Language and disfluency variables in normal speaking children from discrete chronological age groups

Thirty male and female children from three chronological age groups were compared on Developmental Sentence Score, total words spoken in a language sample, total disfluency, and eight specific disfluency subtypes. Analyses were performed to determine in differences existed among the three age groups, between sexes, and whether language and disfluency were related. No sex differences in either language or disfluency were found. Total disfluency showed only a slight decrease with an increase in chronological age between 4 and 8 years. This suggests that the major disfluency decrease must occur subsequent to age 8. Although the total disfluency changed minimally between ages 4 and 8, some of the disfluency subtypes shifted considerably. Older children were almost as disfluent as younger children, but the topography of their disfluency was different. No significant relationship was found between the disfluency and language variables studied.     

Memory for pictures and words as a function of level of processing: Depth or dual coding?

The experiment was designed to test differential predictions derived from dual-coding and depth-of-processing hypotheses. Subjects under incidental memory instructions free recalled a list of 36 test events, each presented twice. Within the list, an equal number of events were assigned to structural, phonemic, and semantic processing conditions. Separate groups of subjects were tested with a list of pictures, concrete words, or abstract words. Results indicated that retention of concrete words increased as a direct function of the processing-task variable (structural < phonemic 相似文献   

Guidance and counselling in Irish schools

The development of guidance services in Irish schools since the sixties is described and discussed. Provision for the full-time training of guidance teachers began in 1967, and after a brief attempt to use short courses as a substitute, this has now been accepted as the standard form of basic training. Since 1972 approximately 90 guidance teachers have qualified each year, and by 1974 they were present in about 24% of post-primary schools. Data is reported from a survey of early graduates from the one-year course at University College Dublin, and also from a survey of the attitudes to guidance of the heads of schools with guidance teachers. Some comments are also provided on the current status of guidance in Ireland.     

Influence of temporal masking on click-pair discriminability

When temporal auditory acuity is estimated using time-reversed click pairs, the asymmetry of temporal masking may influence the results. To investigate this hypothesis, we first established normal-hearing listeners’ psychometric functions for the discrimination of time-reversed click pairs. An attempt to relate listeners’ performances in click-pair discrimination to their performances in forward and backward masking tasks was unsuccessful, probably due to the presence of spectral artifact in the temporal masking paradigms. We then investigated listeners’ abilities to discriminate time-reversed click pairs in which the intensity of the lower level click in one pair was altered. This alteration was introduced at random in order to minimize the influence of spectral artifact. Our results suggest that the course of temporal masking influenced the discriminability of the modified click pairs. Thus, the discrimination of time-reversed click pairs may yield a biased estimate of auditory temporal acuity.     

Hypersexuality and limbic system seizures

Hypersexual behavior was induced in adult male cats by repeatedly evoked limbic system seizures. Accentuation of Dopaminergic activity with drugs was used to facilitate development of the seizure induced hypersexuality. Hypersexuality consisted of biting knap of neck, mounting, thrusting and coital intromission. The gradual development and eventual disappearance of hypersexuality was correlated with the progressive prolongation of the seizures in their evolution. There are three stages of seizure evolution in relation to sexuality. First stage-normal sexuality, intermediate stage-hypersexuality and late stage-hyposexuality. A theoretical “hypersexual growth and decay curve” was constructed in relation to the evolution of limbic seizure durations in the intermediate stage. It was suggested that the observed hypersexuality was related to the early discharge activation of hypothalamic, preoptic and basal ganglia neurohumeral facilitatory mechanisms for sexuality, and the late effects were related to discharge activation of brain stem serotonergic inhibitory mechanisms. The discussion attempts also to use these experimental findings to explain clinically observed hyposexuality and hypersexuality. It was suggested that either hypersexuality or hyposexuality may be associated with psychomotor seizures and that the predominating sexual state at a given moment is dependent upon the evolutionary stage of the seizure at that moment. Consequently, psychomotor seizures with associated hypersexuality should not be considered a clinical anachronism. In fact, these observations support the impression that rape may be a manifestation of a psychomotor seizure.     

Sex characteristics,task clarity,and authority

This study was conducted to investigate the effect of sexual stereotyping on the exercise of authority. The hypotheses were that the sexual composition of the group affects the authority behavior of group leaders when the task has low clarity but that sex characteristics have no effect on authority behavior when the task has high clarity. These predictions were expected to hold both in situations where there is a direct association between sex and the task ability and in situations where no such connection is established. As predicted, no significant difference was found in the number of high control acts made by male and female leaders in the high task clarity conditions, even when sex was directly related to the task ability. Also as hypothesized, sex effects did operate strongly in the low task clarity conditions. Male leaders made significantly more high control acts than female leaders, even in conditions where no prior relation was established between sex and the task ability. Thus, these results indicate that the effect of sex characteristics on the exercise of authority is enhanced in low task clarity situations and is neutralized in high task clarity situations.A preliminary version of this paaper was presented at the West Coast Conference for Small Group Research, San Francisco, California, April 24, 1974. We would like to acknowledge the comments made by Anne McMahon and Mary Walshok and the research assistance provided by Sue Aldrich, Patti Baird, Jim Hart, Debbie Jones, Glenn Kassel, Jane Morrison, Karen Scheblein, and Kay Smith.     

A look,by simulation,at the validity of some asymptotic distribution results for rotated loadings

In the last few years, a number of asymptotic results for the distribution of unrotated and rotated factor loadings have been given. This paper investigates the validity of some of these results based on simulation techniques. In particular, it looks at principal component extraction and quartimax rotation on a problem with 13 variables. The indication is that the asymptotic results are quite good.     

Training teachers as mediators: Efficacy of a workshop versus the bug-in-the-ear technique

The implementation of behavior modification techniques in school settings often relies on effective training of teachers as mediators. At the conclusion of Phase I, the performance of an experimental group of 13 teachers who were taught behavior modification by means of an inservice workshop was compared with a no-treatment control group. Although the experimental group scored higher on a paper-and-pencil test of behavior modification, there were no differences between the two groups on selected observed in-class behaviors. During Phase II, half of the experimental group of teachers received two hours of bug-in-the-ear (BIE) training in their own classrooms. BIE resulted in changes in the classroom behaviors of praise and contingency statements. These results are discussed in terms of the situation and response mode specificity of behavior and in terms of the implications for future workshops and research.