledgeable about the attitude object. This article tests an explanation for this relation: that importance causes the accumulation of knowledge by inspiring selective exposure to and selective elaboration of relevant information. Nine studies showed that (a) after watching televised debates between presidential candidates, viewers were better able to remember the statements made on policy issues on which they had more personally important attitudes; (b) importance motivated selective exposure and selective elaboration: Greater personal importance was associated with better memory for relevant information encountered under controlled laboratory conditions, and manipulations eliminating opportunities for selective exposure and selective elaboration eliminated the importance-memory accuracy relation; and (c) people do not use perceptions of their knowledge volume to infer how important an attitude is to them, but importance does cause knowledge accumulation.     

Redressing the balance—involving children in family therapy

This paper argues that family therapists have tended to ignore the problem of how to engage children in family therapy, and it presents a number of techniques specifically aimed at involving children in therapy. The socio-historical context of childhood is discussed and its implications for therapists examined. A number of visual techniques are then described, illustrated by case examples. These serve the function of addressing the whole family system on a number of levels and involving children fully in the process of therapy.     

Genograms in counselling practice: Constructing a genogram (part 2)

In Genograms in counselling practice: a review (part 1), recent literature on the use of genograms was reviewed and the efficacy and utility of genograms in counselling practice was examined. This paper outlines how a family genogram is constructed in a counselling setting. An approach to introducing the relevance of a genogram to the client is described as is the method of gathering and using information. The therapeutic use of genograms is also discussed.     

Classwide Peer Tutoring: Effects on the Spelling Performance and Social Interactions of Students with Mild Disabilities and Their Typical Peers in an Integrated Instructional Setting

The effectiveness of Classwide Peer Tutoring (CWPT) to enhance the spelling performance and social interactions of three typical students and three students with mild disabilities was investigated. The classroom ecology was measured using the New Code for Instructional Structure and Student Academic Response (NCISSAR). Social interactions were assessed using the Multiple Option Observation System for Experimental Studies (M.O.O.S.E.S.). Spelling performance was measured by weekly pre-posttests. Using an ABAB single-subject design, results indicated that CWPT resulted in: (a) gains in the spelling accuracy of all students (up to 49%), (b) increases of students' duration of positive social interactions (up to 86%), and (c) high satisfaction ratings for both the students and the teacher. Comparisons between typical students and students with mild disabilities during CWPT suggested no differences in their duration of social interactions. Furthermore, the mean spelling accuracy of the students with mild disabilities was comparable to the spelling accuracy of the typical students (91% vs. 96%, respectively). Implications of the findings for the inclusion of students with mild disabilities in general education settings are discussed.     

Psysquash: a program for the analysis of PsyScope data files

Many experiment-running programs generate output files that require selection, reduction, and formatting of the raw data before the numbers are suitable for input into statistical packages. PsySquash is a Macintosh program for the selection, organization, and summary of the tabular data that are produced by a widely used freeware data acquisition system, PsyScope. PsySquash serves as a bridge between PsyScope’s output data format and the input formats required by common statistical packages such as SAS, SPSS, and SuperAnova. An extension of PsySquash is proposed for use with arbitrary tabular data.     

Functional localization in the brain with respect to syntactic processing

This report describes some recent examinations of the ability of aphasic patients to construct syntactically governed dependency relations in real time. The data show that Wernicke's patients can link the elements of dependency relations in the same way as neurologically intact subjects, even for sentences that they do not understand. Broca's patients, by contrast, are shown to be unable to create such links, even for sentences that they do understand. These data underline the isolability of this stage of syntactic analysis and they suggest that comprehension limitations statable in syntactic terms can be traced to changes in cortically localizable processing resources.     

OPPOSING STANDARDS WITHIN THE CULTURAL WORLDVIEW: TERROR MANAGEMENT AND AMERICAN WOMEN'S DESIRE FOR UNIQUENESS VERSUS INCLUSIVENESS

Two different standards within American women's overall cultural worldview were examined in two studies: standing out and fitting in. American culture prescribes and values uniqueness, yet gender norms for women prescribe and value inclusiveness. Thus, unlike American men, American women encounter incongruent cultural norms that make it unclear which she will uphold when faced with thoughts of death. We hypothesized that, for women (and not men), gender salience would moderate worldview adherence. Using standard terror management manipulations, American women were subjected to a self or gender prime (Study 1) as well as a non-gender-group prime and compared to men (Study 2). Results showed that under mortality salience, women primed with gender identified more with their gender group, were more likely to behave inclusively, and were more likely to desire affiliation. In contrast, those primed with the self, a non-gender-group prime, as well as men, were more likely to desire uniqueness. These findings suggest that, for an American woman, both inclusiveness and uniqueness are responses to mortality salience, depending on her momentary reference point.