Hemispheric asymmetries in faculty and student musicians and nonmusicians during melody recognition tasks

Current research has suggested that musical stimuli are processed in the right hemisphere except in musicians, in whom there is an increased involvement of the left hemisphere. The present study hypothesized that the more musical training persons receive, the more they will rely on an analytic/left-hemispheric processing strategy. The subjects were 10 faculty and 10 student musicians, and 10 faculty and 10 student nonmusicians. All subjects listened to a series of melodies (some recurring and some not) and excerpts (some actual and some not) in one ear and, after a rest, to a different series of melodies in the other ear. The task was to identify recurring vs. nonrecurring melodies and actual vs. nonactual excerpts. For student musicians, there was a right-ear/left-hemispheric advantage for melody recognition, while for student nonmusicians, the situation was the reverse. Neither faculty group showed any ear preference. There were no significant differences for excerpt recognition. Two possible explanations of the faculty performance were discussed in terms of physical maturation and a functionally more integrated hemispheric approach to the task.     

Kanji reading by a prekindergarten language-disabled child: A pilot study

A , severely language-disabled boy was taught 250 words made up of one, two, three, or four Japanese/Chinese kanji. Many kanji words were learned and some ability to process these in simple sentences was observed. Acquisition of a word for meaning was not dependent on its visual complexity, but on the child's ability to grasp the meaning of the word. Results suggest that a whole-word method may facilitate very early reading acquisition and a possible neurophysiological correlate of this is proposed. Kanji or whole words may prove useful for language-handicapped individuals unable to process words phonetically.     

Analgesic and opioid involvement in the shock-elicited activity and escape deficits produced by inescapable shock

Three experiments examined the involvement of analgesic processes and endogenous opioids in the production of the shuttlebox escape acquisition and unconditioned activity deficits which follow exposure to inescapable shock. Experiment 1 found that the opiate antagonist naltrexone administered before the inescapable shock session interfered with the shuttlebox escape acquisition deficit which would normally follow. Experiment 2 found naltrexone to completely prevent the unconditioned activity deficit. The final experiment revealed that dexamethasone, a synthetic glucocorticoid which abolishes the analgesia produced by inescapable shock, reversed the activity deficit. These results indicate that endogenous opioids may be involved in the production of both the escape acquisition and activity deficits. They also suggest that the analgesia produced by these opioids may participate in the mediation of the activity deficit, even though analgesia is not involved in producing the shuttlebox acquisition deficit.     

Emotionality of encoding activity in face memory

The effects of emotionality of study tasks on face recognition were examined. Subjects made either personality decisions or self-comparisons about the people shown in a series of photographs. The personality traits judged during the encoding tasks had been selected to be either arousing or relatively nonarousing. Face recognition performance was best after an emotional nonself study task, on both immediate and delayed tests. In a companion study examining these manipulations in verbal memory, self-reference study tasks produced the best word recognition, with no difference due to the emotionality of nonself tasks. These results suggest emotionality and self-awareness have different effects on facial and verbal memory. A final study indicated that the effect of emotionality disappeared if it was added to self-reference. As regards self-reference differences in face and verbal memory, this series of experiments seems to rule out an emotionality confounding. It was concluded that self-images are less effective mnemonic aids than the propositional self-concept.     

An awareness approach to the covert symptoms of stuttering

Speech-language clinicians working with the confirmed stuttering client are often faced with the clinical management of the covert symptoms of stuttering in addition to the more observable and measurable overt symptoms. The authors report the successful use of awareness techniques to exaggerate the subjective experience of these covert symptoms and encourage the use of these techniques as an adjunct to the counseling and desensitization procedures traditionally employed. A transcribed clinical management session in which several awareness techniques are used to aid the client in an introspective examination of “anticipation of stuttering,” is analyzed in order to reach some specific recommendations for using awareness techniques in the clinical management of the covert symptoms of stuttering.     

Programmed stuttering therapy for children: Comparison of four establishment programs

Four different establishment programs (programmed traditional, delayed auditory feedback, pause, and gradual increase in length and complexity of utterance) for improving the fluency of school-age children who stutter were compared. The programs were carried out by eight public school clinicians with 16 children (eight elementary and eight junior-senior high school) in their respective schools. All four programs produced important improvement in the speech fluency of the 16 children. All the children demonstrated transfer of fluency to extratraining settings. The delayed auditory feedback program required the least therapy hours, but it was difficult for the clinicians to operate correctly. The gradual increase in length and complexity of utterance programs produced the best overall results. The transfer and maintenance programs provided for additional generalization and permanency of fluency. Follow-up revealed that the children continued their increased level of fluency.     

Introversion-extraversion: the Bell-Magendie law revisited

Evidence from several sources, including psychophysical, electrodermal and evoked potential measures, indicates that introverts display an enhanced response to sensory stimulation. There is also evidence, primarily from psychophysical studies, which suggests that extraverts may be disposed to emit short, strong bursts of motor activity which facilitate performance on tasks that involve gross motor activity but which impede performance on tasks which require refined motor control. The present paper develops an argument in which the differences between introverts and extraverts in the response to sensory stimulation and in the expression of motor activity may be referred to differences at the level of the sensory and motor nerve.     

Learned helplessness in groups

Group learned helplessness is demonstrated in Experiment I. Groups of 2 tried to turn off noise by their joint action. In the solvable group (S), noise offset was contingent on their sequence of button pushing. In the yoked, unsolvable group (U), noise offset was independent of all sequences of button pushes they produced. In a practice group (O). subjects practiced coordinated sequences of button pushes with their partners, but heard no noise. Later, all 3 groups were tested in pairs in a shuttlebox which required coordinated joint responding to turn off noise. The unsolvable group escaped more poorly than the other 2 groups, paralleling helplessness effects with individuals. Experiment 2 and 3 found no transfer from individual helplessness training to group testing and no transfer from group helplessness training to individual testing. We suggest that the same mechanism, the expectation of response ineffectiveness, may mediate both individual and group learned helplessness.