Interjections in Interviews

A psycholinguistic hypothesis regarding the use of interjections in spoken utterances, originally formulated by Ameka (1992b, 1994) for the English language, but not confirmed in the German-language research of Kowal and OConnell (2004 a & c), was tested: The local syntactic isolation of interjections is paralleled by their articulatory isolation in spoken utterances, i.e., by their occurrence between a preceding and a following pause. The corpus consisted of four TV and two radio interviews of Hillary Clinton that had coincided with the publication of her book Living History (2003) and one TV interview of Robin Williams by James Lipton. No evidence was found for articulatory isolation of English-language interjections. In the Hillary Clinton interviews and Robin Williams interviews, respectively, 71% and 73% of all interjections occurred initially, i.e., at the onset of various units of spoken discourse: at the beginning of turns; at the beginning of articulatory phrases within turns, i.e., after a preceding pause; and at the beginning of a citation within a turn (either Direct Reported Speech [DRS] or what we have designated Hypothetical Speaker Formulation [HSF]. One conventional interjection (OH) occurred most frequently. The Robin Williams interview had a much higher occurrence of interjections, especially nonconventional ones, than the Hillary Clinton interviews had. It is suggested that the onset or initializing role of interjections reflects the temporal priority of the affective and the intuitive over the analytic, grammatical, and cognitive in speech production. Both this temporal priority and the spontaneous and emotional use of interjections are consonant with Wundts (1900) characterization of the primary interjection as psychologically primitive. The interjection is indeed the purest verbal implementation of conceptual orality.     

Robustness of the rule-learning effect in 7-month-old infants: A close,multicenter replication of Marcus et al. (1999)

We conducted a close replication of the seminal work by Marcus and colleagues from 1999, which showed that after a brief auditory exposure phase, 7-month-old infants were able to learn and generalize a rule to novel syllables not previously present in the exposure phase. This work became the foundation for the theoretical framework by which we assume that infants are able to learn abstract representations and generalize linguistic rules. While some extensions on the original work have shown evidence of rule learning, the outcomes are mixed, and an exact replication of Marcus et al.'s study has thus far not been reported. A recent meta-analysis by Rabagliati and colleagues brings to light that the rule-learning effect depends on stimulus type (e.g., meaningfulness, speech vs. nonspeech) and is not as robust as often assumed. In light of the theoretical importance of the issue at stake, it is appropriate and necessary to assess the replicability and robustness of Marcus et al.'s findings. Here we have undertaken a replication across four labs with a large sample of 7-month-old infants (N = 96), using the same exposure patterns (ABA and ABB), methodology (Headturn Preference Paradigm), and original stimuli. As in the original study, we tested the hypothesis that infants are able to learn abstract “algebraic” rules and apply them to novel input. Our results did not replicate the original findings: infants showed no difference in looking time between test patterns consistent or inconsistent with the familiarization pattern they were exposed to.     

Footsteps I would like to follow? How gender quotas affect the acceptance of women leaders as role models and inspirations for leadership

This research examines how the method of selecting women leaders affects other women's leadership interest. The results of three experiments (N = 1,015) indicated that only when women leaders were selected due to merit, not quota-based policies, did they boost female participants’ interest in a leadership position. These reactions were mediated by perceptions of the woman leader's deservingness of her position (Studies 1–3) and consequent acceptance as a role model (Studies 2 and 3). Accordingly, success information validating quota-based selected leaders’ competence provided a boost in leadership interest equal to that of merit-based selected leaders (Study 2). For male participants, quota but not merit-based selected women leaders lowered interest in leadership due to their pessimistic assessment of the probability of being selected (Study 1). These results suggest that a wise implementation of quota regulations includes validating women's competence so they are perceived as deserving of their leader roles and can thus serve as inspiring role models.     

Right Hemisphere Activation during Indirect Semantic Priming: Evidence from Event-Related Potentials

Healthy subjects performed a lexical decision task in a semantic priming paradigm while event-related potentials (ERPs) were recorded from 64 channels. Semantic distance between prime and target was varied by including directly, indirectly, and nonrelated word pairs. At centro-parietal electrodes an N400 to nonrelated pairs was elicited bilaterally which was sensitive only to direct, but not to indirect semantic priming. These N400 priming effects were mirrored by the RT data. At inferior fronto-temporal sites directly related words showed ERP priming effects over both hemispheres. However, indirectly related words only elicited ERP priming effects over the right hemisphere. These results support the hypothesis that the right hemisphere semantic system is involved in processing of remote semantic information.     

Subconscious Detection of Threat as Reflected by an Enhanced Response Bias

Neurobiological and cognitive models of unconscious information processing suggest that subconscious threat detection can lead to cognitive misinterpretations and false alarms, while conscious processing is assumed to be perceptually and conceptually accurate and unambiguous. Furthermore, clinical theories suggest that pathological anxiety results from a crude preattentive warning system predominating over more sophisticated and controlled modes of processing. We investigated the hypothesis that subconscious detection of threat in a cognitive task is reflected by enhanced “false signal” detection rather than by selectively enhanced discrimination of threat items in 30 patients with panic disorder and 30 healthy controls. We presented a tachistoscopic word–nonword discrimination task and a subsequent recognition task and analyzed the data by means of process-dissociation procedures. In line with our expectations, subjects of both groups showed more false signal detection to threat than to neutral stimuli as indicated by an enhanced response bias, whereas indices of discriminative sensitivity did not show this effect. In addition, patients with panic disorder showed a generally enhanced response bias in comparison to healthy controls. They also seemed to have processed the stimuli less elaborately and less differentially. Results are consistent with the assumption that subconscious threat detection can lead to misrepresentations of stimulus significance and that pathological anxiety is characterized by a hyperactive preattentive alarm system that is insufficiently controlled by higher cognitive processes.     

A randomized controlled trial evaluating the efficacy of Triple P Online with parents of children with early-onset conduct problems

ObjectiveThis study examined the efficacy of Triple P Online (TPOL), an eight-module intensive online positive parenting program for parents of children with early-onset disruptive behavior problems.MethodOne hundred and sixteen parents with 2–9-year-old children displaying early-onset disruptive behavior difficulties were randomly assigned to either the intervention condition (N = 60) or an internet-use-as-usual control group (N = 56).ResultsAt post-intervention assessment, parents receiving the internet intervention TPOL had significantly better outcomes on measures of problem child behavior, dysfunctional parenting styles, parents’ confidence in their parenting role, and parental anger. At 6-month follow-up assessment intervention gains were generally maintained, and in some cases enhanced. Consumer satisfaction ratings for the program were high.ConclusionsInternet-delivered self-help parenting programs appear to make a valuable contribution to a comprehensive public health approach to parenting support.     

Online prediction of others' actions: the contribution of the target object, action context and movement kinematics

Previous research investigated the contributions of target objects, situational context and movement kinematics to action prediction separately. The current study addresses how these three factors combine in the prediction of observed actions. Participants observed an actor whose movements were constrained by the situational context or not, and object-directed or not. After several steps, participants had to indicate how the action would continue. Experiment 1 shows that predictions were most accurate when the action was constrained and object-directed. Experiments 2A and 2B investigated whether these predictions relied more on the presence of a target object or cues in the actor's movement kinematics. The target object was artificially moved to another location or occluded. Results suggest a crucial role for kinematics. In sum, observers predict actions based on target objects and situational constraints, and they exploit subtle movement cues of the observed actor rather than the direct visual information about target objects and context.     

Defending the doomed: implicit strategies concerning protection of first-person shooter games

Censorship of violent digital games, especially first-person shooter (FPS) games, is broadly discussed between generations. While older people are concerned about possible negative influences of these games, not only players but also nonplayers of the younger net-generation seem to deny any association with real aggressive behavior. Our study aimed at investigating defense mechanisms players and nonplayers use to defend FPS and peers with playing habits. By using a lexical decision task, we found that aggressive concepts are activated by priming the content of FPS but suppressed afterward. Only if participants were instructed to actively suppress aggressive concepts after priming, thought suppression was no longer necessary. Young people still do have negative associations with violent video games. These associations are neglected by implicitly applying defense strategies--independent of own playing habits--to protect this specific hobby, which is common for the net-generation.     

Academic performance differences among ethnic groups: do the daily use and management of time offer explanations?

This explorative study describes time use and time management behaviour of ethnic minority and ethnic majority students as possible explanations for the poorer study results of ethnic minority students compared to those of majority students. We used a diary approach in a small sample to examine students’ daily time use in both a lecture week and an exam week. Time management behaviour was measured in a questionnaire, as were demographic variables. The sample consisted of 48 full-time first-year university students of Business Administration of which 24 students belonged to a non-Western ethnic minority group. Student pairs (ethnic majority vs. non-Western ethnic minority) were fully matched by gender, socio-economic status, living situation and type of secondary education. Results showed that ethnic majority students earned higher grades compared to ethnic minority students. As regards time management behaviour, ethnic majority students appeared to have a stronger preference for organisation (e.g., leaving a clear study space at the end of a study day) than ethnic minority students. No differences between ethnic groups were revealed in setting goals and priorities (e.g., setting deadlines) and mechanics of time management (e.g., making to-do lists). Daily time use also appeared to be the same for both ethnic groups.     

Does nationality matter? The impact of stereotypical expectations on student teachers’ judgments

In Germany, Turkish students are overrepresented on lowest school tracks. Research has provided evidence that stereotypical expectations can color judgments. We experimentally investigated whether student information that strongly confirmed or disconfirmed Turkish stereotypical expectations led to student teachers’ judgments that were biased against nationality. Furthermore, we explored whether judging an expectation-confirming or expectation-disconfirming Turkish student resulted in changes in stereotypical beliefs. Results showed that student teachers’ judgments were biased against nationality when it came to an expectation-confirming student and that the expectation-disconfirming student could change stereotypical beliefs into slightly more positive ones. Results are discussed with regard to their theoretical relevance as well as to their importance for teacher education.