Adaptational Style and Dispositional Structure: Coping in the Context of the Five-Factor Model

ABSTRACT We review prior evidence—and present data of our own—linking measures of adaptational style to the traits comprising the five-factor model of personality. Neuroticism has been studied most extensively and is consistently associated with passive and ineffective coping mechanisms. Conscientiousness has emerged as an equally powerful predictor of coping; however, it is related to active, problem-focused response strategies. Extraversion is less broadly related to coping but tends to be correlated with social support seeking, positive reappraisal, and problem-focused coping. Openness is largely unrelated to many traditional coping inventories, but appears to reflect a more flexible, imaginative, and intellectually curious approach to problem solving. Finally, Agreeableness is only modestly related to coping. These results demonstrate the value of using well-articulated taxonomic schemes as a framework for trait-based research.     

Foreperiod and stuttering severity effects on acoustic laryngeal reaction time

An earlier paper presented a model of the laryngeal reaction time (LRT) paradigm that included several factors that appeared to affect LRT values. The present study assesses the effects of two of these factors: foreperiod and stuttering severity. The former was assessed by the use of 13 foreperiod durations. The latter was assessed by classifying experimental subjects as either mild or severe stutterers. Both factors significantly affected LRT values. More importantly, these factors demonstrated a composite effect on group LRT differences. Specifically, mild stutterers' LRT values approached normal values as foreperiod increased, whereas severe stutterers' LRT values remained significantly greater than normal values at all foreperiods. Results are discussed in terms of differential posturing and/or vibration initiation deficits underlying stutterers' delayed LRT values. We caution that acoustic measurements alone are insufficient to specify fully the nature of the underlying deficits.     

A comparison of LRT and VOT values between stutterers and nonstutterers

The experiment reported here found no significant group differences in laryngeal reaction time (LRT) and voice onset time (VOT) values. Rank-order correlations between the stutterers' LRT and VOT values were also nonsignificant. A model of the LRT paradigm is presented that (1) allows for systematic assessment of factors possibly contributing to the failure to replicate the often reported LRT group difference, and (2) is useful in examining the relationship between the LRT experimental condition and normal speaking conditions. We argue that two factors were particularly critical to our results. First, simple reaction time procedures included (1) a warning signal that preceded a response signal by a variable 1–3-sec foreperiod, and (2) a single response. We argue that foreperiod durations exceeded the stutterers' speech posture time for a known response. Second, the stuttering severity rating of our experimental group was less severe than ratings in other experiments.     

Selected linguistic and perceptual abilities of empirically derived subgroups of learning disabled readers

A battery of eight linguistic and perceptual tests chosen because of their use in previous research and in the public schools was administered to 100 school-verified verified learning disabled readers (LDR) and 50 normal readers (NR) matched for age and IQ. Standard scores, derived from a comparison of each LDR child's score with the NR group's performance on each diagnostic measure, were cluster analyzed to identify subgroups within the LDR group. Six LDR subgroups were found. Multivariate analysis of variance and discriminant analysis indicated that all LDR subgroups were significantly different from one another as well as significantly different from the NR group's performance on the diagnostic battery. In addition, significant differences were found among the six LDR subgroups on measures of oral reading, reading comprehension, and spelling skills. However, the six groups did not differ with respect to family history variables and the attainment of developmental milestones. These results were compared with those of previous studies and were examined for their implications for a more precise match between LDR learner characteristics and type of teaching method and/or materials.     

Word age-of-acquisition effects: a review

This paper reviews research concerned with word age-of-acquisition (AOA) effects in adult word recognition and production. Methodological issues, including the use of multiple regression techniques, are considered first. The pattern of substantive results is presented and is interpreted as indicating that AOA effects are most marked in word production as against word recognition. Possible theoretical interpretations are discussed and future research possibilities are outlined.