Picture memory: How the action schema affects retention

When an action scene is viewed, an action schema guides the formation of an episodic representation. Within episodic memory, items of high relevance to the theme of the action schema are represented in a prototypical form closely connected to the action theme. In contrast, items of low relevance are represented in detail but their representation is unconnected to that of the action. The action schema is used as a retrieval framework for both recalling and recognizing whether or not an item was depicted in a scene (i.e., item presence), but is not used for recognition of figurative detail (i.e., item appearance). Four experiments confirmed these hypotheses. Children, aged 7- and 9-years, and adults organized pictured scenes around themes from action schemata. The appearance of high relevant items was recognized poorly, while their presence was recalled well. Memory for the presence of high relevant items surpassed that for low relevant items even when recognition of item names was assessed. Conversely, the appearance of low relevant items was recognized accurately, but memory for their presence was difficult to retrieve.     

Self-report and physiologic responding during in vivo flooding

Self-report and physiologic measures of arousal were obtained during in vivo flooding sessions. Minimal correspondence was found between these two assessment modalities. The significance of these findings for treatment is discussed.     

Quantifiers and question answering in young children

Two hypotheses were tested about how young children answer questions with the quantifiers all and some: (a) that children use syntactic cues in determining which noun phrase is quantified, and (b) that children evaluate a some-statement as part of evaluating an all-statement. To test these hypotheses, the same group of 60 4- to 7-year-olds were asked four contrasting types of quantitative questions. The results indicated that children can use syntactic cues under some presentation conditions. However, there was no evidence for an asymmetry between the all-and some-questions. A model of how young children might answer quantitative questions was then considered.     

Development of comprehension of sentences with “because” or “if”

The comprehension of sentences with “because” or “if” was investigated in children aged 2;9–11;11. Imitation, comprehension (choosing one of two picture sequences to go with a sentence), recognition (judging sentences with connective or structure differences as heard before or not), and synonymy (judging equivalence of meaning in sentences with different connectives or structures) tasks were administered, along with logical ordering, reversibility, and classification tasks. Above-chance responding in the comprehension task occurred by age 8, and in recognition and synonymy by age 10. Cognitive performance predicted 28.4% of the variance in the linguistic scores and cognitive success was concurrent with or preceded linguistic success. Comprehension of “because” and “if” appears to develop gradually, and is related to the development of certain operative rules.     

Meditation,personality and arousal

A questionnaire survey of people who had learned a technique of meditation was carried out to assess persistence with practice, perceived effects of meditation practice and subjective experiences during meditation. The results suggested that a significant proportion give up meditating (42.9%) and that the subjective experience of meditation was similar to that of the hypnagogic state. Reported effects of meditation were generally physiological and psychological benefits related to relaxation.A personality questionnaire was also distributed and the results suggested that those attracted to meditation are significantly more neurotic and introverted than the general population but that those who continue with meditation are significantly less neurotic than those who give up their practice.These findings are discussed in terms of regression effects and in relation to a theory of personality and arousal.     

Methinks they do protest too much

A serious methodological error was committed by Stephens et al. (1972), the protestations of the present critics notwithstanding. When studying the relationship between two sets of variables, it is clearly wrong to hold chonological age constant in one set and allow it to vary in the other. This error spuriously reduces the correlation between the two sets. A demonstration that the two sets define different first-order factors provides very little information about the degree of relationship present, which must be derived from the intercorrelations of those factors. In the original research, these were also biased by the methodological error. The conclusion of Humphreys and Parsons that Piagetian tasks and intelligence tests could be used interchangeably is reinforced. The hypothesis that the relatively small amount of unique variance in the Piagetian composite is relatively unimportant psychologically can only be discarded on the basis of good empirical research, not debater's arguments.     

Effects of neutral and positive stimuli on stuttering: “Calling attention to stuttering” revisited

This study investigated the effects of presumably positive and neutral response-contingent stimuli on the occurence of stuttering. Eight adult stutterers spoke spontaneously during a 60-min experimental session, which was divided into three 20-min periods. During Condition I no stimuli were delivered. During Condition II a digital counter and a pair of yellow lights were activated each time the subject stuttered. During Condition III these same response-contingent stimuli were delivered, but with the additional factor that the subject would earn 5¢ each time the counter moved forward and the lights were illuminated. Conditions II and III were counterbalanced across subjects. The experimenter was unaware of which of the two contingencies were operative during Conditions II and III. Results showed no significant changes in occurence of stuttering due to either response-contingent stimulus. A discussion of theoretical and experimental implications is given.     

An individualistic approach to the evaluation and remediation of stuttering

A decision model is presented to facilitate the evaluation of stuttering behavior. This model calls for the evaluation to be conducted along a continuum with specified initiation and termination points. Following the evaluation, the information is formulated into an organized remediation procedure leading to fluent productions in the individual. This approach allows evaluation and remediation to be individualized to meet the needs and capabilities of each stutterer while allowing the professional the flexibility to choose remediation materials on the basis of objective information. Two case studies are presented to illustrate the use of the approach.