The effect of reinforcement and verbal rehearsal on selective attention in learning-disabled children

A central-incidental task of selective attention was administered to 100 learning-disabled boys — 48 younger children (81/2–101/2 years) and 52 older children (101/2–121/2 years). Subjects at both age levels were assigned to one of four conditions: (a) a standard condition; (b) a rehearsal condition, in which subjects were taught a verbal rehearsal strategy; (c) a reinforcement condition, in which correct responses were rewarded; and (d) a combined rehearsal-reinforcement condition. Older subjects recalled more central task but not more incidental task information than younger subjects. A measure of selective attention efficiency was also greater for older than for younger subjects. Central recall in the rehearsal-reinforcement condition was greater than in any other condition. Central recall was greater in the rehearsal condition than in the standard and reinforcement conditions. Selective attention efficiency was greater for both rehearsal conditions than for both nonrehearsal conditions. Incidental recall was higher for reinforcement subjects than for rehearsal subjects. Results suggest that induced verbal rehearsal improves central recall and selective attention in learning-disabled children. Reinforcement alone does not improve central recall but may when paired with rehearsal.This article is based on a Ph.D. dissertation completed by the senior author at the University of Virginia. Preparation of this article was supported in part by a contract (300-77-0495) from the Bureau of Education for the Handicapped, Office of Education, for the University of Virginia Learning Disabilities Research Institute.     

Evidence for direct visual access to letter identities

Subjects were presented with two letters from the set BCDFGHLNPORTVZ, one in upper case and one in lower case. Subjects were required to decide, as quickly as possible, whether the two letters on each trial were the same (e.g., Bb) or different (e.g., Bd). Because letters were always physically different, subjects presumably must name the letters in order to respond. Reaction times were predicted by the visual similarity of the letters, and not by their phonemic distinctive feature similarity. Consistent with previous work showing that a word's meaning can be assessed directly from visual information, the findings suggest that visual analysis of a capital or small letter can result in knowing the latter name without further linguistic processing. These results were interpreted as an example of automatic detection as described by Schneider and Shiffrin (1977).     

The effects of elaboration on recognition memory

Two experiments were conducted to examine the effects of elaboration on recognition memory. Subjects were given either simple or complex sentences to learn and were tested for recognition of either an individual target word or the entire sentence. Complex sentences supported better recognition performance only when the test item allowed the subject to easily redintegrate the initial encoding context, either by re-presenting the encoded sentence as the test item or by constructing sentences such that the component words of the sentence could be easily redintegrated from an individual target item. It was suggested that complex, elaborate encoding established a richer trace, but that this richness can be utilized to enhance recognition only when the test conditions permit a reinstatement of the original encoding context.     

Differential detection of ambiguity in Japanese

The ease of detecting ambiguity in Japanese by Japanese subjects was examined. A total of 20 Japanese adults detected the ambiguity in 60 Japanese sentences. The results were in marked contrast to the earlier results of MacKay and Bever (1967), who found lexical ambiguity the easiest, surface ambiguity the next easiest, and underlying ambiguity the most difficult to detect. Two types of Japanese lexical ambiguity were used in the present study, and the results showed that the surface ambiguity was the easiest to detect and one form of lexical ambiguity was the most difficult to detect. A second form of lexical ambiguity was the second easiest to detect and underlying ambiguity was more difficult to detect than this second form but easier than the first form of lexical ambiguity. Implications of these results are discussed.     

Social data analysis instruction and the MISSIS system

Social data analysis instruction is an enterprise providing experiences to develop problem solving skills. A proper focus upon analysis can best be provided with a data analysis package stressing simplicity rather than complexity. MISSIS is such a system, and it is designed to operate on small computers. Small technology can provide a training ground for making sound decisions in analyzing data.     

Intelligence and short-term memory: A clandestine relationship

Five possible mechanisms are considered as being responsible for the systematic variation of serial STM with IQ, namely rehearsal maintenance, chunking, access, encoding of item and/or order information, and trace persistence. A STM/IQ correlational study is reported. It was concluded from analysis of a correlation matrix, and from earlier reported data, that the encoding of items-in-order into an already loaded store appears to be the critical mechanism in determining IQ-related individual differences in STM performance, at least in children. The implications of individual difference data for models of STM are also discussed.     

Likelihood methods for testing group problem solving models with censored data

Problem solving models relating individual and group solution times under time limit censoring are presented. Maximum likelihood estimates of parameters of the resulting censored distributions are derived and goodness of fit tests for the individual-group models are constructed. The methods are illustrated on data previously analyzed by Restle and Davis.This research was supported by grants from the Graduate School, University of Minnesota. Also, work of the second author was aided by a Single Quarter Leave granted by the Regents of the University of Minnesota.     

Association between burnout and anger in oncology versus ophthalmology health care professionals

The prevalence of burnout in oncology staff was compared with that of the ophthalmology staff, who normally present a low prevalence of burnout as described in this literature. The correlation of burnout with the emotion of anger was also investigated. Thirty-six subjects working in an oncology department and 32 working in an ophthalmology department were examined using the Maslach Burnout Inventory and the State-Trait Anger Expression Inventory. The oncology group showed higher mean scores on the MBI Emotive Exhaustion and Depersonalization scales with respect to ophthalmology staff. Correlation analysis showed that increasing burnout was associated with higher anger expressed towards the environment and loss of anger control. Anger, as a response to frustration, appears to be a feature constantly associated with the clinical expression of burnout and it should not be underestimated in theoretical and preventive contexts.     

Neuroanatomical and behavioral asymmetry in an adult compensated dyslexic

Individual differences in cortical anatomy are readily observable, but their functional significance for behaviors such as reading is not well understood. Here, we report a case of an apparent compensated dyslexic who had attained high achievement in visuospatial mathematics. Data from a detailed background interview, psychometric testing, divided visual field tasks measuring basic word recognition (word naming, nonword naming, and lexical decision), and more controlled word retrieval (verb, category, and rhyme generation), and measurements of his atypical brain structure are described. The findings suggested that enhanced "top-down" processing could provide the means to compensate for deficient "bottom-up" word decoding skills in this case. Relative to controls, this individual also evidenced unusually large asymmetries on several divided visual field lexical tasks, an extreme leftward asymmetry of the planum temporale, and a rare form of Sylvian fissure morphology (Steinmetz type 4, [Steinmetz, H., Ebeling, U., Huang, Y., & Kahn, T. (1990). Sulcus topography of the parietal opercular region: An anatomic and MR study. Brain and Language, 38, 515-533.]). We suggest that certain forms of brain organization may be associated with successful behavioral compensation for dyslexia, and that anatomical variations in the right hemisphere may be important contributors to individual differences in reading acquisition and achievement.