Understanding anaphors in story dialogue

Previous research has identified two processes that play an important role in anaphor resolution. An activation process increases the accessibility of an anaphor’s referent; a suppression process diminishes the accessibility of its nonreferents. In this study, we examined how these processes operate when reference to two story characters shifts rapidly, as it does in story dialogue. Dialogue raises interesting questions about how the antecedent of an anaphor becomes the most activated entity in the reader’s discourse model. Do readers suppress an anaphor’s nonreferent even though that same entity is likely to be the referent of a subsequent anaphor? Are activation and suppression processes triggered by the anaphor itself or by cues that signal a change of speaker? We found that an anaphor’s antecedent is activated differently in dialogue than it is elsewhere in a narrative. Our results suggest that readers use knowledge about the structure of dialogue to anticipate the referent of an upcoming anaphor.     

Using a cognitive architecture to examine what develops

Different theories of development propose alternative mechanisms by which development occurs. Cognitive architectures can be used to examine the influence of each proposed mechanism of development while keeping all other mechanisms constant. An ACT-R computational model that matched adult behavior in solving a 21-block pyramid puzzle was created. The model was modified in three ways that corresponded to mechanisms of development proposed by developmental theories. The results showed that all the modifications (two of capacity and one of strategy choice) could approximate the behavior of 7-year-old children on the task. The strategy-choice modification provided the closest match on the two central measures of task behavior (time taken per layer, r = .99, and construction attempts per layer, r = .73). Modifying cognitive architectures is a fruitful way to compare and test potential developmental mechanisms, and can therefore help in specifying "what develops."     

Access to attitude-relevant information in memory as a determinant of persuasion: The role of message attributes

Recipients with access to attitude-relevant information in memory were thought to draw on these beliefs and prior experiences to evaluate the validity of message arguments. Consistent with this idea, persuasion for these recipients was largely a function of the perceived validity of message content: Messages containing high-quality arguments were more persuasive than messages containing lowquality arguments, whereas variations in a structural attribute of the message (its length) proved to have little impact on opinion change. In contrast, people who tend to retrieve little attitude-relevant information were believed to be less able to evaluate the validity of message arguments in terms of information accessed from memory. Instead, it was anticipated that they would base their opinion judgments on a more superficial analysis of persuasion cues, focusing on attributes like message length. Consistent with this reasoning, these recipients were more persuaded by long than short messages. Recipients with moderate levels of retrieval functioned much like the high-retrieval subjects.     

The lexical decision list task: A research note

The lexical decision list task, a paper-and-pencil version of the standard lexical decision task, is introduced and described. Data are reported demonstrating that subjects' responses to manipulations of phonological confusability, stimulus difficulty, and case presentation are analogous to those obtained with the use of the standard task.     

An Hebrew language version of the Stroop test

We present normative data from a Hebrew language version of the Stroop color-word test. In this sample of college-educated Israeli young adults, 18 women and 28 men with a mean age of 28.4 yr. completed a Hebrew language Stroop test. When compared with 1978 English language norms of Golden, Hebrew speakers were slower on color-word reading and color naming, similar on naming the color of incongruently colored names of colors, and showed less interference. Slowed color-word reading and color-naming may reflect the two-syllable length of the Hebrew names for one-syllable length English language colors; reduced interference may reflect the exclusion of vowels in much Hebrew printing and subjects' ability to provide competing, nonconflicting words while naming the color of words in which the hue and the lexical content do not match.     

Algorithms for fast and precise computation of the normal integral

Five highly accurate algorithms that evaluate the normal distribution function are presented. The algorithms, which are based on either numerical integration or series expansions, are explicated, and applications of Simpson’s rule are discussed. Computer programs that implement the algorithms were compared with respect to accuracy and speed. The programs attain from 11- to 15-decimal-place accuracy in finding one-tailed areas of the normal curve, and most execute very quickly. Recommendations are made for selection of algorithms and programs to approximate the normal distribution.     

Influence Tactics in Combination: The Interactive Effects of Soft Versus Hard Tactics and Rational Exchange

The effects of multiple influence tactics in dyadic compliance-gaining situations are underexplored. In a laboratory experiment, we exposed subjects to a scenario-based influence attempt within which tactics that convey a rational exchange of benefits were juxtaposed with soft tactics that project friendliness and flattery. We found support for the prediction that soft tactics would heighten compliance more in the absence, rather than presence, of an offered exchange. Implications and limitations are discussed.     

TEACHING SOCIAL SKILLS TO STUDENTS WITH AUTISM TO INCREASE PEER INTERACTIONS IN AN INTEGRATED FIRST-GRADE CLASSROOM

We investigated the use of social skills groups to facilitate increased social interactions for students with autism and their nonhandicapped peers in an integrated first-grade classroom. Social skills groups consisted of training students and peers in initiating, responding, and keeping interactions going; greeting others and conversing on a variety of topics; giving and accepting compliments; taking turns and sharing; asking for help and helping others; and including others in activities. Training occurred during the first 10 min of 20-min play groups, four times per week. Using a multiple baseline across subjects design, results demonstrated increases in the frequency of, time engaged in, and duration of social interactions, as well as the responsivity of students and peers to each other. Results were maintained when students were monitored and given feedback on social performance in play groups and during follow-up.