Selective attention to multidimensional auditory stimuli

Event-related brain potentials (ERPs) elicited by multidimensional auditory stimuli were recorded from the scalp in a selective-attention task. Subjects listened to tone pips varying orthogonally between two levels each of pitch, location, and duration and responded to longer duration target stimuli having specific values of pitch and location. The discriminability of the pitch and location attributes was varied between groups. By examining the ERPs to tones that shared pitch and/or locational cues with the designated target, we inferred interrelationships among the processing of these attributes. In all groups, stimuli that failed to match the target tone in an easily discriminable cue elicited only transitory ERP signs of selective processing. Tones sharing the "easy" but not the "hard" cue with the target elicited ERPs that indicated more extensive processing, but not as extensive as stimuli sharing both cues. In addition, reaction times and ERP latencies to the designated targets were not influenced by variations in the discriminability of pitch and location. This pattern of results is consistent with parallel, self-terminating models and holistic models of processing and contradicts models specifying either serial or exhaustive parallel processing of these dimensions. Both the parallel, self-terminating models and the holistic models provide a generalized mechanism for hierarchical stimulus selections that achieve an economy of processing, an underlying goal of classic, multiple-stage theories of selective attention.     

Social influence processes affecting adolescent substance use

Social influence is central to models of adolescent substance use. Nonetheless, researchers fail to delineate the various forms of social influence. A framework that distinguishes between active (explicit drug offers) and passive (social modeling and overestimation of friends' use) social pressure was tested. The effect of these processes on alcohol and cigarette use was examined with 526 seventh graders taking part in an alcohol prevention program. Hierarchical regression analyses demonstrated that pretest measures of alcohol use, offers, modeling, and overestimation each accounted for unique variance in posttest alcohol use. Similar results were obtained for cigarette smoking. The general model was not significantly different for boys and girls, or for prior users and prior nonusers, supporting the generalizability of the framework. Implications for intervention programs are discussed.     

Quality of life and affect in older persons: Hope, time frames, and training effects

This is a preliminary report of a project designed to increase hope and quality of life (QOL) in older persons through a series of five training sessions. The training sessions for the experimental groups are based on research on happiness, goal imagery, and time management. Data indicates that the training is effective in increasing expected QOL. Several measures of affect and stress are examined as a function of three time frames of self-reported QOL. Daily uplifts are significantly related to present and future QOL while measures of stress and major life changes are not. Correlations of affective measures with QOL tend to increase from time frames of the past five years through the present to the next five years, indicating the relevance of hope for older persons. Training for increased hope works with older persons. Data obtained in the process is used to address theoretical models of QOL in older persons. This project was supported by a grant from the American Association of Retired Persons Andrus Foundation.     

Midlife divorce initiation: From crisis to developmental transition

The midlife phase in the marital relationship is a complicated transition period, challenging the flexibility and coping skills of every couple. Separation-Divorce Initiation (S/DI) at this time can serve a special function in the change process required in this stage. A comprehensive therapeutic model for S/DI couples is described. It includes (1) assessment of the relationship's stamina and the function of the S/DI; (2) treating symptoms and reactions to the traumatic event in an emergency intervention mode; (3) steps and techniques to help the couple overcome the traumatic effects of the SD/I and to rebuild their relationship on a more appropriate basis.     

Relationship of self-concept and vocational maturity to vocational preferences of adolescents

This study investigated the differences in vocational attitude maturity and self-concept among Holland's six vocational categories. Data regarding self-concept, vocational attitude maturity, and vocational preference were gathered from 846 students randomly selected from grades 8–12 in an urban school system. An analysis of variance supported the research hypotheses: (1) There were significant differences in vocational attitude maturity among students in the six vocational categories; (2) there were significant differences in self-concept among students in the six vocational categories; (3) there was a significant relationship between vocational attitude maturity and self-concept among students in specific vocational categories.     

Verbal rehearsal and selective attention in children with learning disabilities: A developmental lag

To investigate the development of verbal rehearsal strategies and selective attention in learning disabled children, Hagen's Central-Incidental task was administered to younger learning disabled (M CA = 8.68 years) and normal (M CA = 8.62 years) boys in Experiment 1 and to intermediate (M CA = 10.18 years) and older (M CA = 13.48 years) learning disabled boys in Experiment 2. Also, in Experiment 2, an experimentally induced verbal rehearsal condition was included to determine its effects on serial recall and selective attention performance. In Experiment 1, the serial postion curve of the normals revealed both a primacy and a recency effect, whereas that of the learning disabled revealed a recency effect only. In Experiment 2, both the intermediate and the older learning disabled exhibited both primacy and recency effects under both standard and rehearsal conditions. A developmental analysis of central recall for the three learning disabled groups revealed constant age-related increases in overall central recall and in primacy recall. That the normals recalled more central, but not more incidental, information than the learning disabled in Experiment 1 suggests that the learning disabled are deficient in selective attention. Correlational findings suggest that the selective attention of the learning disabled improves with age. The results were interpreted as support for the hypothesis of a developmental lag in the learning disabled population.