Determinants of spelling ability in deaf and hearing adults: Access to linguistic structure

The extent to which ability to access linguistic regularities of the orthography is dependent on spoken language was investigated in a two-part spelling test administered to both hearing and profoundly deaf college students. The spelling test examined ability to spell words varying in the degree to which their correct orthographic representation could be derived from the linguistic structure of English. Both groups of subjects were found to be sensitive to the underlying regularities of the orthography as indicated by greater accuracy on linguistically-derivable words than on irregular words. Comparison of accuracy on a production task and on a multiple-choice recognition task showed that the performance of both deaf and hearing subjects benefited from the recognition format, but especially so in the spelling of irregular words. Differences in the underlying spelling process for deaf and hearing spellers were revealed in an analysis of their misspellings: Deaf subjects produced fewer phonetically accurate misspellings than did the hearing subjects. Nonetheless, the deaf spellers tended to observe the formational constraints of English phonology and morphology in their misspellings. Together, these results suggest that deaf subjects are able to develop an appreciation for the structural properties of the orthography, but that their spelling may be guided by an accurate representation of the phonetic structure of words to a lesser degree than it is for hearing spellers.     

Gender and situational differences in children's smiles,touch, and proxemics

It was hypothesized that gender differences in nonverbal behaviors which are often considered to be affiliative may represent systematic differences between males and females in self-presentation. Smiling, touching, and interpersonal distance were studied with 256 White adolescents and preadolescents, who were randomly assigned to same-sex grade-level pairs. Self-presentation was made more salient by asking each subject pair to pose for a picture depicting a social situation. Each pair illustrated one of two situations — a neutral situation and a “male-appropriate” situation that emphasized team spirit in an athletic competition. Girls smiled significantly more often than boys did and mutually touched each other more often, but there were no differences between the sexes in the overall amount of touching or proxemics. Instead, the social situation significantly determined the amount of touch and proxemics. Subjects' age and experimenter's sex were not significant variables.     

The role of the verb in sentence memory

Investigators have frequently found that nouns are more important than verbs in the memory representation of sentences. This pattern of results is incompatible with recent theories of sentence memory that have emphasized the verb and with the results of sentence comprehension studies that have demonstrated the importance of the verb. The four experiments reported here were designed to reexamine the role of the verb in sentence memory. Linguistic variables other than sentence function were held constant in three studies. Verbs were recalled as well and were as effective retrieval cues as nouns in these experiments. The to-be-remembered sentences were presented in the context of paragraphs in the fourth experiment. This reduced the difference in level of recall between subjects, verbs, and objects. The conclusion was drawn that the verb is no less important than sentence nouns in the memory representation.     

Searching for politicians: An information-processing approach to face recognition

Previous work on face recognition has concentrated on the processing of unfamiliar faces. This paper examines the recognition of already familiar faces, specifically politicians. Three experiments are described in which the subject's task was to search through a series of faces for particular target politicians. In Experiment I the function relating search time to target set size was found to be negatively accelerated. A similar function was observed when names were used as search items. In Experiment II all subjects searched for four targets, and the relationship between distractors and target items was varied. Distractors rated visually similar to the targets took longer to reject than those rated dissimilar. Distractors who were other politicians took longer to reject than actors, and this effect of semantic category was independent of visual similarity. In Experiment III, where subjects searched for a single target, semantic category appeared only to have an effect when the distractors were also visually similar to the target. Models of the rejection process are discussed, and the similarities between the effects observed here, with faces, and those reported elsewhere for words are pointed out.     

Gender differences in motivations for course selection: Academically talented students in an intensive summer program

This study examines the motivational factors contributing to course selection in a sample of students enrolled in an intensive three-week academic experience for exceptionally talented adolescents. Our sample included 947 gifted adolescents, of whom 3.7% were Black, 73.5% were White, 2.2% Hispanic, 0.1% Native American, 19.8% Asian, and 0.6% categorized themselves as other. Girls and boys selected different types of classes, with course participation falling along traditional gender-stereotyped lines. Boys and girls both performed exceptionally well, and said they chose their course because the subject was interesting, useful for future goals, and challenging. Females more often than males enrolled in classes because they perceived them as challenging, different from usual, not offered at school, and as making them more well-rounded. Males more often than females tended to select classes because they thought they would do well and/or because they viewed these classes as being useful for future schooling or career. However, these gender differences varied by the type of course the students took. The resulting complex picture of students' motivations is discussed in terms of the need to specify both the contexts in which males and females make their academic choices, and the interactive determinants of their motivations.An earlier version of this paper was presented at the Third Annual Esther Katz Rosen Symposium on the Psychological Development of Gifted Children, University of Kansas, Lawrence, Kansas, February 19–20, 1993.     

Gender differences in anticipated pay negotiation strategies and outcomes

Business students were asked to indicate their pay expectations and anticipated negotiation strategies for a specific management trainee job. They also indicated expectations for their and the recruiter's target and resistance points for the negotiation process. Men, compared to women, indicated higher pay expectations, a higher likelihood of active negotiation, less likelihood of using traditional self-promotion strategies, and more opportunity for legitimate negotiations. Significant correlations were found between pay expectations and negotiation strategies. Intervention strategies for changing women's pay outcome and negotiation expectations are discussed, as well as the need for a better understanding of effective negotiation behaviors.This research was supported by the Colorado State University College of Business Summer Research Grant Program. An abbreviated version of this article was presented at the 50th Annual meeting of the Academy of Management, Women in Management Division, August 13, 1990, San Francisco, California.We gratefully acknowledge the critical comments of Kevin R. Murphy, Jeanette N. Cleveland, and Russell Cropanzano on an earlier draft of this article.     

Sexual Harassment Mythology: Definition, Conceptualization, and Measurement

Using rape myth research as a template, we developed a conceptual definition and measurement instrument for the mythology regarding male sexual harassment of women, resulting in the 20-item Illinois Sexual Harassment Myth Acceptance (ISHMA) Scale. Surveys from 337 students in the Midwestern region of the United States revealed that this measure consists of four factors, which share predicted relationships with rape mythology, sexism, hostility toward women, traditional attitudes toward women, and ideological support for the feminist movement. We also found that women and individuals with prior training on sexual harassment reject these myths more than men and untrained individuals. It is hoped that this new definition, conceptualization, and measure will advance knowledge on attitudes that support and perpetuate violence against women.     

The NO-cGMP-PKG signaling pathway regulates synaptic plasticity and fear memory consolidation in the lateral amygdala via activation of ERK/MAP kinase

Recent studies have shown that nitric oxide (NO) signaling plays a crucial role in memory consolidation of Pavlovian fear conditioning and in synaptic plasticity in the lateral amygdala (LA). In the present experiments, we examined the role of the cGMP-dependent protein kinase (PKG), a downstream effector of NO, in fear memory consolidation and long-term potentiation (LTP) at thalamic and cortical input pathways to the LA. In behavioral experiments, rats given intra-LA infusions of either the PKG inhibitor Rp-8-Br-PET-cGMPS or the PKG activator 8-Br-cGMP exhibited dose-dependent impairments or enhancements of fear memory consolidation, respectively. In slice electrophysiology experiments, bath application of Rp-8-Br-PET-cGMPS or the guanylyl cyclase inhibitor LY83583 impaired LTP at thalamic, but not cortical inputs to the LA, while bath application of 8-Br-cGMP or the guanylyl cyclase activator YC-1 resulted in enhanced LTP at thalamic inputs to the LA. Interestingly, YC-1-induced enhancement of LTP in the LA was reversed by concurrent application of the MEK inhibitor U0126, suggesting that the NO-cGMP-PKG signaling pathway may promote synaptic plasticity and fear memory formation in the LA, in part by activating the ERK/MAPK signaling cascade. As a test of this hypothesis, we next showed that rats given intra-LA infusion of the PKG inhibitor Rp-8-Br-PET-cGMPS or the PKG activator 8-Br-cGMP exhibit impaired or enhanced activation, respectively, of ERK/MAPK in the LA after fear conditioning. Collectively, our findings suggest that an NO-cGMP-PKG-dependent form of synaptic plasticity at thalamic input synapses to the LA may underlie memory consolidation of Pavlovian fear conditioning, in part, via activation of the ERK/MAPK signaling cascade.     

Exploring face perception in disorders of development: Evidence from Williams syndrome and autism

Individuals with Williams syndrome (WS) and autism are characterized by different social phenotypes but have been said to show similar atypicalities of face‐processing style. Although the structural encoding of faces may be similarly atypical in these two developmental disorders, there are clear differences in overall face skills. The inclusion of both populations in the same study can address how the profile of face skills varies across disorders. The current paper explored the processing of identity, eye‐gaze, lip‐reading, and expressions of emotion using the same participants across face domains. The tasks had previously been used to make claims of a modular structure to face perception in typical development. Participants with WS (N=15) and autism (N=20) could be dissociated from each other, and from individuals with general developmental delay, in the domains of eye‐gaze and expression processing. Individuals with WS were stronger at these skills than individuals with autism. Even if the structural encoding of faces appears similarly atypical in these groups, the overall profile of face skills, as well as the underlying architecture of face perception, varies greatly. The research provides insights into typical and atypical models of face perception in WS and autism.     

The contribution of visual processing to academic achievement in adolescents born extremely preterm or extremely low birth weight

Children born extremely preterm (EP, <28 weeks) and/or extremely low birth weight (ELBW, <1000 g) have more academic deficiencies than their term-born peers, which may be due to problems with visual processing. The aim of this study is to determine (1) if visual processing is related to poor academic outcomes in EP/ELBW adolescents, and (2) how much of the variance in academic achievement in EP/ELBW adolescents is explained by visual processing ability after controlling for perinatal risk factors and other known contributors to academic performance, particularly attention and working memory. A geographically determined cohort of 228 surviving EP/ELBW adolescents (mean age 17 years) was studied. The relationships between measures of visual processing (visual acuity, binocular stereopsis, eye convergence, and visual perception) and academic achievement were explored within the EP/ELBW group. Analyses were repeated controlling for perinatal and social risk, and measures of attention and working memory. It was found that visual acuity, convergence and visual perception are related to scores for academic achievement on univariable regression analyses. After controlling for potential confounds (perinatal and social risk, working memory and attention), visual acuity, convergence and visual perception remained associated with reading and math computation, but only convergence and visual perception are related to spelling. The additional variance explained by visual processing is up to 6.6% for reading, 2.7% for spelling, and 2.2% for math computation. None of the visual processing variables or visual motor integration are associated with handwriting on multivariable analysis. Working memory is generally a stronger predictor of reading, spelling, and math computation than visual processing. It was concluded that visual processing difficulties are significantly related to academic outcomes in EP/ELBW adolescents; therefore, specific attention should be paid to academic remediation strategies incorporating the management of working memory and visual processing in EP/ELBW children.