Perceptual scaling of voice identity: common dimensions for different vowels and speakers

The aims of our study were: (1) to determine if the acoustical parameters used by normal subjects to discriminate between different speakers vary when comparisons are made between pairs of two of the same or different vowels, and if they are different for male and female voices; (2) to ask whether individual voices can reasonably be represented as points in a low-dimensional perceptual space such that similarly sounding voices are located close to one another. Subjects were presented with pairs of voices from 16 male and 16 female speakers uttering the three French vowels “a”, “i” and “u” and asked to give speaker similarity judgments. Multidimensional analyses of the similarity matrices were performed separately for male and female voices and for three types of comparisons: same vowels, different vowels and overall average. The resulting dimensions were then interpreted a posteriori in terms of relevant acoustical measures. For both male and female voices, a two-dimensional perceptual space was found to be most appropriate, with axes largely corresponding to contributions of the larynx (pitch) and supra-laryngeal vocal tract (formants), mirroring the two largely independent components of source and filter in voice production. These perceptual spaces of male and female voices and their corresponding voice samples are available at: section Resources.     

Becoming who you are: An integrative review of self‐determination theory and personality systems interactions theory

One of the enduring missions of personality science is to unravel what it takes to become a fully functioning person. In the present article, the authors address this matter from the perspectives of self‐determination theory (SDT) and personality systems interactions (PSI) theory. SDT (a) is rooted in humanistic psychology; (b) has emphasized a first‐person perspective on motivation and personality; (c) posits that the person, supported by the social environment, naturally moves toward growth through the satisfaction of basic psychological needs for autonomy, competence, and relatedness. PSI theory (a) is rooted in German volition psychology; (b) has emphasized a third‐person perspective on motivation and personality; and (c) posits that a fully functioning person can form and enact difficult intentions and integrate new experiences, and that such competencies are facilitated by affect regulation. The authors review empirical support for SDT and PSI theory, their convergences and divergences, and how the theories bear on recent empirical research on internalization, vitality, and achievement flow. The authors conclude that SDT and PSI theory offer complementary insights into developing a person's full potential.     

Insights from sadness: A three-step model of the development of altruism as hedonism

Research into the effects of sad mood on prosocial action is reviewed and is used as a vehicle for examining the transformation of altruism from a punishing to a gratifying event. A three-step model of the socialization of altruism as a reinforcer is proposed. The model argues for (a) an initial stage (presocialization) in which altruism occurs rarely among young children because of its punishing function, (b) a second stage (awareness of norms) in which altruism functions as a mechanism for the receipt of positive sanctions, and (c) a final stage (internalization) in which, by adulthood, altruism has acquired a gratifying function through its status as a conditioned reinforcer. Evidence for the functional equivalence of self-gratification and adult altruism is also presented.     

EFFECT OF DISTRACTOR WORD VARIABILITY IN CHILDREN'S PERFORMANCE ON A WORD IDENTIFICATION TEST∗

ABSTRACT

Second, third, and fourth grade children were administered one of three different versions of a word identification test. All versions tested the same target words but used a different combination of two different sets of distractor words. One set was deemed “highly confusing” (i.e., all dis‐tractors were graphically very similar to target words), the other “easily discriminable” (i.e., distractors were dissimilar to target words). One test version contained all highly confusing distractors, a second used all easily discriminable distractors, and a third contained a combination of both kinds. Results showed that at all grade levels children performed significantly better on the easily discritninable version than on the highly confusing version. Implications of this finding related to the content validity of extant word identification tests; that is, if test authors do not use a set of criteria for selecting distractor words and apply these criteria consistently, the content validity of a test may be in serious jeopardy, for one would not know whether the test measures target word difficulty of distractor word difficulty