Categorization of Ambiguous Sentences as a Function of a Changing Prosodic Parameter: A Dynamical Approach

The present study investigates the dynamics of changes in interpretation of ambiguous sentences. The sentences used had alternative interpretations with different surface structures (bracketing). Continua were created by systematic manipulation of prosodic cues (relative foot duration), resulting in stimulus sentences that spanned the range between the two interpretations. Continua were presented to subjects who were requested to indicate as quickly as possible which meaning they perceived. The pattern of responses and response times revealed the presence of hysteresis. That is, when the values of prosodic parameters are congruent with both interpretations, the individual's recent history decides which meaning will be perceived. Thus, we can treat this categorization process as a transition from an initially stable meaning that loses stability with variations in prosody (our control parameter). The same underlying dynamics have been observed in studies of perception of syllables and aspects of visual perception. Apart from demonstrating the same characteristics of pattern formation at various levels of cognition, the study points to the usefulness of the dynamical approach in the investigation of language understanding.     

Recall of semantic clusters in primary memory

An experiment is reported which investigated the use of semantic relatedness as a retrieval cue in the primary memory component in a free recall task. Six-word semantically related clusters were placed in the middle and end positions of free recall lists. Retention was measured immediately after the list presentation and after a filled retention interval of 15 sec. Pure primary memory functions were calculated. The results indicated that semantic cues are useful in retrieval from secondary memory but played no part in recall from primary memory.     

Repetition of cues in children's oddity learning and transfer

The hypothesis that repetition of specific cues interferes with oddity learning was directly tested by comparing two groups of preschool (3 to 5 years of age) children, one with repeated cues and the other with new cues on every trial. Repetition of cues retarded oddity learning confirming previous speculation based on error analyses. Performance on postsolution transfer trials with repeated cues was not affected by conditions of acquisition. Significant age effects were found in oddity acquisition, while there was only weak evidence for agerelated performance differences on transfer trials. Transfer performance on trials with repetition of cues was not related to whether or not the children were informed of such repetition. The results were related to theories of oddity acquisition and transfer.     

Introduction to the special section: The development of infant mental health home visiting in Michigan state government

This issue of the Infant Mental Health Journal presents the first papers from a tripartite evaluation study of state-sponsored infant mental health home visiting program in Michigan, United States. This series of studies has been led by Kate Rosenblum PhD and Maria Muzik MD, Department of Psychiatry, the University of Michigan and faculty from the Michigan Collaborative for Infant Mental Health Research for the State of Michigan, Department of Health and Human Services, Mental Health Services for Children, to fulfill the requirements of state legislation (State of Michigan Act No. 291, Public Acts of 2013) that required that all home visiting programs meet certain requirements to be established as an evidence-based practice. In this introduction, we provide a historical context for the delivery of infant mental health home visiting through the community mental health system in the state of Michigan.     

Gender-specific common nouns: Sex differences in self-use

Males and females completed questionnaires on self-esteem and on their use, applied to themselves, of (a) girl/boy, (b) gal/guy, (c) lady/gentleman, and (d) woman/man in 10 situations. Terms chosen did not vary with self-esteem or with psychiatric vs nonpsychiatric status. Older subjects preferred lady/gentleman and woman/man. Females seldom chose gal, and used it less often than males used guy. Both sexes chose girl/boy most in negative situations. Females used girl more than males used boy in self-praise situations. Females preferred both sexes to think of them as ladies. Males preferred females to think of them as gentlemen and thought that term most complimentary, but preferred males to think of them as men. These results are discussed in terms of societal sex roles.The authors wish to thank Gary Leonardson, Ph.D., and Nancy Henley, Ph.D., for their aid in completing this study.