The effectiveness of context before,after, and around a missing word

The probability of correctly guessing a missing word was measured using lour different kinds of context: all words before the missing word (forward context), all words after the missing word (backward context), all words before and the one word after the missing word (surround context), and just the one word after the missing word. The probability of correctly guessing a missing word was greater with the forward than with the backward context. The probability of guessing correctly with the surround context was much greater than would be predicted from the independent combination of its forward and one word after components. The results provide evidence that expectations are formed continuously during comprehension, but not in a strict word-by-word order. Implications for information theory are noted.     

The nature and success of influence attempts in a four-party bargaining relationship

The functioning of a complex four-party bargaining system was subjected to experimental analysis. Two of the bargaining parties, A and B, were defined as having equal power, this power being greater than that of A and B's respective “allies”, X and Y—who also had equal power. The bargaining system was further structured so as to make it desirable for A and B to interact indirectly with each other, via X and Y as intermediaries. Within this paradigm, A and B's relationship with each other (cooperative vs competitive) and X and Y's counterpower vis-à-vis A and B (high vs low) were manipulated in a 2 × 2 factorial design. It was found, as predicted, that the system functioned most effectively (in terms of outcome levels and degree of positive affect among the four parties) when A and B were cooperatively oriented, and X and Y had low counter-power. The system functioned least effectively when A and B were competitive and their “allies'” counterpower was high. On the other hand, a number of unexpected findings emerged with respect to the kinds of influence attempts directed by A and B at X and Y. Among the more provocative of these was the fact that cooperative A and B's, in contrast with those receiving a competitive induction, made the most frequent use not only of promises but threats as well.     

On measuring fuzziness: a comment on "A fuzzy set approach to modifiers and vagueness in natural language"

Hersh and Caramazza's application of fuzzy set theory to vagueness in natural language is criticized for including in their measures of fuzziness response variability due to experimental and statistical procedures.     

A comparison of two objective measures of sexual arousal of women

The efficacy of two objective measures of sexual arousal of women was compared by simultaneously recording vaginal blood volume by means of a photoplethysmograph and labial temperature by means of a thermistor-clip during and after stimulation by an erotic film. Both measures increased during the stimulation, and they were highly correlated with each other in six of the eight subjects, indicating that both were valid measures of sexual arousal. During the stimulation, labial temperature was significantly correlated with subjective ratings of arousal while vaginal blood volume only approached significance. During the 15-min period following stimulation, the measures neither correlated significantly with subjective ratings nor each other, and both had a tendency not to return to prestimulation levels.     

Medical Education for Social Justice: Paulo Freire Revisited

Although social justice is an integral component of medical professionalism, there is little discussion in medical education about how to teach it to future physicians. Using adult learning theory and the work of Brazilian educator Paulo Freire, medical educators can teach a socially-conscious professionalism through educational content and teaching strategies. Such teaching can model non-hierarchical relationships to learners, which can translate to their clinical interactions with patients. Freirian teaching can additionally foster professionalism in both teachers and learners by ensuring that they are involved citizens in their local, national and international communities.     

The Best Friendships of Shy/Withdrawn Children: Prevalence, Stability, and Relationship Quality

The mutual best friendships of shy/withdrawn and control children were examined for prevalence, stability, best friend's characteristics, and friendship quality. Using peer nominations of shy/socially withdrawn and aggressive behaviors, two groups of children were identified from a normative sample of fifth-grade children: shy/withdrawn (n = 169) and control (nonaggressive/nonwithdrawn; n = 163). Friendship nominations, teacher reports, and friendship quality data were gathered. Results revealed that shy/withdrawn children were as likely as control children to have mutual stable best friendships. Withdrawn children's friends were more withdrawn and victimized than were the control children's best friends; further, similarities in social withdrawal and peer victimization were revealed for withdrawn children and their friends. Withdrawn children and their friends reported lower friendship quality than did control children. Results highlight the importance of both quantitative and qualitative measures of friendship when considering relationships as risk and/or protective factors.     

Relationship between Psychological Needs and the Five-Factor Model of Personality Classification

The relationship between psychological needs, operationalized by the Adjective Check List (ACL), and the Five-Factor model of personality classification, operationalized by the NEO-PI-R, was evaluated in 147 (101 women and 46 men) psychology graduate students. We found presence of the Five Factors in the ACL in that 30 of 37 ACL scales correlated greater than 40 with at least one of the NEO-PI-R factors. This replicates and extends previous findings and is further evidence of construct validity of the five-factor model, as it pertains to personality classification.