Phonemic imperception in aphasia

This study investigated characteristics of 14 aphasics with impaired phoneme discrimination identified from a population of 100 patients with left hemisphere lesions. All patients with impaired phoneme discrimination were significantly impaired in aural comprehension, but many showed intact sound recognition and some showed normal reading comprehension. Defects in phoneme discrimination were typically seen in the acute stage of aphasia resulting from stroke; and in most instances, defects in phoneme discrimination were no longer apparent 4 months postonset. All patients who recovered normal phoneme discrimination also made significant improvement in aural comprehension. The findings support the concept that some aural comprehension defects result from a specific disturbance in phoneme discrimination.     

Job scope,job satisfaction,and the Protestant Ethic: A study of enlisted men in the U.S. Navy

Questionnaire data were obtained from 149 enlisted men in the U.S. Navy. The job scope (JS)-satisfaction with the work itself (SWI) relationship was examined for the study's total sample and for subsamples created by grouping individuals on the basis of their degree of belief in the Protestant Ethic (PE). It was hypothesized and found that the JS-SWI relationship was positive and significantly different from zero for the study's total sample and each of the three PE subsamples. Contrary to one of the study's hypotheses, PE did not moderate the JS-SWI relationship. The study's results were discussed in terms of their implications for theory and practice in the area job design.     

Verbal-vocal integration as a function of sex and methodology

The process by which persons appear to combine content and intonation to form an impression of a speaker's friendliness may be a function of sex and the analytical techniques used to evaluate the models. Sixty subjects (half male, half female) from the campus population were asked to rate the content, tone, and total message of short sentences from male speakers. Analysis of variance and regression analysis were used to evaluate Linear, Multiplicative, Minimum, and Maximum models. Responses were essentially linear, although the multiplicative component was significant in some results, and the Minimum model received some support for males. More weight was given to tone than content, especially by females and for inconsistent messages. Idiographic analysis proved superior to normative analysis, and the ignored content method provided greater reliability and explanation than previously used filtered speech.     

The latent structure of occupations

Triads of occupations were given to 1300 high-school pupils of both sexes in order to find the affinities of the occupations and the values they used to arrive at the affinities. The values used to perceive occupations come from the subject; nevertheless they could be categorized into a scheme of 20 different values, with the residue category containing less than 1% of the answers. In accordance with previous research in this field, an almost universal structure of occupations was found. The following variables had no influence on the choice of occupational affinities: age, trend of study, SES, father's occupation, mother's occupation, vocational maturity, and preferred occupation. Only the pupils of one school were significantly different in affiliating the occupations in the triads. Furthermore, girls perceive the world of occupations more uniformly than boys.Underlying this universal structure of occupations there exists a latent structure, specific to each individual, which explains why the world of occupations is seen in the way it is. This latent structure of occupations is influenced by the individual's specific background.     

Social skill assessment and training for children: an evaluative review

Techniques employed in the behavioral assessment and treatment of socially deficient children are reviewed. General definitions and components of assertion and social skill in children are presented. While considerable data attest to the potential efficiency of behavioral approaches with this population, several methodological problems prevent any definitive conclusions from being drawn at this time. Some of these include: (1) lack of an accurate classification system of socially isolated children, (2) need for an empirical determination of skill components, and (3) the paucity of data concerning generalization and maintenance of treatment effects. The utility of incorporating developmental and social psychological methods into behavioral programs also is discussed. Suggestions for future directions of research are offered.     

Group interpersonal skills training in a natural setting: an experimental study.

This study assessed effectiveness of group interpersonal skills training conducted in a natural setting with nonanalogue clients. Subjects (Ss) in a behavioral-training condition received 4 hr of instruction consisting of modeling, behavioral rehearsal, coaching, feedback and reinforcement. Training focused on positive and negative social responses and on initiating interactions, as well as reacting to interactions initiated by others. Subjects in a discussion-control condition engaged in focused discussion of interpersonal concerns but received no experiential practice. Within a pre-test-post-test control group design, subjective and objective measures were used to assess training effects. When compared to Ss involved in group discussion. Ss participating in group behavioral training revealed greater pre- to post-test changes on selfreported probability of engaging in selected interpersonal responses and on objective measures of eye contact, speech duration, positive affective responses, use of no-statements, compliance, refusals and requests for new behavior. Support for generalization of training is presented and methodological issues are discussed.     

The cognitive and neurological basis of developmental dyslexia: a theoretical framework and review.

It is argued that developmental dyslexics have difficulty in accessing the meaning of written words via phonological recoding, although they can successfully access meaning by a direct visual route. This difficulty with phonological recording is explained in terms of a short-term memory deficit. It is suggested that developmental dyslexia is a genetically-based dysfunction of the inferior parietal lobule and evidence is reviewed that this region is important in both reading and short-term memory. Implications for remedial instruction are discussed.