A “labial” feature analyzer in speech perception

A selective adaptation experiment was conducted to determine the ability of various adapting stimuli to alter the perception of a series of 13 synthetic speech syllables. The synthetic test syllables, which varied acoustically in the starting frequency and direction of second- and third-formant transitions, included stop consonant distinctions ofplace of articulation for the syllable types [bae], [dae], and [gae]. A systematic adaptation effect was produced in the locus of the bae-bae phonetic boundary for these stimuli after repetitive listening to each of the following adapting syllables: [bae], [p^hae], [mae], and [vae], indicating that perception ofplace distinctions among the stop consonants can be altered even by repetitive listening to certain speech sounds not belonging to the stop-consonant class.     

Experimental analysis of coding processes

The first part of the paper reports an investigation of the effects of the concreteness-imagery (C-I) value of stimuli and responses on the long-term retention of paired-associate lists. With degree of learning equated, the measures of retention after a 1-week interval showed a significant interaction of Stimulus by Response C-I: When the responses had a high value, recall was substantially better with low than with high stimuli; when the responses were low, there was no reliable difference as a function of stimulus value. Recall was best when abstract stimuli were paired with concrete responses. The second part of the paper is addressed to some current issues in the analysis of coding processes. Major emphasis is placed on the experimental and theoretical differentiation of encoding and decoding processes.     

The effects of slowed speech on auditory comprehension in aphasia

The present study investigates the effects of slowed speech on auditory comprehension in aphasia. Specifically, an attempt was made to isolate the effects of added time on comprehension at the language processing stages of auditory perception, by increasing the duration of the vowel segments in each word; word recognition and semantic analysis, by adding silences between words; and syntactic analysis, by adding silences at constituent phrase boundaries. Sentences were also read at a slow rate to see the effects of naturally slowed speech on sentence comprehension. Test sentences consisted of simple active and passive declarative sentences, and complex sentences with embedded medial and final relative clauses. Sentences were either semantically reversible or nonreversible. Thirty-four aphasic patients who varied in both severity and type of aphasia were tested on a picture verification task. Results indicated that slowing facilitated language comprehension significantly only in the syntactic condition. Neither syntactic complexity nor semantic reversibility interacted with slowed speech to facilitate auditory language comprehension. Further, it was only the Wernicke's aphasics who showed significant improvement with time added at constituent boundaries. These results suggest that time alone does not facilitate language comprehension in aphasia, but that rather it is the interaction of time with syntactic processing which improves comprehension.     

Learning conversations: A person-centred approach to self-organised learning

A conversational approach to teaching and learning is described. Learning is viewed as a skill, which implies that individuals can learn how to learn. Awareness-raising techniques enable the development of new levels of competence. Significant improvements in reading, listening, thinking and feeling creatively, and in manual skills, have been achieved. A meta-language for articulating learning processes combines the functions of tutoring and counselling by focussing the learner's attention on reflection and review. To envisage the educational institution as a conversational network for personalising learning experiences involves fundamental changes in its aims and activities.     

Speaker information affects false recognition of unstudied lexical-semantic associates

Recognition of and memory for a spoken word can be facilitated by a prior presentation of that word spoken by the same talker. However, it is less clear whether this speaker congruency advantage generalizes to facilitate recognition of unheard related words. The present investigation employed a false memory paradigm to examine whether information about a speaker’s identity in items heard by listeners could influence the recognition of novel items (critical intruders) phonologically or semantically related to the studied items. In Experiment 1, false recognition of semantically associated critical intruders was sensitive to speaker information, though only when subjects attended to talker identity during encoding. Results from Experiment 2 also provide some evidence that talker information affects the false recognition of critical intruders. Taken together, the present findings indicate that indexical information is able to contact the lexical-semantic network to affect the processing of unheard words.     

Resilience facilitates positive emotionality and integration of negative memories in need satisfying memory networks: An experimental study

Resilience has been associated with the capacity to experience positive emotions in the midst of negative life events or following the recall of such events. Apparently, resilient people are able to self-generate those positive emotions because they tend to integrate and associate such past negative life events with other positive past events in memory networks. However, study designs on resilience have remained either cross-sectional or longitudinal. The causal effect of resilience on these outcomes remains to be shown as a third variable or unknown factor could be at play. In this study, we used a resilience intervention from a self-help clinical program to induce resilience and compared this condition against Jacobson type relaxation and neutral music background. Results showed that the resilience intervention increased positive emotionality following the recall of a negative self-defining memory and facilitated the integration of that memory within more positive and need satisfying memory networks.     

Influence of Multiple Traumatic Event Types on Mental Health Outcomes: Does Count Matter?

The experience of potentially traumatizing events (PTEs) may be associated with conflicting outcomes: individuals may experience greater psychological distress (dose-response theory), or individuals may become more resilient against repeated PTEs (stress-inoculation theory). With limited empirical data comparing these theories, we examined the relationships between the count of lifetime PTE types and psychological outcomes [posttraumatic stress disorder (PTSD), depression, impaired distress tolerance] using linear and quadratic regressions. A linear relationship would support the dose-response theory, and a quadratic relationship would support the stress-inoculation theory. We also explored whether there was a threshold number of PTE types fostering resiliency before an increase of distressing outcomes. The sample included 123 (68.30% female) treatment-seeking patients at a community mental health center participating in a larger study (Contractor et al. in Psychiatry Research, 252, 252215–252222, 2017). Linear regression results indicated number of PTE types significantly predicted increasing PTSD and depression severity and distress tolerance difficulties. Quadratic regression model results were not significant. ROC analyses indicated exposure to at least 3.5 PTE types predicted PTSD with moderate accuracy. In conclusion, the dose-response theory was supported, with results indicating there may be a threshold count of lifetime PTE types (> 3) influencing traumatic stress outcomes.     

Optimism and Traumatic Stress: The Importance of Social Support and Coping1

This study examined the effects of optimism following traumatic stress and pathways through which optimism may act. Rescue and recovery workers at the crash site of US Air Flight 427 (n= 159) were studied 2, 6, 9, and 12 months after the crash to examine optimistic outlook, social support, coping, and stress. As predicted, a more optimistic disposition was associated with less self‐reported distress, less use of avoidant and wishful‐thinking coping strategies, greater use of problem‐focused and seeking‐social‐support coping, and greater availability of social support. Contrary to expectations, coping did not account for the relationships observed between optimism and stress responding. Social support explained some of the effects of optimism on coping and stress, but these mediational effects varied over time. Findings suggest that optimism affects stress and coping directly and indirectly by affecting how much social support is available.