Availability and accessibility of information in the semantic memory of retarded and nonretarded adolescents

The availability of semantic information in storage and the accessibility of that information for retrieval were studied in retarded and nonretarded adolescents. In Experiment 1, 40 normal and 40 CA-equivalent (mean, 15 years) retarded subjects were required to retrieve information from semantic categories as well as to judge whether specific items were members of a given category. The results showed large IQ group differences on the retrieval task which could not be wholly accounted for by the items available in storage. Experiment 2 was designed as an attempt to remediate this retrieval deficit by introducing an organized retrieval plan consisting of subcategory cues. This organization facilitated retrieval as long as it was experimentally provided. Retrieval returned to its original level, however, when the cues were withdrawn. It was concluded that retarded persons had an accessibility deficit in addition to an availability deficit; one aspect of this accessibility deficit involved the failure to use spontaneously mnemonic strategies that were consistent with the semantic organization.     

The effect of strategy training and stimulus saliency on attention and recognition in preschoolers

Observing behavior and short-term recognition were studied in a training and test design. Preschoolers matched pictures from memory with training of a selective attending strategy or placebo practice. Both groups were then tested for retention of the strategies attained during training. For one-third of the subjects in each condition the relevant portions of the stimuli were made perceptually salient, for another third the irrelevant portions were salient, and for the rest no portions were salient. Strategy training enhanced relevant observing behavior and facilitated recognition accuracy in both training and test. The salient irrelevant cues interfered in training for the Placebo subjects. A second study examined the effect of three components of the strategy training procedure; verbal instructions, modeling, and fading. Verbal instructions, and to a lesser extent, modeling and fading, enhanced relevant observing behavior in both training and test but facilitated recognition accuracy only in training.     

Self-esteem,race, and job satisfaction

The present study investigated relationships between self-esteem (SE) and job satisfaction among black and white employees. The sample consisted of 523 (45% black) employees of a large, urban school system. There was a positive relationship between SE and job satisfaction for members of both racial groups. In addition, the correlation between need satisfaction and job satisfaction was stronger for high SE persons than for low SE persons. The relationships between two social reference variables (the perceived satisfaction of other employees and improved standard of living) and job satisfaction were, as predicted, stronger for low SE whites than for high SE whites. Among blacks, however, the social reference variables were strongly related to job satisfaction regardless of level of SE.     

Computer tomographic localization, lesion size, and prognosis in aphasia and nonverbal impairment.

Computerized tomography scans (80) were used to localize infarcts in 70 patients. Twenty-three aphasics were scanned within 35 days from onset, 39 beyond a year, and 18 were nondominant cases. Aphasics were also grouped according to test scores obtained within 35 days of scan. Chronic global aphasics have larger lesions than persisting Broca's aphasics. The area of persisting Broca's aphasia is similarly anterior but larger than that of recovered motor aphasia. Anomic aphasics evolve from Broca's and Wernicke's types with differing localization. Lesion size correlated with severity and recovery, and comprehension among the subtests.     

Environmental and cognitive factors in social play

The impact of differing play environments, as well as cognitive and social egocentrism factors, on the social play of preschoolers was examined. Fifteen boys and thirteen girls (55 months of age) were allowed free access to two distinctly different environments containing play materials which were aimed at exercising either big or fine muscle coordination. The children's cognitive abilities and social egocentrism were also measured. The results indicate that the play environment strongly influenced the type of social play as well as the size of the play groups. Differences in cognitive level and social egocentrism influenced the children's choice of play environment, suggesting an organism-environment interaction in the children's social play. The results indicate that today's generation of children may not be less social in their play, as Barnes has suggested, but that differences between studies may be a consequence of differing play environments and not generational differences.     

Memory for item order and phonetic recoding in the beginning reader

A defect in immediate memory for item order is often attributed to poor beginning readers. We have supposed that this problem may be a manifestation of an underlying deficiency in the use of phonetic codes. Accordingly, we expected good and poor readers to differ in their ability to order stimuli that can be easily recoded as words and stored in phonetic form, but not in their ability to order nonlinguistic stimuli that do not lend themselves to phonetic recoding in short-term memory. The purpose of the present study was to test this hypothesis by examining the ability of good and poor readers to reconstruct the order of sets of briefly presented stimuli that varied in the extent to which they could be distinctively recoded into phonetic form: pictures of common objects versus nonrepresentational, “doodle” drawings. As expected, an interaction between reading ability and type of stimulus item was found, demonstrating the material-specific nature of poor readers' ordering difficulties. These findings support the hypothesis that a function of the phonetic representation is to aid in retention of order information, and that poor readers' ordering difficulties are related to their deficient use of phonetic codes.     

Film-facilitated arousal and prosocial behavior

The present investigation sought to test the applicability of the excitation transfer model (P. Tannenbaum & D. Zillmann. In L. Berkowitz, Ed., Advances in experimental social psychology, Vol. 8, New York: Academic Press 1975) to prosocial behavior. This model predicts that for individuals predisposed to act prosocially, arousal transferred from an unrelated source will facilitate such behavior. Two studies were conducted in which male college students, treated in either a positive or neutral manner and shown an arousing erotic or nonarousing control film, ostensibly rewarded and punished a confederate for performance on a memory task. Contrary to predictions, the first experiment found the arousing film increased reward regardless of treatment. In the second experiment, where the neutral treatment was given a more negative tone, the predicted interaction was found. Specifically, subjects treated in a positive manner and shown an arousing film were significantly more rewarding than were similarly treated subjects shown the nonarousing film. While type of film had no effect on neutral subjects' reward behavior, the arousing film did increase their punitive behavior. These results, coupled with physiological and self-report data, strongly support the excitation transfer model.     

Learning disability and hyperactivity: Deficits in selective attention

Differences in performance on a variety of cognitive measures and differences in patterns of ability between learning disabled (LD) and nonlearning disabled (non-LD) children were examined. Younger and older LD and non-LD children were administered tests of central and incidental learning and selective attention. Teacher ratings of classroom hyperactivity were also examined. LD children, particularly the younger ones, performed significantly more poorly than non-LD children on both attention/memory tasks. Performance on the two tasks was consistently interrelated for the non-LD children and less consistently so for the LD subjects. Hyperactivity was also related to poorer performance on the cognitive measures. Results are discussed in terms of components of selective attention.     

On the scales of measurement

Let $\text{X}$ = 〈X, ≧, R₁, R₂…〉 be a relational structure, 〈$\text{X, ≧}$〉 be a Dedekind complete, totally ordered set, and n be a nonnegative integer. $\text{X}$ is said to satisfy n-point homogeneity if and only if for each x₁,…, x_n, y₁,…, y_n such that x₁ ? x₂ ? … ? x_n and y₁ ? y₂ … ? y_n, there exists an automorphism α of $\text{X}$ such that α(x₁) = y_i. $\text{X}$ is said to satisfy n-point uniqueness if and only if for all automorphisms β and γ of $\text{X}$, if β and γ agree at n distinct points of $\text{X}$, then β and γ are identical. It is shown that if $\text{X}$ satisfies n-point homogeneity and n-point uniqueness, then n ≦ 2, and for the case n = 1, $\text{X}$ is ratio scalable, and for the case n = 2, interval scalable. This result is very general and may in part provide an explanation of why so few scale types have arisen in science. The cases of 0-point homogeneity and infinite point homogeneity are also discussed.