Communal versus individual learning of a math-estimation task: African American children and the culture of learning contexts

The authors compared the performance of 78 African American 5th-grade students who studied a math-estimation task in one of two learning contexts. Learning contexts differed in the degree to which they afforded the expression of communalism. ANCOVA confirmed that posttest performance was best for students who studied in the high communal-learning context. The findings support A. W. Boykin's (1994) contention that the cultural context of learning can be a critical mediator of children's performance.     

Using afterimages for orientation and color to explore mechanisms of visual filling-in

Simulations of Grossberg's FACADE model of visual perception have previously been used to explain afterimage percepts produced by viewing a sequence of orthogonally oriented gratings. Additional simulations of the model are now used to predict new afterimage percepts. One simulation emphasizes that the afterimage percepts are the result of orientation afterresponses and color afterresponses that interact at a filling-in stage. We report experimental data that agree with FACADE's prediction. A second simulation emphasizes the properties of the model's filling-in stage and predicts a situation where the afterimage percept should not appear. We report experimental data indicating that this model prediction is incorrect. We argue that the model is unable to account for this result unless the filling-in stage mechanisms are different from a diffusive-type process. We propose an alternative mechanism, and simulations demonstrate the system's ability to account for the afterimage data.     

Perceptual effects of preceding nonspeech rate on temporal properties of speech categories

The rate of context speech can influence phonetic perception. This study investigated the bounds of rate dependence by observing the influence of nonspeech precursor rate on speech categorization. Three experiments tested the effects of pure-tone precursor presentation rate on the perception of a [ba]-[wa] series defined by duration-varying formant transitions that shared critical temporal and spectral characteristics with the tones. Results showed small but consistent shifts in the stop-continuant boundary distinguishing [ba] and [wa] syllables as a function of the rate of precursor tones, across various manipulations in the amplitude of the tones. The effect of the tone precursors extended to the entire graded structure of the [w] category, as estimated by category goodness judgments. These results suggest a role for durational contrast in rate-dependent speech categorization.     

The legacy of Kenneth B. Clark to the APA. The Board of Social and Ethical Responsibility for Psychology

The American Psychological Association faced many challenges beginning around 1965, including the challenge to make psychology more inclusive of traditionally underrepresented groups. The larger context of social unrest and public and political focus on social problems framed these challenges. This article describes the events that led to the establishment of the Board of Social and Ethical Responsibility for Psychology in 1972 and highlights the role of Kenneth B. Clark in those events.