Word repetitions in sentence recognition

When some items on a list are strengthened by extra study time or repetitions, recognition of other, unrelated, list items is not harmed (Ratcliff, Clark, & Shiffrin, 1990). Shiffrin, Ratcliff, and Clark (1990) accounted for this list-strength finding with a model assuming that different items are stored separately in memory, but that repetitions are accumulated together into a single stronger memory trace. Repeating words in the context of different sentences might cause separate storage of the repetitions of a given word, because either word or sentence traces are stored separately. Separate storage would, in effect, convert a list-strength manipulation into a list-length manipulation and thereby induce a positive list-strength effect. In Experiment 1, this result was produced for single-word recognition and for two types of sentence recognition. In Experiment 2, both words and sentences were repeated together, which should have caused repetitions to be stored in a single, stronger, trace. As expected, the list-strength effect was eliminated. A sentence trace model was fit to the data, supporting the account of Shiffrin et al. (1990) and supporting an account of word and sentence recognition in which activation is summed for representations of all list items. The results from the two studies are inconsistent with most current models of memory (as shown by the theoretical analyses of Shiffrin et al., 1990) and pose an additional challenge for theory.     

Teachers' and mothers' assessment of children's behaviors from kindergarten to grade two: Stability and change within and across informants

Consistency between teachers' and parents' ratings of 229 children's prosocial and problem behaviors was investigated from kindergarten through grade two. Intrarater stability was also analyzed. Results indicated moderate but decreasing interrater agreement from kindergarten to grade two for boys on externalizing behaviors. Interrater agreement for the same behavior dimension for girls was moderate and stable, whereas it was low on internalizing behavior problems and prosocial behaviors, for both genders throughout the 3-year period. Moreover, difference between teachers' and parents' ratings of externalizing behaviors increased from kindergarten to grade two. Decreasing level of agreement through time appeared to be related to a reduction of teacher-rated externalizing behaviors not paralleled by a reduction in parent ratings. Analyses were also performed at the item level of the externalization scale to identify which specific behaviors were responsible for the increasing divergence in interrater agreement from kindergarten through grade two. Alternative interpretations were considered in order to account for present and past results. Implications for screening and assessment purposes were discussed.This research was supported by grants from the Social Sciences and Humanities Research Council of Canada and from Québec's Health Research Fund (FRSQ). We wish to thank the authorities and directors of the schools from the Val d'Or School Board as well as the kindergarten, first and second grade teachers, children, and parents for their collaboration. We also thank Lyse Desmarais-Gervais, Daniel Corriveau, Jean Desrosiers and Hélène Boileau for their participation in the data collection or analysis.     

The problem of business ethics: Oxymoron or inadequate vocabulary?

Recently critics have faulted American business schools for failing to impart to their students an understanding of ethics and its role in business. In this paper, we agree and attribute this situation, at least in part, to the need for a vocabulary of ethics and a failure to communicate Adam Smith's moral orientation to capitalism. So long as business schools fail to recognize explicitly that Smith, whoseThe Wealth of Nations serves as an intellectual backdrop for business school curricula, did in fact provide a place for ethics in capitalist economic relations (indeed, some would argue a dominant place), they will continue to advocate implicitly the theory of amorality in business—the idea that ethics has no place in business. By examining Smith's ethical arguments we can explicate the moral underpinnings of stakeholder analysis, a currently popular approach to management decision-making.Although we will use ethics and morality interchangeably in this paper, there is a distinction to be made. Ethics is the branch of philosophy concentrating on morality. Morality pertains to what is right and wrong.     

The ethical foundations of behavior therapy

In this article, I am concerned with the ethical foundations of behavior therapy, that is, with the normative ethics and the meta-ethics underlying behavior therapy. In particular, I am concerned with questions concerning the very possibilty of providing an ethical justification for things done in the context of therapy. Because behavior therapists must be able to provide an ethical justification for various actions (if the need arises), certain meta-ethical views widely accepted by behavior therapists must be abandoned; in particular, one must give up ethical subjectivism, ethical skepticism, and ethical relativism. An additional task is to show how it is possible to provide a nonsubjective, nonskeptical, and nonrelativistic moral justification for an ethical statement. Although this is a monumental task, I provide a rough sketch of such a model, one that is congenial to the value judgments underlying behavior therapy.     

The preembryo as potential: a reply to John A. Robertson.

...In conclusion, let me agree with Robertson that reasonable persons may indeed disagree on concrete conclusions touching preembryo freezing, discard, research, and diagnosis. But it is one of the challenges to reasonable people to give reasons for their conclusions. When Robertson notes that preembryo research "has been found acceptable by most bodies that have examined the subject," he leaves unstated the fact that many of these bodies have not given reasons for their conclusions. This is especially true of the Warnock Committee. It is definitely not true of John Robertson. He has attempted to give analytic support for his rather permissive positions. I find this support too fragile for its assigned task, though I hasten to say that this does not mean that only a totally prohibitive position is defensible or is mine. Prima facie still means prima facie.     

Teaching minority high school students to recruit helpers to attain personal and educational goals

Recruiting help from mentors and other potential helpers is a promising strategy for helping disadvantaged and minority youths meet their personal and educational goals. Three African-American high school seniors participated in a project designed to evaluate the effectiveness of training procedures that would allow them to ask for help in attaining educational and other personal goals. A behavioral training procedure that included instructional materials, role-play practice, praise, and feedback was used. Targeted skills included goal setting and 30 responses involved in the process of meeting with a potential helper. Role-play situations were used to evaluate participants' help-recruiting skills before and after training. Participants increased their help-recruiting skills from an average of 38% during baseline, to an average of 75% after training. Self-reported measures of goal attainment suggested that the students benefited from the training. Implications for mentoring programs designed to increase minority students' opportunities to reach educational goals were discussed.     

Ordered binary trees constructed through an application of Kendall's tau

A procedure is described for orienting the nodes of a binary tree to maximize the Kendall rank order correlation (tau) between node order and a given external criterion. The procedure is computationally efficient and is based on application of an ordered set of node tests.     

Regression analyses as a tool for studying reading processes: Comment on Just and Carpenters eye fixation theory

Just and Carpenter (1980) presented a theory of reading based on eye fixations wherein their “psycholinguistic” variables accounted for 72% of the variance in word gaze durations. This comment raises some statistical and theoretical problems with their use of simultaneous regression analysis of gaze duration measures and with the resulting theory of reading. A major problem was the confounding of perceptual with psycholinguistic factors. New eye fixation data are presented to support these criticisms. Analysis of fixations within words revealed that most gaze duration variance was contributed by number of fixations rather than by fixation duration.