Clinician preparation: Experiences with pseudostuttering : “It was the longest day of my life!”

The response of lay persons to pseudostuttering in approximately 200 spontaneous communication situations were reported and evaluated by 24 graduate students in an advanced class in fluency disorders. The students each spent a day as a “stutterer” in all speech contacts. They summarized their pseudostuttering efforts, the perceived auditor reactions, and their own feelings, in each situation. Results indicated that most lay reactions to any stuttering behavior were, at best, neutral or characterized by obvious changes in behavior. Many reactions were overtly and strongly negative. Student reactions were consistently ones of anxiety, fear, the desire to avoid, frustration, and irritation. Feelings of anger and humiliation were common. Discussion of results points out the value of pseudostuttering experience in clinician training, the possible importance of attitude and adjustment consideration in management of clients who stutter, and the apparent failure of (and need for) our profession to educate the lay public about communicative disorders.     

Evolutionary psychology,biology, and cultural evolution

Evolutionary approaches to behavior, so far from indicating that human behavioral patterns must be universal and wired, actually provide us with good reasons for expecting cultural diversity and good tools for showing how it might develop. Even gender-role related behavior may be very plastic. Highly macho male behavior may be an adaptation to dangerous ecological and economic constraints. Similarly, homicide rates differ massively from culture to culture and may be under the control of specificable ecological and economic constraints.Adapted from a symposium talk given at the annual meeting of the Society for Experimental Social Psychology, October 13, 1990, Buffalo, New York. David Buss, Nancy Cantor, and Claude Steele made helpful comments on earlier versions of this paper.     

The conceptual structure of sex role stereotypes in college students

This study investigated sex stereotypes as natural language categories. Ten years ago, sex stereotypes were found to have a core-peripheral structure similar to that of the nonevaluative categories studies by Rosch (1973). Changes and stability in these conceptions were studied by having 56 female and 56 male undergraduate students rate 217 adjectives on Likert scales according to how well each adjective represented their own view of typical Men or Women. Mean ratings were analyzed to reveal a structure of core, peripheral, and nonmembers for Men and for Women. As was the case ten years ago, core traits reflected dimensions of “niceness-nurturance” for Women and “potency-strength” for Men. Female students also viewed Women as “competent,” while male students also viewed Women as “socially effective.” Adjectives that constituted the core for one category were generally placed in the periphery for the other category. As compared to ten years ago, the peripheries of the categories were expanded and showed a greater degree of overlap. College students' conceptions of Men and Women are best characterized as overlapping rather than as bipolar opposites. The formation of sex stereotype categories was discussed in terms of cognitive and social learning processes.     

The effects of polydrug use with and without cocaine on mother-infant interaction at 3 and 6 months

The face-to-face interactions of 43 polydrug-with-cocaine-using mothers and their infants at 3 and 6 months were compared to 17 non-cocaine-but other-drug-using mothers and 21 mothers who used no drugs during their pregnancy. Coders blind to mothers' drug use status scored 3 min of face-to-face interactions for 16 measures of maternal and infant interactive behaviors. A principal component of 7 behaviors formed a measure of maternal attentiveness; a principal component of 5 behaviors formed a measure of mother-infant dyadic organization; and a principal component of 4 behaviors formed a measure of infant readiness to interact. A measure of maternal interruption was computed as the mean standard score of 3 additional interruptive behaviors. At 3 and 6 months, polydrug-with-cocaine-using mothers were less attentive to interactions, and polydrug-with-cocaine-using mothers and their infants engaged in fewer dyadic interactions than either non-cocaine or non-drug-using mothers. Compared to 3 months, polydrug-with-cocaine-using mothers at 6 months were less attentive to interactions and more frequently interrupted interactions by looking away, redirecting the infant, or withdrawing, whereas non-cocaine-using and non-drug- using mothers showed no change or an improvement in attentiveness to interactions and a decrease in interruptions. No differences emerged in the interactive behaviors of the infants of polydrug- with-cocaine-using, non-cocaine-using, or non-drug-using mothers. Cocaine use represents a significant risk for diminished parental attentiveness and responsiveness to infants and for diminished interactiveness in infants.     

Husserl's debate with Heidegger in the margins of Kant and the Problem of Metaphysics

Husserl received from Martin Heidegger a copy of his Kant and the Problem of Metaphysics in the summer of 1929 not long before Husserl had determined to reread Heidegger's writings in order to arrive at a definitive position on Heidegger's philosophy. With this in view, Husserl reread and made extensive marginal comments in Being and Time and Kant and the Problem of Metaphysics. This essay by the translator of the remarks in KPM offers some historical background and comment on the importance of the remarks in KPM and attempts to describe Husserl's counterposition to Heidegger on six issues that divided the two major twentieth century philosophers.     

Need probability affects retention: A direct demonstration

Recent memory theory has emphasized the concept ofneed probability—that is, the probability that a given piece of learned information will be tested at some point in the future. It has been proposed that, in real-world situations, need probability declines over time and that the memory-loss rate is calibrated to match the progressive reduction in need probability (J. R. Anderson & Schooler, 1991). The present experiments were designed to examine the influence of the slope of the need-probability curve on the slope of the retention curve. On each of several trials, subjects memorized a list of digits, then retained the digits in memory for 1, 2, 4, 8, or 16 sec. Some trials ended with a recall test; other trials ended with the message, “no test.” In Experiment 1, the likelihood of encountering a memory test (i.e., the need probability) was made to either increase or decrease as the retention interval increased; in Experiment 2, need probability either was flat (invariant across retention intervals) or decreased as the retention interval increased. The results indicated that the shape of the need-probability curve influenced the slope of the retention curve (Experiment 1) and that the effect became larger as the experimental session progressed (Experiment 2). The findings support the notion that memory adapts to need probabilities and that the rate of forgetting is influenced by the slope of the need-probability curve. In addition, all of the forgetting curves approximated a power function, suggesting that need probability influences the slope but not the form of forgetting.     

Hippocampal synaptic plasticity during instrumental learning

present research examined the role of hippocampal NMDA-dependent synaptic potentiation on appetitive instrumental conditioning under a continuous reinforcement schedule. In the first experiment, low (.025 mg.kg) or moderate (.05 mg/kg) dosages of the NMDA receptor antagonist, MK801, failed to increase the number of training days required to reach acquisition criterion; number of training days required to reach criterion for extinction were also unaffected. In the second experiment, a higher dosage (.10 mg/kg) of MK801 or induction of long-term potentiation failed to alter the number of responses occurring during acquisition. These data suggest that hippocampal synaptic potentiation does not play a prominent role in instrumental learning with simple contingency conditions. It is suggested that hippocampal LTP reflects a perceptual process that contributes differentially to spatial cognition, classical and instrumental conditioning.     

The Role of Emotion in the Construction of Career in Parent—Adolescent Conversations

The role of emotion in the construction of career has not always been clear despite its importance in people's lives and in counseling. Recent conceptualizations suggest that emotion is a complex relational process that is socially constructed. This study illustrates the role of emotion in the construction of career from an action theory perspective. Two parent—adolescent conversations about career from a group of 14 conversations are analysed in detail to demonstrate the ways in which emotions serve to energise action and career and lend context and meaning to the process of constructing career in the family setting.     

Hippocampal synaptic plasticity during instrumental learning

present research examined the role of hippocampal NMDA-dependent synaptic potentiation on appetitive instrumental conditioning under a continuous reinforcement schedule. In the first experiment, low (.025 mg.kg) or moderate (.05 mg/kg) dosages of the NMDA receptor antagonist, MK801, failed to increase the number of training days required to reach acquisition criterion; number of training days required to reach criterion for extinction were also unaffected. In the second experiment, a higher dosage (.10 mg/kg) of MK801 or induction of long-term potentiation failed to alter the number of responses occurring during acquisition. These data suggest that hippocampal synaptic potentiation does not play a prominent role in instrumental learning with simple contingency conditions. It is suggested that hippocampal LTP reflects a perceptual process that contributes differentially to spatial cognition, classical and instrumental conditioning.