Developmental auditory agnosia in retarded adolescents: A preliminary investigation

Four mentally retarded adolescents who showed little or no expressive or receptive language were given a series of tests to determine if they could respond to meaningful nonlinguistic sounds. The tests required the subjects to respond to sounds on the basis of meaning by classifying the sounds according to the objects which produced them, i.e., the sound sources. The results show that the subject could not classify the sounds on the basis of their source although they could discriminate between them. These results are in contrast to the near perfect classification by another retarded subject who lacked speech due to a motor disorder but, nevertheless, showed good understanding of language. The finding that some nonverbal children have difficulty in responding to the meaning of nonlinguistic sounds suggests the possibility that the failure of these children to develop language may have been due to an agnosia not unlike that found in adult stroke patients.     

From ABLE to TAPAS: A New Generation of Personality Tests to Support Military Selection and Classification Decisions

This article discusses 3 modern forced-choice personality tests developed for the U.S Armed Services to provide resistance to faking and other forms of response distortion: the Assessment of Individual Motivation, the Navy Computerized Adaptive Personality Scales, and the Tailored Adaptive Personality Assessment System. These tests represent the transition from Likert to forced-choice formats and from static to computerized adaptive item selection to meet the challenges of large-scale, high-stakes testing environments. For each test, we briefly describe the personality constructs that are assessed, the response format and scoring methods, and selected ongoing research and development efforts. We also highlight the potential of these tests for personnel selection, classification, and diagnostic screening purposes.     

Use of binaural cues for sound localization in two species of Phyllostomidae: the Greater spear-nosed bat (Phyllostomus hastatus) and the Short-tailed fruit bat (Carollia perspicillata)

Unlike humans, not all mammals use both of the binaural cues for sound localization. Whether an animal uses these cues can be determined by testing its ability to localize pure tones; specifically, low frequencies are localized using time-difference cues, and high frequencies are localized using intensity-difference cues. We determined the ability to use binaural cues in 2 New World bats, Phyllostomus hastatus, large omnivores, and Carollia perspicillata, small frugivores, by testing their tone-localization ability using a conditioned avoidance procedure. Both species easily localized high-frequency tones, indicating that they could use the interaural intensity-difference cue. However, neither species was able to use the phase-difference cue to localize either low-frequency pure tones or amplitude-modulated tones (which provided an envelope for additional time analysis). We now know of 3 bat species that cannot use binaural time cues and 2 that can. Further exploration of localization in bats may provide insight into the neural analysis of time cues in species that do not hear low frequencies.     

Conditioned suppression/avoidance as a procedure for testing hearing in birds: The domestic pigeon (Columba livia)

Although the domestic pigeon is commonly used in learning experiments, it is a notoriously difficult subject in auditory psychophysical experiments, even those in which it need only respond when it detects a sound. This is because pigeons tend to respond in the absence of sound—that is, they have a high false-positive rate—which makes it difficult to determine a pigeon’s audiogram. However, false positives are easily controlled in the method of conditioned suppression/avoidance, in which a pigeon is trained to peck a key to obtain food and to stop pecking whenever it detects a sound that signals impending electric shock. Here, we describe how to determine psychophysical thresholds in pigeons using a method of conditioned suppression in which avoidable shock is delivered through a bead chain wrapped around the base of a pigeon’s wings. The resulting audiogram spans the range from 2 to 8000 Hz; it falls approximately in the middle of the distribution of previous pigeon audiograms and supports the finding of Kreithen and Quine (Journal of Comparative Physiology 129:1–4, 1979) that pigeons hear infrasound.     

Cortical deafness cannot account for the inability of Japanese macaques to discriminate species-specific vocalizations

Bilateral ablation of the superior temporal gyrus in Japanese macaques results in a significant hearing loss (cortical deafness) as well as in an inability to discriminate between two types of their "coo" vocalizations. A two-part investigation was conducted to determine whether the hearing loss may itself affect the ability to discriminate vocalizations. First, four normal Japanese macaques were tested for their ability to discriminate coos which were filtered to simulate the effect of a cortical hearing loss. Second, four Japanese macaques with bilateral superior temporal gyrus lesions were tested for their ability to discriminate coos which were amplified and equalized to compensate for each animal's hearing loss. All four normal macaques were able to discriminate the filtered coos easily whereas compensating for the operated monkeys' hearing losses did not improve their performances. It appears that the inability of monkeys with bilateral superior temporal gyrus lesions to discriminate conspecific vocalizations is not simply due to the accompanying hearing loss, but is a separate auditory disorder.     

Understanding Religion: The Challenge of E. O. Wilson

E. O. Wilson's fundamental challenge is to bring knowledge and sensibility into an effective working relationship. Both ambivalence and opaqueness characterize his analysis of religion. Ambivalence refers to his conviction on the one hand that religion is essential for societal well-being and genetically resourced and his prediction, on the other hand, that religion will be superseded by scientific reason; the opaqueness refers to his strange insistence that religion be subjected to tests of literal facticity, whereas, in contrast, the arts are exempted from this test, because they constitute a delivery system that impacts the sensibilities directly, with no particular concern for literalness. Wilson's analysis of religion should be brought into consonance with his view of the arts, thereby recognizing the importance of myth, symbol, metaphor, and analogy in religious formulations and their status as direct delivery systems to the sensibilities. Wilson's distinction between empiricist/materialist and transcendentaliist worldviews is reshaped by distinguishing between metaphysical and methodological transcendentalism. This reshaping enables us to recognize how the action required by human existence depends both on scientific knowledge and symbolic formulations that extend to human action, even though certain knowledge is lacking.     

The Role of Life Satisfaction in Predicting Student Engagement and Achievement

Much research has investigated how individual components of subjective well-being (e.g., life satisfaction, positive affect, negative affect) influence adolescent functioning. Little is known, however, about how the third component of subjective well-being (SWB), life satisfaction, contributes to positive adolescent outcomes when investigated simultaneously with positive and negative emotions. The current study extends Lewis et al.’s (J Psychoeduc Assess 27:397–408, 2009. doi:10.1177/0734282908330571) work by considering the incremental validity of life satisfaction (LS) relative to negative affect (NA) and positive affect (PA) as predictors of student engagement and achievement in a sample of middle school students. Results indicated LS provided incremental validity over affective states in predicting student engagement and some aspects of academic achievement. Gender also moderated these relationships. Practitioners are encouraged to include all components of SWB in assessments, especially when trying to understand students’ school functioning.