Cross-octave masking of single tones and musical sequences: The effects of structure on auditory recognition

A series of experiments explored the role of structural information in the auditory recognition process, within the context of a backward recognition masking paradigm. A masking tone presented after a test tone has been found to interfere with the perceptual processing of the test tone, the degree of interference decreasing with increased durations of the silent intertone interval between the test and masking tones. In the current studies, the task was modified to utilize three-tone sequences as the test stimuli. Six test sequences were employed (LMH, LHM, MLH, MHL, HLM, HML), where L, M, and H represent the lowest, middle, and highest frequencies in the melody. The observers identified these six possible sequences when the three tones of the test sequence were interleaved with three presentations of a single masking tone. All three tones of the test sequence were drawn from the same octave, while the masking tones could be drawn from any of three octaves, symmetrical around the octave containing the test tones. Under these conditions, interference occurred primarily from masking tones drawn from the same octave as the test tones. Masking tones drawn from other octaves were found to produce little, if any, interference with perception of the test tones. This effect was found to occur only for the identification of tonal sequences. Substantial masking of single-tone targets occurred with masking tones drawn from octaves other than that containing the targets. The results make apparent the use of structural information during auditory recognition. A theoretical interpretation was advanced which suggests that, while single tones are perceived on the basis of absolute pitch, the presence of auditory structure may allow relational information, such as exact pitch intervals or melodic contour, to facilitate perception of the tonal sequence.     

The role of the right hemisphere in the apprehension of complex linguistic materials

To secure information on which aspects of linguistic functioning might be mediated by the nondominant hemisphere, a test battery assessing sensitivity to narrational and humorous materials was administered to a population of right-hemisphere-damaged patients, as well as relevant control groups of normal, aging, and aphasic individuals. While elementary linguistic functioning was adequate, the right-hemisphere-injured groups exhibited consistent difficulties in respecting the boundaries of a fictive entity, assessing the plausibility of elements within a story or joke, selecting the appropriate punch line for a joke, and integrating elements of a story into a coherent narrative. Certain elements—specifically emotional content and noncanonical facts injected into a narrative—also posed characteristic difficulties for these patients. The results suggest that, in contrast to the other populations, right-hemisphere patients exhibit special difficulties in processing complex linguistic entities and in utilizing the surrounding context as they assess linguistic messages.     

Parent Involvement in Early Intervention for Disadvantaged Children: Does It Matter?

This study investigated the association between parent involvement in early intervention and children's later school competence. Parents (N = 704) of children participating in the Chicago Longitudinal Study were interviewed retrospectively about their school involvement in preschool and kindergarten. Parents reported on the activities in which they participated and their frequency of program participation. Results indicated that even after controlling for family background, the number of activities in which parents participated in preschool and kindergarten was significantly associated with higher reading achievement, with lower rates of grade retention at age 14 (eighth grade), and with fewer years in special education. The frequency of parent involvement was only marginally associated with reading achievement but was associated with lower rates of grade retention and fewer years in special education. A confirmatory analysis indicated that teacher ratings of parent involvement in first and second grade were significantly associated with higher reading achievement in eighth grade, lower grade retention rates, and lower rates of special education placement through eighth grade. Findings support the benefits of parent involvement in early childhood programs.     

Performativity and Pedagogy: The Making of Educational Subjects

Building from J.L. Austin's concept of performative, this essay explores the production of subjectivity and of educational subjects by applying important work from Judith Butler on Foucault, Derrida, and as centrally illustrative, through an analysis of sex and gender. Given this analytical framework, the turn is then to queer performativity and the possibility of performative power in pedagogy. The last draws assistance from Valerie Walkerdine, Homi Bhabha and especially James Donald.     

FUNCTIONAL ANALYSIS OF SEPARATE TOPOGRAPHIES OF ABERRANT BEHAVIOR

We conducted a functional analysis of distinct topographies of aberrant behavior displayed by 4 clients. We first analyzed the behaviors in an aggregate fashion and then separated the behaviors to formulate hypotheses about the maintaining variables for each behavior. The procedures were used in a two-phase experiment. During Phase 1, two extended functional analyses were completed, one in an inpatient unit and one in a special education classroom. During Phase 2, two brief functional analyses were completed in an outpatient clinic. Results indicated that hypotheses of separate functions for distinct behaviors can be generated using both extended and brief functional analyses when the results are graphed in the aggregate and are separated by response topography. The results also suggest that these methods can improve the accuracy of data interpretation and treatment selection.     

The interacting self: Its developmental and phenomenological aspects in psychotherapy

Though there is increasing knowledge today about self development and self structure, there still remains a lack of clarity about the applications of these to practice. The aim of this article is to present a conceptual refinement of existing self theory in order to make it more accessible to practice. We will clarify the phenomenon of a divided self with the help of developmental and phenomenological ideas. We will then present and illustrate a therapeutic focus which encompasses not only client-therapist interaction, but also self interaction.     

The relationship between predictability and problem behavior for students with severe disabilities

Two single-case studies were conducted to examine the extent to which signaled (predictable) and unsignaled (unpredictable) events were associated with changes in the level of problem behavior during instruction. Two students with moderate-to-severe intellectual disabilities and autism participated in the study. Each student was nominated for the study based on a teacher's report that problem behaviors were much more likely when novel or unsignaled events occurred. Functional assessments were conducted with each student and the specific predictability features (signals) associated with low and high levels of problem behavior were identified. Multi-element and reversal designs were employed to examine the extent to which increased predictability was associated with reduced problem behavior. Results supported the use of functional assessment procedures to determine whether signals that provide information about the content, duration, timing, and/or consequences of future events could reduce problem behaviors.     

Parent reports of child behavior problems: Bias in participation

This paper compares the characteristics of 274 children whose parents agreed to provide information about their children's functioning in research with children whose parents did not. Parents had provided permission for child participation in school-approved research. Measures included self-, peer, teacher, and parent ratings. Parents of minority children were less likely to participate than parents of nonminority children. Among nonminorities, children of parent participants were viewed as more socially skilled and liked by their peers; teachers rated them as having less attention problems, less depression, and better academic skills than children of nonparticipating parents. Among minorities, no differences emerged. Implications for research involving the use of parent ratings are discussed.Portions of this paper were presented at the annual meeting of the Society for Research in Child and Adolescent Psychopathology, Sarasota, Florida, February 1992. The authors appreciate the efforts of Shari Wasserstein in assisting with the organization of the data. The authors also appreciate the helpful comments of two anonymous reviewers.     

An experimental evaluation of three theories of auditory stream segregation

Three theories of auditory stream segregation were evaluated. In two-part trials, subjects heard an induction sequence, whose effects upon an immediately subsequent test sequence were measured. The rhythm and total duration of Induction Sequence tones were varied in two experiments. The similarity between induction and test sequences aided segregation, but rhythmic predictability and longer tone durations did not. Frequency alternation during the induction sequence was not necessary to induce segregation in the test sequence. Furthermore, peripheral processes inadequately account for the segregation effects found. The data suggest that, once a distinct percept emerges from an auditory scene, properties derived from the percept (particularly changes) are fed back to control the ongoing analysis of that auditory scene. A neural adaptation to stimuli with constant properties may form part of this analysis.