Possible effects of forced report order on tachistoscopic recognition of bilaterally presented stimuli: A response to Young and Ellis

Comparing visual field asymmetries for bilaterally presented words and corresponding line drawings, we found an RVF advantage for words and no visual field asymmetry for line drawings. We suggested that the RVF advantage previously obtained by Young, Bion, and Ellis (Brain and Language, 11, 54–65, 1980) for bilaterally presented line drawings may have resulted from a forced order of report procedure, noting that the RVF advantage was greater on trials on which subjects were forced to report in the nonpreferred right-to-left order. Young and Ellis (Brain and Language, 20, 166–171, 1983) attempt to discredit this claim and maintain their hypothesis that the RVF advantage for line drawings is attributable to better temporary storage of these stimuli by the left than the right hemisphere. In the present article, we present in greater detail our arguments for the effects of forced order of report on the perception of bilaterally presented stimuli and refute Young and Ellis's ibid. criticisms of this proposal.     

Predicting school performance of preschool children from parent reports

Parents of 391 preschool children ages 49 to 64 months completed a brief developmental inventory as part of a preschool screening program operated by an urban school district. The 28-item developmental inventory assessed adaptive behavior and language development. In addition, preschool children were administered the Minneapolis Preschool Screening Instrument. Teacher ratings of kindergarten performance the following year provided criterion data to validate the screening measures. Correlations with the overall teacher rating [the mean of nine ratings] were .40 for the adaptive behavior scale and .57 for the language scale. Validity figures for the developmental inventory were significantly higher for low SES than for high SES children, for older children [57 to 64 months] than for younger children [49 to 56 months], and for firstborn children than for younger siblings. No effects were found by sex. While a positive relationship between parent reports of developmental functioning and early school performance was clearly established, validity levels did not justify use of parent information as a sole source of preschool screening information.This research was supported in part by a grant from the Bureau of Education for the Handicapped.     

Childhood aggression and social adjustment as antecedents of delinquency

A sample of 2,453 grade school children were followed into young adulthood through record sources. Teacher interviews provided information about low-peer-status children that was assessed in relation to subsequent delinquency for both sexes and young adult criminality for males. A multivariate design evaluated the joint effects of social class, a measure of family disturbance, and childhood problem behavior factors as antecedents of delinquency. Childhood aggression emerged as the most prominent antecedent factor for males but not for females. Social class and family disturbance were associated with aggression but did not have significant direct effects on delinquency. Aggression was related to severity of delinquency. Dispositional status, reflecting severity, was the best indicator of which delinquent males would have adult criminal records. A causal model is presented.The study was supported by a grant from the Scottish Rite Schizophrenia Research Program, N.M.J., U.S.A. Portions of the study were presented at the Life History Research conference in Monterey, California, 1981. The authors wish to thank June White, Cindy Hanson, and Ned Worell for their help in conducting this research. Data for this research was originally gathered by Merrill Roff. Follow-up data were contributed by Ronald Peek, Donald Bamber, Charles Watson, Shiela Makie, William S. Ward, Edward S. Posey, Chris Hemlabs, and Harriet Barnes.     

The case of the disappearing disagreements: A reply to Yussen

S. R. Yussen (1984, Developmental Review, 4, 139–144) and I have few disagreements. The major one seems to be in what the purpose of my article (R. J. Sternberg, 1984, Developmental Review, 4, 113–138) should have been. I believe the article fulfills my own purpose, if not Yussen's.     

Effects of perceptual and conceptual similarity in semantic priming

Summary The study investigates the different contributions to semantic priming of two components of the semantic representation underlying a word. The two components are perceptually based information and conceptually based information. Perceptual information is based on physical attributes such as shape or color, while conceptual information consists of more abstract elements such as functional attributes. The question asked in this study was whether both components would produce an effect in semantic priming. Pairs of words either related because of a conceptual property (banana-apple), a perceptual property (ball-apple), or both because of a perceptual and conceptual property (cherry-apple) were presented as prime and target in a lexical decision and a word-naming task. The results showed independent contributions of perceptual and conceptual attributes to semantic priming.This research was supported by a grant from the Dutch Organization for the Advancement of Pure Research (ZWO). All three authors are senior authors and have contributed to all parts of the project.     

Integration of melody and text in memory for songs

Two experiments examined whether the memory representation for songs consists of independent or integrated components (melody and text). Subjects heard a serial presentation of excerpts from largely unfamiliar folksongs, followed by a recognition test. The test required subjects to recognize songs, melodies, or texts and consisted of five types of items: (a) exact songs heard in the presentation; (b) new songs; (c) old tunes with new words; (d) new tunes with old words; and (e) old tunes with old words of a different song from the same presentation (‘mismatch songs’). Experiment 1 supported the integration hypothesis: Subjects' recognition of components was higher in exact songs (a) than in songs with familiar but mismatched components (e). Melody recognition, in particular, was near chance unless the original words were present. Experiment 2 showed that this integration of melody and text occurred also across different performance renditions of a song and that it could not be eliminated by voluntary attention to the melody.     

CO-WORKER SOCIAL SUPPORT IN A WORKSITE SMOKING CONTROL PROGRAM

We evaluated the effects of adding a social support component to a worksite controlled smoking treatment program. Twenty-four participants were randomly assigned to either a controlled smoking or a controlled smoking plus partner support condition. Within a multiple baseline across behaviors design, smokers in both conditions made efforts to achieve sequential 50% reductions in: (a) nicotine content of brand smoked, (b) number of cigarettes smoked per day, and (c) percentage of each cigarette smoked. Self-monitoring records, laboratory analyses of spent cigarette butts, and carbon monoxide determinations indicated that both conditions were effective in producing significant reductions in each of the three target behaviors and in carbon monoxide levels. All participants who quit smoking during the program maintained their abstinence at a 6-month follow-up, and those who did not quit were smoking less at follow-up than they had at pretest on all dependent variables. However, few differences were observed between controlled smoking and controlled smoking plus partner support conditions either during treatment or at the 6-month follow-up. Results are discussed with regard to previous worksite studies, future directions for research on social support, and variables that may have mediated treatment outcome.     

Development of sex biases in children: 40 years later

Children in grades 2–10 (200 of each sex) assigned desirable and undesirable traits to girls or boys. Half the subjects had an additional option of both sexes. Children in all grades assigned more desirable traits to their own sex and more undesirable traits to the opposite sex, in line with Smith (1939). Both sexes became less positive toward their own sex and more positive toward the opposite sex with increasing age. This pattern also had characterized girls in Smith's study, whereas, boys had shown the opposite pattern. Beginning in the sixth grade, girls were more apt than boys to assign desirable traits to their own sex. Availability of the “both sexes” option decreased stereotyping, especially in girls.     

LOREN EISELEY: RELIGIOUS SCIENTIST

Abstract. Loren Eiseley is known both as a scientist and an essayist/poet. The disillusionment with science and technology among many in the late 1950s and the search for new values in the 1960s help account for Eiseley's significance as a writer. He appears to offer a solution to mankind's contemporary disillusionment by reminding that science has limits and that intuitive, nonscientific insight is valid, especially when it is complementary to scientific knowledge. The thesis of this essay is that in content and style Eiseley writes as a religious writer in the sense that he reaffirms what is necessary for humankind to be happy and even to be "saved."