Imagery and verbal encoding in left and right hemisphere damaged patients

Neuropsychological aspects of imaginal and verbal encoding in memory were explored in two forced-choice recognition memory experiments with patients suffering from left and right anterior cerebral hemisphere damage. In the first experiment stimulus type and rate of presentation were varied. Predictions of patient performance based on the hypothesis that left anterior hemisphere pathology impairs verbal memory coding and right anterior hemisphere pathology impairs imaginal coding were confirmed. In a second recognition memory experiment for pictures of common objects, system-specific (imaginal or verbal) interference and distractor effects were demonstrated by analyzing the effects of interpolated tasks and the nature of false-recognition errors.     

Sequential analysis of visual habituation in preschool children

The study breaks down the data from a preschool (mean age of students, 63 months) visual habituation experiment using a second-by-second analysis of the entire process, including fixation time and onsets for habituation and recovery trials and for each intertrial interval. The results parallel those suggested by Cohen, DeLoach, and Rissman (Child Development, 1975, 46, 611–617), for infants and are described using a two-process model of visual attention.     

《国语》名称演变探源

《国语》本为先秦时期“事语”类文献的汇编,自西汉末刘歆始视其为《春秋》之“外传”,后人又多因之,称其为《春秋外传国语》、《春秋外传》、《春秋国语》,亦有简称《外传》,或直呼为《春秋》者。目录分类上《国语》亦多入经部“春秋类”当中,直至《四库全书》方黜《国语》出经部,而入于史部“杂史类”。本文搜集诸史材料,引述前贤之论,对《国语》名称之来源、演变及其缘由略作浅析。     

Dishabituation and spontaneous recovery of the electrodermal orienting response: Effects of extraversion,impulsivity, sociability,and caffeine

The relationship between extraversion and psychophysiological indices of arousal is not yet fully understood. The present study attempted to further clarify this relationship by using caffeine to systematically manipulate arousal. Subjects pretested on the Eysenck Personality Inventory were given caffeine or a placebo, then underwent habituation, dishabituation, and spontaneous recovery of the electrodermal OR. Separate analyses examined the main and interactive effects of extraversion, impulsivity, and sociability with caffeine. Several tonic and phasic measures showed group reversal effects, with introverts having higher tonic levels and larger phasic responses under placebo conditions and extraverts having larger phasic responses and higher tonic levels under caffeine. Although both tonic and phasic responses were differentially affected, the group reversal effects occurred at different points in time on tonic than they did on phasic measures relative to the theoretical buildup of inhibition. The findings for impulsivity were quite consistent with those for extraversion, and both sets of results were generally supportive of the Eysenck hypothesis.     

An analytical description of employment according to race,sex, prestige,and Holland type of work

The composition of employment was examined using 1970 census data for employed civilians, Holland's occupational typology, and a prestige scale. The present report extends earlier examinations of the labor force using these dimensions by studying the sex and race composition of types of work at several levels of prestige, and by examining the extent of government employment among men and women in different jobs. Results indicate areas where women and blacks are under- and over-represented. In addition, because of the association between type of work and prestige level, aspirations or interest in a type of work may have implications for the level of work that is available. Counseling and research implications of the results are discussed.     

Cross-sectional,longitudinal and composite longitudinal data on the Career Maturity Inventory Attitude Scale

Longitudinal data collection designs are frequently used in the study of developmental variables but typically yield patterns of results that are different from those obtained using cross-sectional designs. Recent research has focused on ways to clarify and reconcile the methodological distinctions between these two designs by utilizing alternative designs that incorporate features of both. This investigation compared the results obtained by the two traditional designs on the Career Maturity Inventory-Attitude Scale with the effects of an alternative design: constructing a composite longitudinal gradient. The two traditional methodologies yielded different results from each other for males, but not for females. However, the alternative design failed to eliminate the obtained differences for males, and introduced differences for females, casting doubt on the efficacy of the “solution.” The implications of these results for developmental research and career maturity were discussed.     

Classification of spelling errors and their relationship to reading ability, sex, grade placement, and intelligence

A simple scheme for the classification of spelling errors was applied to the errors of four groups of children, totaling 483 subjects, in grades 3 to 12. The subjects in two of the groups, Group I and Group IV, consisted of individuals who attended special schools for children with dyslexia or specific reading disability (SRD). Group II included school age siblings of subjects in Group I, and Group III included subjects drawn from regular school programs. It was shown that (a) type of spelling error is independent of sex, (b) there are no consistent effects of IQ or grade level on type of spelling error, and (c) disabled readers as a group are more likely to produce dysphonetic errors than are normal readers. Although the type of spelling error produced by children who had a spelling disability only was shown to be similar to that of normal readers and to differ from that of disabled readers as a group, disabled readers were shown to differ among themselves, lending strong support to the use of spelling error type as a characteristic for identifying subgroups.     

Developing referential communication skills: The interaction of role-switching and difference rule training

Although both substantive knowledge and enabling skills are important to the development of referential communication, deficits in procedural knowledge may account for a significant portion of preschoolers' communicative failures. The results of this training study with 5-year-olds revealed that they lack two major procedural skills. They do not know the importance of differentiating referents from nonreferents. They also are unaware that the speaking and listening roles are, at least in part, complementary; that is, certain rules are applicable to both. After training which provided specific instruction on the nature of informative messages (in either the speaking or listening mode, but not both) and role-switching experience, performance improved both on tasks in the trained and in the nontrained modalities. Discussion focuses on both the practical implications and the theoretical significance of these results.