Viewer's moral sanction of retribution in the appreciation of dramatic presentations

An audiovisually presented fairy tale, which involved provocation and retaliation as the central theme, was created in three versions. Relative to the provocation, retaliation was too mild, equitable, or too severe. Children at the developmental stages of expiatory retribution (4-yr olds) and equitable retribution (7- and 8-yr olds) served as subjects. Appreciation of the presentation was measured in facial displays, in structured interviews, and in ratings. Consistently across measures, it was found that for children at the stage of expiatory retribution, appreciation increased with the severity of the retaliatory acts. Children at the stage of equitable retribution, in contrast, appreciated equitable retaliation the most. At this stage, inequitable retaliation (too mild or too severe) was found to impair appreciation significantly. The findings were interpreted as consistent with the proposal that the depiction of punitive, retaliatory activities will be enjoyed the more, the closer they approximate the viewer's moral expectations.     

Bound morpheme loss errors in normal and agrammatic speech: One mechanism or two?

Loss errors involving bound morphemes in normal and agrammatic speech are examined to determine if all errors can be due to a single processing problem. It is concluded that two problems are present. First, there is a general problem with accessing bound morphemes (or forms containing bound morphemes), leading to the production of the base form. Second, there is a syntactic problem involving agreement. In agrammatism, the first problem is differentially exacerbated. Implications for normal and agrammatic speech are examined.     

Prosodic disturbance in aphasia: Vowel length in Thai

The aim of this study is to determine to what extent a phonologically contrastive function of the prosodic feature of length is resistant to impairment in aphasia. The language chosen for investigation is Thai, a language which contrasts short and long vowels. Subjects included two Broca aphasics, one transcortical motor aphasic, one Wernicke aphasic, one conduction aphasic, one nonaphasic right-brain-damaged patient, one nonaphasic cerebellar dysarthric patient, and five normal controls. The subjects read a list of words containing short and long vowels. Vowel durations were measured from spectrograms. The results showed that the timing of vowel duration for signaling the contrast between short and long vowels remains relatively intact in nonfluent as well as fluent aphasic patients. These data are brought to bear on issues concerning the specialization of the left hemisphere for temporal processing, the contribution of the right hemisphere to the processing of nonaffective components of prosody, the nature of prosodic disturbance in Broca's aphasia and cerebellar dysarthria, and the separate disruption of prosodic features.     

Children's metacognition: Exploring relations among knowledge,process, and motivational variables

Following a metamemory pretest, 60 first and third grade children (6 and 8 years of age, respectively) were divided into three treatment groups which received task-specific strategy instructions appropriate for three memory problems, general metacognitive information about subordinate and superordinate processing, or both strategy and metacognitive training. Maintenance and generalization versions of the memory tasks were given, followed by an attributional assessment of children's perceptions of the causes for specific success and failure outcomes. Post-training scores on the memory tasks showed that strategy training was highly successful. Metacognitive training appeared to have no effect on the metameory or strategy scores with one exception: metamemory and strategy use on the generalization task were significantly correlated only for children who received both metacognitive and strategy training. Apparently, children who were initially high in metamemory skills profited more from the comprehensive training package, using new metacognitive insights to aid the generalization of acquired strategies to the transfer tasks. Among strategy-trained children those who attributed success to effort were both more strategic and higher in metamemory than those who attributed task outcomes to noncontrollable factors such as ability or task characteristics. Results were discussed in terms of the interactive nature of knowledge, process, and motivational variables as determinants of strategy transfer.     

Anxiety and aggression of high and low assertive persons following conflict

This experiment examined changes in anxiety and differences in aggression for high and low assertive women when different degrees of conflict were encountered. As predicted, low assertive women were intially more uneasy or anxious than high assertive women when they were placed in a conflictual situation. When the level of actual conflict was low, the level of anxiety of low assertive women decreased. However, when the actual level of conflict was high the anxiety level of low assertive women remained unchanged. These results were taken as support for the fear of conflict hypothesis which predicted that the reduction in anxiety for low assertive persons is contingent upon whether or not the anticipated conflict is actually encountered. The results also indicated that high assertive women were not significantly more aggressive than low assertive women. This finding provided support for Galassi's position that assertiveness and aggression are distinct concepts.     

Contrast effects and their relationship to subsequent behavior

The present study attempted to apply social judgment theories to the effects of context on judgments of the importance of a social issue and on subsequent issue-related behavior. Subjects judged the importance of a target issue (recycling) in the context of either important or unimportant social issues and were subsequently asked in a separate setting for help on a local recycling project. Context produced contrast effects on rating scale judgments of the importance of recycling. These judgments, if salient, were then used as a basis for subsequent support of the recycling project. When either the initial judgment was not salient or no prior judgment of recycling was made, the importance of the context had a positive effect on amount of support for recycling, such that more help was given in the important context conditions. Results indicate that contrast effects on the ratings are response base rather than perceptual in nature, but that the rating, if salient, can serve as subsequent behavior and attitudes.     

Confrontation naming impairment in dementia

In tone languages pitch variations (tones) serve to distinguish the lexical meanings of words. This study was conducted to examine the extent and nature of impairment in the perception of tones by aphasic patients who were monolingual speakers of Thai, a tone language which has five contrastive tones (mid, low, falling, high, rising). Six subjects participated in the study: two Broca aphasics, one transcortical motor aphasic, one conduction aphasic, one right brain-damaged nonaphasic, and one normal control. Three sets of stimuli (two real-speech, one synthetic-speech) were presented for identification, each set containing five Thai words minimally distinguished by tone. Results of the perception tests indicated that the performance of all four left brain-damaged aphasics differed significantly from that of the normal control, while the performance of the right brain-damaged nonaphasic did not. The normal performance of the right brain-damaged nonaphasic patient on this tone identification task suggests that deficits in the perception of tone exhibited by left brain-damaged patients can be attributed specifically to pathology in the language dominant hemisphere rather than to a general brain-damage effect. No difference in performance among the left brain-damaged patients could be attributed to a specific type of aphasic syndrome. The pattern of tonal confusions of the aphasics in comparison to that of normals suggests that their deficit is primarily quantitative rather than qualitative. Although two (mid, low) of the five tones accounted for a large percentage of the aphasics' errors, no uniform rank order of tones in terms of identifiability could be established across aphasic subjects, which suggests that their deficit is general to all five tones rather than selective to individual tones.     

关于IN结合论的十对命题

本文首先概述IN结合论的基本内涵,指出它是智力(I)与非智力因素(N)结合论的简称;然后从三个维度考察了IN结合论的十对命题。这三个维度是：(1)区别维度。即从智力与非智力因素二者的区别看,有3对命题;(2)影响学习维度。即从二者对学习的影响看,有4对命题;(3)联系维度。即从二者的联系看,有3对命题。