Sentence-type variables as aural concept formation dimensions

An aural conjunctive concept formation experiment used as stimuli sentences varying systematically in Voice (active/passive), Mood (declarative/interrogative), Modality (affirmative/negative), tense, and lexical content. Target classes were the eight sentence types defined by all combinations of the first three syntactic variables. Aural processing was more difficult than visual, but higher education level facilitated concept acquisition for males and females equally (cf. Bakeret al., 1973). The 64 undergraduate subjects tended to avoid syntactic analysis in depth, classifying sentences on as cursory a basis as the task allowed. The simple, unequivocal syntactic signals of Mood and Modality meaning were readily apparent, but the discrimination of Voice was complicated by ambiguous syntactosemantic associations and lack of discourse context. Voice is thus not seen as a determinant of utterance type, but as a context- and content-dependent realization of agent or object focus in transitive messages.This report is based on an M.Sc. thesis completed at the University of Alberta (Edmonton, Canada), in 1972     

A test of sensory pre-conditioning in pigeons

Sixteen pigeons were used in an experiment designed to show the sensory preconditioning effect as originally reported by Brogden. An experimental group received 200 simultaneous presentations of a buzzer paired with a light stimulus. They were then trained to respond to one of these stimuli alone and tested for response to the other. A control group received the same treatment except in the initial stage when 200 presentations of the test stimulus only were given. The results provided no evidence that the pairing of stimuli affected behaviour during the critical test.

Both groups responded to the test stimulus to a similar degree in this experiment, whereas in Brogden's original study with dogs experimental animals responded significantly more frequently than did their controls. The discrepancy in results can be attributed to the use of different control procedures in the two experiments. Brogden's controls were not exposed to presentations of the test stimulus before training. Differences in familiarity with this stimulus may have produced the differences between the behaviour of his control and experimental animals. This interpretation is supported by the result of a preliminary experiment with pigeons in which Brogden's control procedure was used and his original results confirmed.

With human subjects there is some evidence that pairing procedures may result in enhanced generalization, alterations in sensory thresholds or hallucinations. However, these effects are little understood and difficult to predict. Although no functional relationships like those found in ordinary conditioning have yet been shown to apply, the terms “sensory conditioning” and “sensory pre-conditioning” have been widely used and the data have been quoted in support of theories of learning that require the setting up of direct sensory-sensory relationships.

Until there is unequivocal evidence of pairing effects with animals or fuller knowledge of the occurrence of such effects with human subjects, it is considered unadvisable to link them even by name with basic learning mechanisms such as conditioning.     

Conversation as a resource for influence: evidence for prototypical arguments and social identification processes

Members of eight single‐sex groups each consisting of three pro‐ and three anti‐capital punishment adherents discussed their views for 30 minutes, and afterwards individually rated ingroup and outgroup members on social influence ranking, prototypicality, and social attractiveness. From the intragroup hypothesis that speaking turns are a resource for influence (Ng & Bradac, 1993), we predicted and found that turns were correlated strongly with influence in the intergroup context. Further, using self‐categorization theory (SCT; Turner, 1985), we hypothesized that social identity processes would interact with turns, especially with turns obtained through interruptions. Interruptions encoded in prototypical utterances were more strongly correlated with social influence and prototypicality, but not social attraction, than interruptions encoded in non‐prototypical utterances. Further, interruption attempts enacted in prototypical utterances were found to be more likely to be successful than unsuccessful in obtaining turns, while those enacted in non‐prototypical utterances were more likely to be unsuccessful than successful. Additionally, interruption turns were longer when enacted in prototypical over non‐prototypical utterances. Overall, the findings suggest that the power/influence of language is interactively organized and constructed around salient self‐categorizations. Copyright © 2000 John Wiley & Sons, Ltd.     

What are you looking at? Infants’ neural processing of an adult's object‐directed eye gaze

Previous research suggests that by 4 months of age infants use the eye gaze of adults to guide their attention and facilitate processing of environmental information. Here we address the question of how infants process the relation between another person and an external object. We applied an ERP paradigm to investigate the neural processes underlying the perception of the direction of an adult's eye gaze in 4-month-old infants. Infants showed differential processing of an adult's eye gaze, which was directed at a simultaneously presented object compared to non-object-directed eye gaze. This distinction was evident in two ERP components: The Negative component, reflecting attentional processes, and the positive slow wave, which is involved in memory encoding. The implications of these findings for the development of joint attention and related social cognitive functions are discussed.     

Fostering At-Risk Kindergarten Children's Number Sense

A 9-month training experiment evaluated whether computer-assisted discovery learning of arithmetic regularities can facilitate kindergartners’ fluency with the easiest sums. After a pretest, kindergartners with at least one risk factor (n = 28) were randomly assigned to either a structured add-0/1 training condition, which focused on recognizing the n + 0/0 + n = n and the n + 1/1 + n = the number-after-n rules, or an active control group. Using pretest fluency as the covariate, ANCOVAs revealed that the structured add-0/1 group significantly outperformed the control group on both practiced and unpracticed (transfer) n + 0/0 + n and n + 1/1 + n items at the delayed posttest and had significantly larger gains in mathematics achievement. Key instructional implications include: Early intervention that targets discovering rules for adding with 0 and 1 and family-specific developmental prerequisites is feasible and more effective than typical classroom instruction in promoting fluency with such basic sums. Such rules may be a critically important bridge between informal and formal mathematics.     

Individual Differences in Child Kaleidoblock Responses

The relationship between self-esteem and parental identification was investigated. The hypothesis that self-esteem is positively correlated with parental identification was supported for female college students by two out of three self-esteem measures. For male subjects one social self-esteem measure correlated negatively with maternal identification and a self-concept measure correlated positively. No relationship between self-esteem and paternal identification existed for males: hence the hypothesis was refuted. The importance of social self-esteem in the feminine self-concept and its basis in parental identification is emphasized in the discussion.     

Psychometric Properties and Clinical Utility of the Scale for Suicide Ideation with Inpatient Children

The purpose of the current study was to examine the psychometric properties and clinical utility of the Scale for Suicide Ideation (SSI) for children. The SSI was administered to 100 children who were hospitalized. Data were not used from 13 subjects due to the presence of a psychotic disorder or IQ less than 70, leaving 87 participants. The SSI was examined regarding its internal consistency, concurrent validity, construct validity, and factor structure when used with children. Based on the findings, the SSI appears to have adequate psychometric properties and can be used by clinicians and researchers examining children in an inpatient setting. Recommendations for clinicians are included to help make the SSI more functional in use for children.