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.     

Developmental auditory agnosia in the severely retarded: A further investigation

The hypotheses were investigated that (a) ability to recognize the auditory perceptual stimuli for familiar events is a developmental correlate to language acquisition and (b) the low functioning mentally handicapped suffer from auditory agnosia and are impaired in this ability. The subjects were 42 nonretarded children of ages 3 through 6 and 53 severely and moderately retarded, noninstitutionalized students. The retarded subjects were matched by mental age to the chronological age of the nonretarded children. The stimuli were 49 environmental sounds; the task consisted of sound-and-picture matching-to-sample. Group membership and developmental age were the factors in an analysis of variance design. The results revealed a strong effect of developmental age (p <. 0001). The effect of group was not significant, indicating that auditory agnosia may not be common among the lower functioning retarded. The assumption that agnosia may be a major factor underlying the language disability of the severely retarded was reexamined. It was suggested that the severely retarded achieve the requisite perceptual-semantic knowledge base for language too late, after the critical age for spontaneous and efficient language learning has passed.     

The effects of Familial Sinistrality and preferred hand on dichaptic and dichotic tasks

Processing asymmetries for tactile-spatial and auditory-verbal processing were investigated in two studies using the S. F. Witelson (1974, Cortex, 10, 3–17) dichaptic procedure. Experiment 1 used eight right-handed males in a free recall procedure. More shapes were correctly detected by the left hand but only with a right hand response. In Experiment 2, right and left handers with no Familial Sinistrality (FS) were compared with left handers with various types of FS, looking at pre- and postcued order of report and precuing the response hand. No group showed hand asymmetry with pre- or postcuing for either responding hand. Right handers showed no difference with order of report; however, left handers made fewer correct detections for items to be reported second. There were differences between the Parental FS and the Sibling FS groups both on the dichotic listening and the haptic tasks.     

Word-finding as a function of stimulus context: Children compared with aphasic adults

A study of object naming in 202 children, aged 5–11 years, demonstrated that varying the stimulus context affected the level of response accuracy. From age 6 to 10, completing a sentence with a noun (auditory) yielded the lowest error scores, naming objects upon hearing a definition (also auditory) produced most errors, while responding with names to pictured objects was of intermediate difficulty. This is the same order of object naming difficulty found in adult aphasic patients. Children older than 10 do not appear to be affected by stimulus context in their object naming. Results are discussed in terms of the relative syntactic difficulty of the two auditory conditions, the unexpected sex differences, and the “aphaseoid” naming errors of children.     

A challenge to vocational psychology: How important are aspirations in determining male career development?

Nationally representative longitudinal data on 1394 employed white men aged 15 to 24 in 1966 were used to assess whether job opportunities or vocational aspirations are the more important determinants of later job held. Support was found for two hypotheses: (a) men more often achieve congruence between their aspiration and their field of employment by changing aspirations to match the job rather than vice versa; and (b) aspirations for field of work generally are not as useful as actual job field for predicting the field of jobs held 1 to 5 years later. Contrary to expectation, middle-class young men were no more able to attain their aspirations either for field of employment or for status level of occupation than were lower-class male youths. These results suggest that although aspirations have some predictive power, the opportunity structure—which both conditions aspirations to narrow ranges early in life and affects the direction of early career development—is too often neglected by vocational psychology. One suggestion for counseling practice is that interest and maturity assessments be used as sources of information to both client and counselor about past influences. Attempts to actually counteract those influences should be clearly specified as such and separated from the assessment process.     

Predictors of turnover of female factory workers

This study examines predictors of turnover of female factory workers in a multivariate framework. Findings indicate that organizational, job, and personal characteristics are equally important in explaining turnover. Variables significantly related to turnover were tenure, cycle time, peer leadership, communication flow, training time, family income, and satisfaction with pay. The AID technique was demonstrated as a means of identifying interaction effects.     

Orientation in cognitive maps

In 14 experiments, subjects had to “point to” surrounding environmental locations (targets) while imagining themselves in a particular spot facing in various directions (orientations). The spatial information was either committed to memory (cognitive maps) or directly presented on each trial in the visual or tactile modality. Reaction times (RT) indicated that orientation shifts were achieved through mental rotation in the visual task, but not in the cognitive map or tactile tasks. Further, in the latter two tasks targets were located most quickly when they were adjacent to or opposite the imagined orientation. Several explanations of this finding were tested. Various aspects of the data suggest that cognitive maps are not strictly holistic, but consist of orientation-specific representations, and—at least in part—of relational propositions specific to object pairs.