Sensitivity to syntax in visual cortex

One of the most intriguing findings on language comprehension is that violations of syntactic predictions can affect event-related potentials as early as 120 ms, in the same time-window as early sensory processing. This effect, the so-called early left-anterior negativity (ELAN), has been argued to reflect word category access and initial syntactic structure building (Friederici, 2002). In two experiments, we used magnetoencephalography to investigate whether (a) rapid word category identification relies on overt category-marking closed-class morphemes and (b) whether violations of word category predictions affect modality-specific sensory responses. Participants read sentences containing violations of word category predictions. Unexpected items varied in whether or not their word category was marked by an overt function morpheme. In Experiment 1, the amplitude of the visual evoked M100 component was increased for unexpected items, but only when word category was overtly marked by a function morpheme. Dipole modeling localized the generator of this effect to the occipital cortex. Experiment 2 replicated the main results of Experiment 1 and eliminated two non-morphology-related explanations of the M100 contrast we observed between targets containing overt category-marking and targets that lacked such morphology. Our results show that during reading, syntactically relevant cues in the input can affect activity in occipital regions at around 125 ms, a finding that may shed new light on the remarkable rapidity of language processing.     

Embodied emotion concepts: How generating words about pride and disappointment influences posture

Embodiment theories predict that activating conceptual knowledge about emotions can be accompanied by re‐experiencing bodily states, since simulations of sensory, motor, and introspective experiences form the foundation of conceptual representations of emotion. In the present study, we examine whether the activation of the specific emotion concepts of pride and disappointment are embodied in the sense that they are accompanied by changes in posture. Participants generated words associated with pride and disappointment while posture height was measured. Results show that during the generation of disappointment words participants decreased their posture height more than when participants generated pride words. This finding suggests that the activation of conceptual knowledge about disappointment can lead to a spontaneous expression of the associated body posture. In contrast to posture changes along the vertical axis, movement along the horizontal axis was not influenced by concept activation. In addition to bodily simulation the data also indicated introspective simulation, since feelings of disappointment increased after generating disappointment words. The current study provides the first evidence for the claim that the activation of conceptual knowledge about emotion can instantiate spontaneous simulations at a behavioral level. Copyright © 2008 John Wiley & Sons, Ltd.     

Toward a Lutheran Response to Christian Zionism1

Abstract : The following article discusses the Christian Zionist movement, and emphasizes the danger it poses to facilitating peace in the Middle East. The author argues that it is a political movement built on a particular theological system, that of premillenial dispensationalism. This particular system also is discussed in detail, including its origins and its contemporary manifestations. The article concludes with some suggestions for how a Lutheran theological perspective might constructively engage Christian Zionism in the service of promoting a vision of hope for the future.     

On becoming a psychoanalyst

One has the opportunity and responsibility to become an analyst in one's own terms in the course of the years of practice that follow the completion of formal analytic training. The authors discuss their understanding of some of the maturational experiences that have contributed to their becoming analysts in their own terms. They believe that the most important element in the process of their maturation as analysts has been the development of the capacity to make use of what is unique and idiosyncratic to each of them; each, when at his best, conducts himself as an analyst in a way that reflects his own analytic style; his own way of being with, and talking with, his patients; his own form of the practice of psychoanalysis. The types of maturational experiences that the authors examine include situations in which they have learned to listen to themselves speak with their patients and, in so doing, begin to develop a voice of their own; experiences of growth that have occurred in the context of presenting clinical material to a consultant; making self-analytic use of their experience with their patients; creating/discovering themselves as analysts in the experience of analytic writing (with particular attention paid to the maturational experience involved in writing the current paper); and responding to a need to keep changing, to be original in their thinking and behavior as analysts.     

PREVENTING BACK INJURIES IN HOSPITAL SETTINGS: THE EFFECTS OF VIDEO MODELING ON SAFE PATIENT LIFTING BY NURSES

This study evaluated video scoring and feedback about scoring as a safety intervention among 6 nursing staff. The dependent variable was safety behavior on one‐person transfers. Following baseline, 5 nursing staff participated in an information phase. A video scoring phase was then introduced for all 6. A feedback phase was added for 2 participants. All participants experienced treatment withdrawal. Information resulted in improvements for all 5 participants who received it. Further improvements were observed during video scoring for the 5 participants who improved following information. No improvements were observed for the participant who received only video scoring. Safety feedback further improved safety for the 2 participants who received it. However, participants' behavior returned to video scoring levels during withdrawal.     

A preliminary investigation of within-year growth patterns in reading and mathematics curriculum-based measures

This study examined patterns of growth across benchmark assessments for curriculum-based measures (CBM) over 2 academic years, with the twofold purpose of replicating earlier findings of growth patterns on R-CBM and conducting a preliminary investigation of growth patterns on M-CBM and CBM-Maze. The sample included 898 cases from 3rd through 5th grade over 2 academic years from one elementary school in the rural Midwest. All students participated in tri-annual benchmark assessments in which they were administered R-CBM, CBM-Maze, and M-CBM. Repeated measures analysis of variance was used to examine patterns of growth for all three measures. Students demonstrated greater R-CBM weekly growth during winter-to-spring than fall-to-winter across grade levels. Patterns for CBM-Maze and M-CBM were somewhat inconsistent across school years and grade levels. Results are discussed in terms of contextual variables that may impact within-year growth patterns and technical characteristics of CBM slopes.     

How Does It Feel to Be a Star?

Over the past three decades, research on the social dimensions of emotions has grown exponentially, particularly in the area of “emotion management.” In this project, we will attempt to add to this body of research by studying the social aspects of labeling or “instantiating” feelings. The data for the project come from televised red-carpet interviews conducted with celebrities immediately prior to awards ceremonies. By focusing on the generic aspects of the emotional claims-making put forth by interviewers and interviewees, we demonstrate how the labeling of emotions is an interpretive, interactive task.

Participant and Word Gender in Age of Acquisition Effects: The Role of Gender Socialization

The age of acquisition (AoA) effect represents the processing advantage for developmentally earlier-acquired words. An initial norming study identified early and late AoA words having either a strong female-oriented (e.g., flute) or male-oriented (e.g., cigar) semantic bias. Forty-seven female and 45 male Scottish university students participated in a lexical decision task using 100 early and late AoA female- and male-oriented words. Reaction time data showed significant AoA effects for both females and males across both female- and male-oriented words, with faster responses to earlier than later acquired words. Females, however, took longer to respond to male-oriented words, particularly late AoA ones. Males demonstrated no effect of semantic gender. The pattern of effects is consistent with differential gender role socialization.