Reading instruction and remediation with the aid of computer speech

In this paper, we describe the application of new computer and speech synthesis technologies for reading instruction. Stories are presented on the computer screen, and readers may designate words or parts of words that they cannot read for immediate speech feedback. The important contingency between speech sounds and their corresponding letter patterns is emphasized by displaying the letter patterns in reverse video as they are spoken. Speech feedback is provided by an advanced text-to-speech synthesizer (DECtalk). Intelligibility data are presented, showing that DECtalk can be understood almost as well as natural human speech by both normal adults and reading disabled children. Preliminary data from 26 disabled readers indicate that there are significant benefits of speech feedback for reading comprehension and word recognition, and that children enjoy reading with the system.     

Implementing a long-term computerized remedial reading program with synthetic speech feedback: Hardware,software, and real-world issues

This paper discusses hardware choices, software developments, implementation issues, and preliminary results from an ongoing long-term remedial reading study. Reading-disabled children read books on microcomputers linked to speech synthesizers, obtaining speech feedback on difficult words at whole-word, syllable, or subsyllable levels of segmentation. Word-recognition ability and attitude about reading improved for children using the system. In addition, segmented feedback especially benefited phonological word-decoding skills for most of the children.     

School psychologists' rankings of stressful events

The issue of stress among school psychologists and other helping professionals has achieved a position of prominence in recent literature. Critical stressful events in the professional lives of 534 school psychologists are identified and rated. The demographic data for the subjects and the mean rankings of the 35 stressful events are reported. In addition, a factor analysis was performed on the stressful events, yielding nine factors: Interpersonal Conflict, High Risk to Self and Others, Obstacles to Efficient Job Performance, Public Speaking, Time Management, Keeping District “Legal,” Hassles, Professional Enrichment, and Insufficient Recognition of Work. Analyses of variance were performed, pairing the 11 demographic variables with the nine factor scores. One or more statistically significant (p<.05) factor loadings were obtained for gender, age, type of community, number of districts, number of years, and salary.     

Catching up with wonderful women: The women‐are‐wonderful effect is smaller in more gender egalitarian societies

Inequalities between men and women are common and well‐documented. Objective indexes show that men are better positioned than women in societal hierarchies—there is no single country in the world without a gender gap. In contrast, researchers have found that the women‐are‐wonderful effect—that women are evaluated more positively than men overall—is also common. Cross‐cultural studies on gender equality reveal that the more gender egalitarian the society is, the less prevalent explicit gender stereotypes are. Yet, because self‐reported gender stereotypes may differ from implicit attitudes towards each gender, we reanalysed data collected across 44 cultures, and (a) confirmed that societal gender egalitarianism reduces the women‐are‐wonderful effect when it is measured more implicitly (i.e. rating the personality of men and women presented in images) and (b) documented that the social perception of men benefits more from gender egalitarianism than that of women.     

Frontal pole cortex: encoding ends at the end of the endbrain

Considerable neuroimaging research in humans indicates that the frontal pole cortex (FPC), also known as Brodmann area 10, contributes to many aspects of cognition. Despite these findings, however, its fundamental function and mechanism remain unclear. Recent neurophysiological results from the FPC of monkeys have implications about both. Neurons in the FPC seem to encode chosen goals at feedback time and nothing else. Goals, the places and objects that serve as targets for action, come in many forms and arise from many cognitive processes. The FPC's signal, although surprisingly simple for neurons at the apex of a prefrontal hierarchy, could promote learning about which kinds of goals and goal-generating processes produce particular costs and benefits, thereby improving future choices.