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This study focuses on the imagery of youth and old age in the plays of Euripides, especially the Suppliant Women, considering frequently used words in each play according to a formula developed by Guiraud. The study identifies a motif, the rejuvenation theme, an elaborate interaction between young and old, in the Suppliant Women and in: Alcestis, Heraclidae, Andromache, Hecabe, and Heracles. The difference between the use of neos (young, new) in the Suppliant Women and in the other plays is statistically significant. This word helps Euripides contrast two different kinds of youth: the fearful, rash, and animalistic (Theban); and that which has been properly schooled and led (Athenian). The greatest ground in the Suppliant Women for praising Athens is in her treatment of the young as a politically valuable force.
The Indus valley civilization, also known as the Harappan civilization flourished from 2600 B.C. to 1750 B.C. in the Indian subcontinent. The writings of that civilization are in a pictorial type of script which has not been deciphered so far.
The Dictionary of Old English computing systems have provided access since the 1970s to a database of approximately three million running words. These systems, designed for a variety of machines and written in a variety of languages, have until recently been planned with computing center billing algorithms in mind. With personal workstations emphasis has shifted to building more elegant user interfaces and to providing the entire DOE database to editors around the world. While the shift from sequential files to random access files and the provision of extensive development tools have changed some of the design process, error checking and protection of the database against accidental intrusion have remained as central issues.
emphasize a particular theoretical perspective on language/gender studies production: patterns of linguistic norms meaning: expressing content and announcing attitudes (PsycINFO Database Record (c) 2016 APA, all rights reserved)
We present normative data from a Hebrew language version of the Stroop color-word test. In this sample of college-educated Israeli young adults, 18 women and 28 men with a mean age of 28.4 yr. completed a Hebrew language Stroop test. When compared with 1978 English language norms of Golden, Hebrew speakers were slower on color-word reading and color naming, similar on naming the color of incongruently colored names of colors, and showed less interference. Slowed color-word reading and color-naming may reflect the two-syllable length of the Hebrew names for one-syllable length English language colors; reduced interference may reflect the exclusion of vowels in much Hebrew printing and subjects' ability to provide competing, nonconflicting words while naming the color of words in which the hue and the lexical content do not match.
EnglishIn this paper, Marie-Christine Hazael-Massieux examines the problems raised first by the isolation, then the normalisation and lexical planning of a language which is used mainly in oral situations, and is in permanent contact with another language. This is the case of the French Creole of the West-Indies, in a context characterised by frequent code-switching with, and borrowing from French. This makes it difficult to determine to which language belongs any lexical item, specially as Creole constantly borrows isolated terms and, this is 'more important, derivational processes. It is tempting for some authors or groups working in the field of the promotion of Creole as a written language, to transfer to the development of Creole, lexical mechanisms usually used to expand the lexicon of French. The limits of the action of language planning must imperatively be set in such a situation, in which a norm is very concretely evolved through the preparation of dictionaries and grammars. francaisDans cet article, M.-C. Hazael-Massieux souligne les problemes poses par la definition, la normalisation et l'amenagement du lexique d'une langue essentiellement orale et utilisee en situation de contact avec une autre langue. Effectivement le creole des Petites Antilles fonctionne dans la communication en alternance avec le francais, et il n'est pas toujours aise de delimiter les lexiques de ces deux langues, d'autant plus que le creole emprunte actuellement au francais, aussi bien certains mots que des procedes de derivation: la tentation est grande pour certains auteurs creoles ou certains groupes qui oeuvrent pour l'amenagement d'un creole ecrit de proposer la mise en oeuvre de procedes, largement utilises en francais, pour developper le lexique. Alors que se pose la question de la fixation d'une norme, notamment du fait de la redaction de dictionnaires ou de grammaires du creole, il est indispensable de reflechir aux limites que doit se fixer tout amenagement linguistique.
The authors of interactive fiction are beginning to demonstrate a concern for the literariness of their product. Literariness, as defined by Shklovskij and the Russian Formalists, is the quality of “making strange” that which is linguistically familiar, a quality Shklovskij termed ostranenie. By applying the principle of ostranenie, as well as other well-known literary principles, to the most serious interactive fictions, we can determine if this new genre exhibits the features of literariness. A study of Mindwheel, Brimstone, Breakers, A Mind Forever Voyaging, Portal, and Trinity suggest that the literariness of interactive fiction comes out of its concern both for “making strange” what is familiar and for “making familiar” what is strange.
The conversion of all classical literature for the period of Homer in the 8th century B.C. through the 6th century A.D. into machine-readable format — designated the Thesaurus Linguae Graecae project — was the impetus behind the use of classical literature in a variety of electronic research environments. Initially targeted for mainframe storage and retrieval, the data is now also being published and distributed on CD-ROM for use with microcomputers. Two such projects, the TLG Project at the University of California-Trvine and the Isocrates Project at Brown University's IRIS Center are described as well as other CD-ROM projects for the storage and dissemination of literature in the humanities and classical research. Various CD-ROM systems are also described, including the Ibycus Scholarly Computer.
1. Preface 2. Tabula gratulatoria 3. Auteurs/Authors 4. Liste des publications de Anthonij Dees 5. I. Distributions spatiales et temporelles / Spatial and temporal distributions 6. Temps apparent et temps reel (by Al, Bernard) 7. The numerical classification of languages, and dialect maps for the past (by Benskin, Michael) 8. Prose rimee et ordre des mots dans un fragment des Quatre Livres des Rois (by Dardel, Robert de) 9. Computer-assisted study of syntactical change, the shift in the use of the participle in biblical and post-biblical Hebrew texts (by Dyk, Janet) 10. Analyse diatopique, diachronique et diatextuelle d'un trait scripturaire normand (*ALIRE + S latin> aillours etc.) (by Goebl, Hans) 11. Les modeles spatiaux et temporels dans la dialectologie: Comment separer les tendances regionales et generales des fluctuations systematiques au niveau local (by Goeman, Ton) 12. Correlations et groupements dans l'Atlas des formes et des constructions des chartes francaises du 13e siecle (by Huber, Onno) 13. L'Anglo-normand du 13e siecle (by Jong, Thera de) 14. Le Dit du Cerf amoureux et le probleme de son attribution (by Khoe, Mei Hwa) 15. Stylistic boundaries and linguistic boundaries in Breughel and Vondel (by Leuvensteijn, Arjan van) 16. Variation in lexical frequency (by Martin, Willy) 17. Les normes subjectives du francais et les francais regionaux: La longueur vocalique depuis le 16e siecle (by Morin, Yves-Charles) 18. Les variations des graphies o/ou et en/an en ancien francais (by Reenen, Pieter van) 19. Quelques mots regionaux dans le poeme de la Vie de saint Silvestre et de l'Invention de la sainte Croix (by Roques, Gilles) 20. Paralleles phonetiques des deux cotes de la frontiere linguistique franco- neerlandaise: La diphtongaison de [e] entrave (by Hoecke, Willy van) 21. II. Constellations des manuscrits: La theorie des niveaux discrets / Manuscript constellations: The discrete level theory 22. The filiation of manuscripts of Der Naturen Bloeme (by Hogenhout-Mulder, M.) 23. als in den olden wylkoren gescreuen staet, La filiation des textes juridiques en vieux frison traduits en bas saxon de Groningue (by Meijering, G.) 24. On the tradition of the fourth book of Poggio Bracciolini De varietate fortunae (by Merisalo, Outi) 25. La constellation de Narcisse (by Schosler, Lene) 26. Ordinateur et stemmatologie: Une constellation contaminee dans une tradition grecque (by Uthemann, Karl-Heinz)
In this paper, I will outline a theory of gradation1 that builds upon quite a number of previous analyses, preserving as far as possible the concepts that have already been clarified, but modifying the structure of earlier proposals in crucial respects. The reason for adding a new theory to the ones already existing is twofold: (a) The new theory accounts for a number of relevant facts that have systematically been ignored by earlier analyses. (b) It relates these facts to those already analysed in a way which does not merely give a descriptive account, but rather an explanation in terms of a few underlying conditions from which the whole range of facts follow in a natural way. A detailed discussion of the various analyses proposed so far would by far exceed the limits set for the present paper.2 1 will instead simply list, for the sake of preliminary orientation, the main points that the present theory shares with some or all of its predecessors, and those in which it differs from them. In accordance with other approaches, I will make the following assumptions: (i) The Positive of relative adjectives must be analysed in close connection with the Comparative, the Equative, and a number of related constructions. More specifically, the constructions in question are all based on a single lexical representation of the adjectives involved. (ii) The Positive of a relative adjective is interpreted with respect to a contextually determined class of comparison C. Within C, a standard, average, or norm N.c A. is defined with respect to the property A specified by the adjective in question, so that, e.g., John is tall is interpreted roughly as ‘John is taller than /V M ’. In the present paper, 1 will not be concerned with the question how Cand Ntr.. are determined, but simply assume that N is available. (I will usually drop the index [C, A] of N.) (iii) Relative adjectives assign to an individual x a degree dA where d might be conceived as a class of individuals that are equivalent with respect to A. (This notion will be somewhat modified below.) Differing from all other approaches, I make the following assumptions: (iv) The lexical representation of a relational adjective is semantically a kind of three-place predicate that relates an individual x, a standard of comparison v, and a difference c. With respect to their semantic type, both v and c are degrees, and the degree assigned to x is composed of the values of v and c? One of the possible values of v is N. (v) Comparative and Equative constructions are related to each other in roughly the following way: the complement clause of the Comparative specifies the value of v, while that of the Equative specifies the value of c.4 (vi) Relative adjectives belong to (at least) two classes, which I will call dimensional adjectives (tall, long, heavy etc.), and evaluative adjectives (clever, nice, good etc.). The degrees specified by D-adjectives are extents, the degrees specified by E-adjectives are grades.5 (vii) There is a small number of conditions on semantic representations that determine, among others, the value the standard of comparison v can assume in specified configurations. To conclude this preliminary outline, I should emphasize that more important than the list of individual points relating the present theory to or distinguishing it from other proposals is the general structure of the theory, which is different from its predecessors. This will become clear as we proceed.
High-resolution CRT displays are subject togeometric distortion: lines that are straight in the internal coordinates of the graphics software and hardware are curved when projected onto a plane in the observer’s line of sight. As the available resolution of CRT screens increases, it becomes more difficult to measure and correct for this distortion. We present a simple, highly accurate method for determining the mapping between internal coordinates and the viewing plane. It requires that an observer, using a calibration program, adjust triples of displayed points until they are collinear. A metal straightedge placed between the observer and the screen aids in this judgment. We describe the calibration of an IBM Enhanced Graphics Display in high-resolution mode (350 × 640 pixels), and illustrate how to use the estimated mapping to choose internal coordinates to draw undistorted figures that are accurate to within 0.5 pixel. The method can be used to assess or to correct the accuracy of visual displays. The method is relevant to experiments in spatial vision, spatial perception, perception of dot patterns, and any application in which geometrically accurate stimuli are required.
A one-semester course in statistics and research design is described. All computations are carried out by a Macintosh computer. No hand calculation is expected of the students, and little class time is spent on computational procedure. The course covers much more statistical content than is the norm for a one-semester course, and student understanding of the logic of the material and its application is enhanced.
In order to investigate the structure, longitudinal course, and significance of affect impairments in young acute schizophrenics, we prospectively studied a group of 37 consecutively admitted acute inpatients at baseline and 26 months later (n = 19). They were evaluated at both points on a multidimensional affect rating scale, psychopathology rating scales, and tests of attention and motorium. Additionally, they were assessed on historical and subdiagnostic variables at baseline and on level of functioning at follow-up. Factor analysis revealed three reliably measured affect components: emotional unrelatedness, expressive immobility, and inappropriateness of affect. The first two factors were strongly interrelated and associated also with the BPRS depression factor at baseline. All four affective dimensions proved unstable over the course of 2 years and produced different sets of correlates at the two points of time. In the acute phase, only the depression factor carried favorable prognostic import (r = 0.52, P less than 0.05). Emotional unrelatedness and expressive immobility were of unfavorable consequence only when observed in the follow-up stage. Thus, the affect profile seemed to be an evolving rather than a static phenomenon, precluding generalizations across the early course of schizophrenia. Possible interpretations of the baseline overlap between affect deficits and depression were discussed as well as their different prognostic implications.
The study investigated gender differences in occupational role conflict and the effects on emotional and motivational aspects of occupational behaviour in the male-dominated occupation of law enforcement. Male and female police officers rated themselves and their colleagues on an occupational image rating scale. Three image ratings were obtained for each subject (a) self occupational image, (b) perceived occupational image, and (c) actual occupational image. The discrepancy between the self and perceived occupational images was used as an indicator of occupational role conflict. It was argued that due to the relatively recent inclusion of policewomen as generalist officers, male officers' predominantly negative attitudes towards female officers, and the 'masculine' image associated with the policing role; female police officers would experience greater role conflict than their male counterparts. Contrary to predictions, the results showed that female police officers did not experience greater role conflict than male officers. Furthermore, occupational role conflict did not correlate significantly with measures of psychological well-being, job satisfaction, job involvement or felt stress. Self and perceived occupational images were found to relate positively with one another. In addition, it was shown that, compared with male officers, female officers had more accurate perceptions of the views their counterparts held towards them. Gender differences in the self, perceived and actual occupational images were found. The results were discussed in the context of symbolic interactionism theory and the recent findings on occupational self-efficacy expectancies.
Phonological Variation and Change presents an investigation of a number of areas of current interest in the study of language change, dealing in particular with questions of how patterns of pronunciation vary across both time and space. Most of the illustrative material is drawn from nonstandard dialects of English, especially the varieties spoken in Ireland (Hiberno-English). The theoretical issues discussed include the following: What role do articulatory and linguistic constraints play in determining the direction of sound change? What effect, if any, do standard linguistic norms have on the evolution of nonstandard dialects? How do social and political pressures influence the resolution of competition between conflicting local nonstandard linguistic norms? Besides addressing these general issues, the book also offers new insights into several specific areas in the history of English, both in its standard and vernacular forms.
this paper, as well as utilizing such new and promising resources as on-line dictionaries. Recent work on machine-readable dictionaries offers new and interesting possibilities both for the computerassisted lexicology (see Walker 1984) and for construct- ing lexical databases derived from the definitions in machine-readable dictionaries and utilized in NLP along with other fields (see Amsler 1982, 1984a; Walker, Amsler 1986, Calzolari 1984a,b). The premises and goals of these efforts are fully compatible with our belief, first, that no AI system is ready to make the kind of decisions that lexicon building requires and, second, that 'simply having an online version of an encyclopedia [or a dictionary] would be of little use, as there is practically nothing that current AI could draw from the raw text. Rather, we must carefully re-represent the encyclopedia's knowledge -- by hand -- into some more structured form' (Lenat et al. 1986:75). Such re-representation would be necessary for Amsler's (1984a:458) 'lexical knowledge base [which] is a repos- itory of computational information about concepts' and which contains information derived from machine-read- able dictionaries, the full text of reference books, the results of statistical analysis of text usages, and data manually obtained from human world knowledge.' This paper deals primarily with the last item on Amsler's agenda. It is based on the following approach to the problem of lexicon building. The work is done by humans assisted by an interactive aid which enhances productivity and ensures uniformity. It is important to recognize that lexicon building in NLP involves the acquisition of not one entity but rather of three interre- lated but distinct lexicons, namely a) the world concept lexicon which structures our kno...
Abstract This study examined the differences between the verbal interaction styles of two marital combinations consisting of first–and second-born marital dyads and second– and third-born marital dyads. Explanations for sibling position differences in marital interaction were drawn from the Systems Approach to Sibling Positions. The content, style, and tone of the verbal interactions between the spouses in a couple interaction task were analyzed according to the Hill Interaction Matrix (HIM) and the Cognitive Affective Rating Scale (CARS). Significant differences were observed between these two sets of marital combinations. First– and second-born couples approached issue resolution with more direct openness than second– and third-born couples who preferred a more emotionally safe and tentative interaction style. Initial support is given to the hypothesis that the characteristic response patterns of different sibling positions influence marital interaction styles.
A study by Thompson, Hatchett, and Phillips (1981) found that males and females differed in their judgment of interpersonal verbs (IPVs). Females were said to give more extreme affect ratings and less extreme control ratings to IPVs than did males. The present study re-examined these findings utilizing multidimensional scaling techniques. Similarity/dissimilarity ratings of 105 combinations of 15 paired IPVs were made by 43 female and 39 male students. Analysis via COSPA yielded two dimensions of meaning underlying IPVs which were similar to those used by Thompson et al.: Affect and Control. Analyses of the data using three different approaches failed, however, to bear out Thompson et al.'s findings of sex differences in the judgment of IPVs.
This paper investigates associations among physicians' task-oriented and socioemotional behaviors during the medical encounter. The study is an analogue, using as source data the audiotapes and transcripts of two standardized patient cases presented by trained patient simulators to 43 primary care practitioners. Transcripts were scored for physician proficiency and were content-analyzed to assess the process of communication and information content. Physicians' speech errors were counted, and vocal affect ratings were made of filtered audiotape excerpts. Physician communications reflected by these measures were classified as task-oriented or socioemotional. Findings indicated: 1) Most aspects of physician style were reliable across visits. 2) Physicians adopted either a patient-oriented or a physician-oriented approach to task performance, as characterized by giving information and counseling versus giving directions and asking questions, respectively. 3) Verbal and nonverbal socioemotional measures were not related. 4) Physicians tended to adopt either a style characterized by information-giving and proficiency or a social orientation with patients. 5) Physicians who were more medically informative had more interested and anxious voices compared with the less informative physicians. Thus, although the more medically informative physicians spent less time making socioemotional utterances, they had a voice quality that may compensate for that neglect.
The present investigation concerns the issues of the control condition and type of related prime-target relationship operationalization in the lexical-decision paradigm. It is shown that the use of a row of asterisks produces strong inhibitory effects on reaction time to the target relative to a control condition formed with the word “neutro” (“neutral”). The operationalization of prime-target relatedness by means of association of category norms seems equally adequate, although category exemplars do not prime category exemplar targets. Both sets of data are discussed in relation to current research trends using lexical-decision time.
Different types of pain patients used visual analogue scales (VAS) to rate their level of pain sensation intensity (VAS sensory) and degree of unpleasantness (VAS affective) associated with pain experienced at its maximum, usual, and minimum intensity. Women used the same VAS to rate their labor pain during early, active, and transition phases of stage I and in pushing (stage II). Consistent with the hypothesis that the affective dimension of clinical pain can be selectively augmented by perceived degree of threat to health or life, cancer pain patients and chronic pain patients gave higher VAS affective ratings as compared to VAS sensory ratings of their clinical pain, whereas labor patients and patients exposed to experimental pain gave lower VAS affective ratings compared to their VAS sensory ratings of pain. Affective VAS but not sensory VAS ratings of pain were considerably reduced when women in labor focused on the birth of the child as compared to when they focused on their pain. The results underscore the importance of utilizing separate measures of the sensory intensity versus the affective dimension of clinical pain and provide evidence that the affective dimension of different types of clinical pain is powerfully and differentially influenced by psychological contextual factors.
This paper presents a relatively context-free method of assessing teacher behavior. The context is removed through the use of extremely brief (10-second) clips of videotaped teacher behavior, separated into isolated nonverbal and verbal channels. This method makes it possible to trace subtle within-teacher differences in isolated visual and verbal channels, such as the face, the body, speech content, and tone of voice, as well as to compare teachers who work in disparate educational contexts. To examine a commonly held belief about the relatively high quality of Israeli preschool teachers, samples of preschool, remedial, and elementary school teachers were videotaped, and brief clips were rated on 10 scales by 15 judges. Following a principal component analysis, the 10 rating scales were reduced to three interpretable factor-based scores. The groups of teachers did not differ in their “active teaching behavior”—a composite score consisting of task-orientation, clarity, dominance, and activity/energy/ enthusiasm. The groups differed in “nondogmatism” (ratings of teacher as democratic, flexible, and warm) and “negative affect” (ratings of teacher as hostile, condescending, and tense/nervous/anxious) manifested in their behavior. For these composite variables, a clear linear trend was observed, with preschool teachers showing least dogmatism and negative affect, elementary school teachers showing most dogmatism and negative affect, and remedial teachers falling between these two groups. Dogmatic behavior was detected in both the face and the verbal channels, whereas negative affect was detected only in the teachers’ faces.
This paper presents a relatively context-free method of assessing teacher behavior. The context is removed through the use of extremely brief (10-second) clips of videotaped teacher behavior, separated into isolated nonverbal and verbal channels. This method makes it possible to trace subtle within-teacher differences in isolated visual and verbal channels, such as the face, the body, speech content, and tone of voice, as well as to compare teachers who work in disparate educational contexts. To examine a commonly held belief about the relatively high quality of Israeli preschool teachers, samples of preschool, remedial, and elementary school teachers were videotaped, and brief clips were rated on 10 scales by 15 judges. Following a principal component analysis, the 10 rating scales were reduced to three interpretable factor-based scores. The groups of teachers did not differ in their “active teaching behavior”—a composite score consisting of task-orientation, clarity, dominance, and activity/energy/ enthusiasm. The groups differed in “nondogmatism” (ratings of teacher as democratic, flexible, and warm) and “negative affect” (ratings of teacher as hostile, condescending, and tense/nervous/anxious) manifested in their behavior. For these composite variables, a clear linear trend was observed, with preschool teachers showing least dogmatism and negative affect, elementary school teachers showing most dogmatism and negative affect, and remedial teachers falling between these two groups. Dogmatic behavior was detected in both the face and the verbal channels, whereas negative affect was detected only in the teachers’ faces.
conditions of tha Velten Rood induction were usad to altar tha Rood of 68 undergraduates* 21 Rales and 47 feRales.Tha affects of this Rood aanipulation on creativity was assessed using the Reacts Associates Test (RAT).Subjects also coRPleted savaral affect# creativity# and intelligence questionaires.Affect intensity was measured with the Affect Intensity Measure (AIM) and daily affect ratings.Frequency of affect was Reasured with daily affect ratings# and the Fordyce happiness scales.The creativity sub-scale of the Adult Personality Inventory (API) and the Otis I.Q.test ware used to assess creativity and intelligance respectively.Subjects in a positive Rood scored higher on the RAT than those in a nautral Rood.This result confiras that previously reported by Isen at al. (1985).However# subjects high in affect Intensity had less creative associations than those low in affect intensity.It appears that the tendency to experience high intensity affect interferes with the ability to perforR reasoning tests (such as the RAT).Indeed# scores on the RAT were significantly correlated with those on ths Otis 1.0.tost, suggesting that tha RAT provides a measure of some kind of cognitive ability.Tha trait aaasura of eraativity (provided by tha 2 API) was not significantly corralatsd with ths RAT* suggesting that these two tests relate to different aspects of creativity.Furthermore* while RAT scores did not correlate significantly with any measures of affect frequency* these measures were related to score on the API.This latter reletionship supports the idea of the "tortured artist."In addition* the reted creativity of the subjects' academic majors was significantly correlated with RAT performance.Taken together* these data support the idea that affect and creativity are related.However* the relationship is not obvious.Thera appears to be different kinds of creativity (as revealed by the RAT and API scores respectively)* and these are differentially related to affect measures and mood induction procedures.Sam ple: W h i c h o n e of the five things below is soft? 1 glass 2 SIMM 3 cotton 4 iron ft ice T h e right answer, of course, is cotton; so the word cotton is underlined.A n d the w o r d cotton is No. 3; so a heavy cross has been put in the 3d circle.This is the w a y y o u are to answer the questions.Try* this sample question yourself.D o not write the answer; just d r a w a line under it and then cut a heavy* cross in the right circle.Sam ple: A robin is a kind of -1 plant 2 bird 3 w o r m 4 fish 5 flower......... 66666 T h e answer is b ird; so you should have d r a w n a line under the weed bird and put a heavy cross in the 2d circle.T r y this o n e: Sam ple: W h i c h one oi the five numbers below is larger than 55? 1 5 8 2 4 8 3 2 9 4 57 5 16.............. 66666 T h e answer, of course, is 57, so you should have d r a w n a line under 57 and put a heavy cross in the 4th circle.T h e test contains 8 0 questions.V c u are not expected to be able to answer all of them, but d o the best y o u can.Y o u will be allowed half an hour after the examiner tells y o u to begin.Tty* to get as m a n y right as possible.B e careful not to go so fast that y o u m a k e mistakes.H o not spend too m u c h time on a n y one question.N o questions about the test will be answered b y the examiner after the teat begins.Lay your pencil down.
To explore imagery and emotional involvement in reading, a study examined readers' imagery and emotional responses through the use of ratings for each paragraph in a story. Subjects, 40 undergraduate volunteers recruited from education classes, read a 2100-word excerpt from the novel Buffalo Chief by Jean and Paul Annixter. Students read a brief practice story to become familiar with the computer's presentation of the text, followed by the experimental passage. For both passages, the text was presented so that although an entire page of text was present on the screen (so that the reader could get information regerding word and paragraph lengths), only one line was readable at a time. The reader controlled 'rich line of text was legible. After reading the experimental passage, subjects reported any images or emotional reactions they experienced while reading the story. Finally, students rated their imagery and emotional responses. For the rating task, the story was again presented on the computer, one paragraph at a time. Beneath each paragraph, rating scales appeared on which readers rated their imagery and emotional responses to the paragraph on five-point Likert-type scales of imagery and affect. Findings, directly compared to those of previous research investigating imagery and emotional response, suggested that imagery and affect ratings are more reliable and replicable than some reading researchers have suspected. Findings demonstrated readers experience both imagery and emotional reactions that are interrelated and can be reliably studied. One figure is included. (MM) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *******x************t****************************************ft********* PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Ac 4,-a TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). U.S. DEPARTMENT OF EDUCATION ()thee of Educaoonat Research and Improvement EDUCATIONAL RESOURCES L;FORMATION CENTER IER/C/ 0 Tom dOeument has been /ep/odueed as recent from the person or o/genqa bon oncpeabog4 V Me)°, moo.nave,ewoduct,on Quality mace to,mp/ove ), Pomts of v,ew 0/ meet do not necessamy /eo/eseet omehai OERI oosbon o/ poacy Imagery and Emotional Response in Reading Ernest T. Goetz Mark Sadoski Michael L. Stowe Thomas G. Fetsco Susan G. Kemp Texas A&M University Contact: Ernest T. Goetz Department of Educational Psychology Texas A&M University College Station, TX 77843 (409) 845-1874 Running Head: Imagery and Emotional Response Note: A version of this paper was presented at the meeting of the National Reading Conference, December, 1987.
ABSTRACT In an attempt to detail cognitive processes during anxiety and sexual arousal, 16 heterosexual males were presented with brief erotic audiotapes simultaneous with four levels of shock threat (no shock, half tolerance, tolerance, and twice tolerance threat). Subjects were instructed to pay close attention to the audiotapes, following which a sentence recognition task was administered to assess stimulus‐focused attention. Additionally at these times, they were given a thought‐listing task and completed a series of affect ratings. Tumescence and subjective arousal were monitored continuously during the erotic stimuli. Results revealed that tolerance shock threat decreased tumescence (p<.05). In contrast, recognition memory was greatest during tolerance shock threat and diminished during twice tolerance shock threat, which also produced increased reports of emotional stales. Issues regarding the relation between cognition and sexual arousal are discussed, including implications for understanding sexual dysfunction.
Several theories predict that supervisors' expectations about subordinates' performance may bias their subsequent evaluations of those subordinates. Data from 49 supervisor-subordinate dyads were collected within a longitudinal design. Results suggest that prior expectations interact with actual performance to affect ratings, implying that supervisors respond negatively to disconfirmation of expectations. No support for the notion that an attributional mechanism can explain this reaction to disconfirmation emerged. These findings suggest that certain affective components of appraisal may be important for understanding bias.
The present study examined the acute effects of drugs that stimulate or block sympathetic nervous system activity on components of Type A behavior, affect, and cardiovascular responses to mental stressors. Either propranolol (a beta-adrenergic blocker), isoproterenol (a beta-agonist), or placebo was infused intravenously at different times in 12 healthy males. In two sessions, placebo (saline) was administered first, followed by a structured interview, challenging mental arithmetic test, and completion of affect scales. The procedure was then repeated with one of the active drugs, presented in counterbalanced order. Results indicated reliable drug effects on both heart rate (HR) and systolic blood pressure (SBP) reactivity to the tasks, with change scores to the tasks markedly increased by isoproterenol. Anxiety and hostility ratings paralleled results for HR and BP, with much of this effect being due to higher affect ratings for isoproterenol. The effect of the drugs on Type A behavior was unexpected, with global Type A and several components lowered by isoproterenol and unaffected by propranolol. These data are discussed in terms of the interfering effects of anxiety on Type A speech components. The influence of isoproterenol on affect and reactivity might reflect the physiologic action of a beta 2-adrenergic positive feedback loop which increases release of endogenous norepinephrine, and/or potentiating effects of emotion on reactivity to stress.
The use of principal components analysis (PCA) for the study of evoked-response data may be complicated by variations from one trial to another in the latency of underlying brain events. Such variation can come from either random intra-and intersubject variability or from the effects of independent variables that are manipulated between conditions. The effect of such variability is investigated by simulation of these latency-varying events and by analysis of evoked responses in a behavioral task, the Sternberg memory search task, which is well known to generate variation in the latency of brain events. The results of PCA of within-subjects differences in these two situations are plausibly related to underlying stages of information processing, and the technique may augment reaction time data by providing information on the time of occurrence as well as the duration of stages of information processing.
Connectionism is a method of modeling cognition as the interaction of neuron-like units. Connectionism has received a gread deal of interest and may represent a paradigm shift for psychology. The nature of a paradigm shift (Kuhn, 1970) is reviewed with respect to connectionism. The reader is provided an overview on connectionism including: an introduction to connectionist modeling, new issues it emphasizes, a brief history, its developing sociopolitical impact, theoretical impact, and empirical impact. Cautions, concerns, and enthusiasm for connectionism are expressed.
Our main aim in this paper is to explore the interlanguage pragmatics of learners of Hebrew and English. We focus on the use of pragmatic indicators, both lexical ( please/bevaqaŝa; perhaps/ulay ) and grammatical (e.g., the difference between could I borrow and could you lend ), with particular reference to deviations from native-speaker norms in the speech of non-native speakers. The analysis follows the analytical framework developed for the Cross-Cultural Speech Act Realization Project (CCSARP). Data from two sets are analyzed: (a) native and non-native Hebrew, and (b) native and non-native English (with occasional reference to other CCSARP data sets). The results suggest that non-native speakers' misuse of pragmatic indicators can have serious interactional consequences, ranging from inappropriateness to pragmatic failure.
This study documents the spontaneous use of two deictic verbs, sau ‘to come’ and 'aumai ‘to bring/give’, in the speech of young Samoan children. A major goal of this account is to demonstrate that patterns in young children's language production must be assessed not only in terms of grammatical properties, but also in terms of pragmatic properties as evidenced in spontaneous speech. Deictic verbs are viewed here from two perspectives: as forms that refer to or indicate certain semantic relationships between persons and objects in the speech context and as forms that, when used in a particular context, constitute (wholly or partially) social acts interpreted in particular ways by the speech community.
A package of programs demonstrating psychology experiments widely cited in perception and cognitive psychology textbooks is described. The programs are suitable for laboratory research projects and in-class demonstrations. An attractive feature of the programs is that they have provisions for changing experimental parameters to allow students to design different experiments from the original programs. Iconic memory, memory scanning (using the additive factors approach), lexical decision, target detection, speeded classification, picture recognition/picture memory, and the Phi phenomenon can be demonstrated.
A set of procedures implemented in Microsoft BASIC is described that creates fragmented versions of pictures scanned into the Apple Macintosh, stores them as resource files, and presents them in a computerized perceptual memory test. A total of 150 pictures were selected from the Snodgrass and Vanderwart (1980) set for fragmentation. The perceptual memory test provides for five forms of 30 pictures each, divided into two sets of 15 that serve alternately as the training or old set and the new set. A training set of 15 pictures is presented for identification during the first (training) phase of the test. The second (test) phase presents the training pictures again, randomly mixed with 15 new pictures for identification. The performance of 100 subjects on the memory test is presented, along with results for each form. Overall, subjects showed improvement on the task with practice (skill learning), indexed by a decrease in thresholds from the training set to the new set. Subjects also showed large savings for the repeated pictures (perceptual learning), indexed by a decrease in thresholds from the new to the old set.
The purpose of this research was to determine whether computer-aided instruction may be effectively utilized in stimulating prewriting composition when the CAI is based upon (1) conceptual (cognitive) strategies, (2) “data-driven” guidance (resulting from CAE techniques), and (3) recent findings in tutorial strategies research. If this specifically designed CAI is as good a means of prewriting instruction as personal tutoring and a better means than classroom instruction, then the practical and economical implications may be weighed in a decision to use such techniques. Forty-three college freshmen in three basic writing classes participated in this study. One class was exposed to a CAI medium, the other two either to a human tutor or to classroom instruction. A computer-aided evaluation of previous essays provided focus, and other intellectual processing cues provided information on an expository topic; this “database” was then used to construct a CAI program to encourage “specificity” and “depth of intellectual processing“ in students' prewriting composition. The program also possessed and was designed to provide “conceptual guidance” through the use of five heuristic procedures; thus it contained two key elements that a human tutor would possess in working with a topic—knowledge of the topic, and a means for eliciting that knowledge from the tutee. The second treatment method used consisted of instruction by human tutors, utilizing the same methodology. The control for the study consisted of a classroom instruction group. Results showed the CAI group demonstrating gains in every category of measurement utilized in this study, and its performances was significantly better than both the tutorial group on two of the post-test measures. The CAI group was superior, through not significantly, on post-test performances in every category used in the study except fluency.
This dissertation is concerned with the relationship between morphological tense forms of Japanese, such as (r)u ("non-past") and ta ("past"), and their temporal interpretation. The goal of the research reported here is to establish a simple overall theory. The analysis focuses on the following sentence types: simple sentences, complex sentences (without conditional sentences), conditional complex sentences and sentences with an embedded clause. We will show here a few examples of problems as to temporal interpretations. In simple sentences, there are cases such as (1), which deviate from the norm of "normal" interpretation. Sentence (1) (with the “past” form of ta) can be uttered felicitously even in a situation where the bus in question has not yet arrived. (1)Busu ga ki-ta! Bus nom come-ta ‘The bus is coming.’ Or ‘The bus has come.’ In complex sentences, the antecedent clause in sentences with toki 'when', can take either (r)u or ta forms in sentence (2), while it cannot take the ta form in sentence 93), although the antecedent clauses in both sentences are interpreted as non-past. (2) Kondo a-u/at-ta toki, hanashi-ma-su. Next-time see-(r)u/see-ta toki talk-polite-(r)u ‘Next time when (I) see (you), (I) will tell (it to you).’ (3)Yuushoku o su-ru/*shi-ta toki, biiru o nom-u. supper acc do-(r)u/do-ta toki beer acc drink-(r)u ‘When (I) take supper, (I) will drink beer.’ In regard to conditional complex sentences, there can be a problem interpreting ta, as in hypothetical sentence (4) below. The ta of the consequent clause in example (4) cannot be evaluated (interpreted) as being the same as the ta in example (5) where we have an indicative sentence. (4) Taroo wa benkyoo shi-ta ra, shaken ni pasu shi-ta (no ni). Taro top study do-ta ra exam in pass do-ta (SFP-‘wishing’) ‘Had Taro studied, he should/would have passed the exam.’ (5) Taroo wa shiken ni pasu shi-ta. ‘Taro passed the exam.’ In this account the morphemes (r)u and ta will be associated with a single interpretation. Therefore, the difference between (2) and (3) will be attributed to two distinct modes of composition. In order to solve the problem of simple sentences wuch as (1) (which deviate from the norm of "normal interpretations"), a pragmatic (contextual) approach will be introduced. In regard to conditional sentences, interpretations will be classified on the basis of truth relations and temporal interpretations of antecedent and consequent. In order to treat the range of observed truth relations, a model of time and worlds will be introduced. In summary, in order to solve the problematic phenomena of relationships between the tense forms and their interpretations, the following approaches will be taken: (i) Use of a time model; (ii) Analysis of lexical properties; (iii) Sentence composition; (iv) Contextual analysis for pragmatic aspects.
Two programs are presented for the scan-display of high-resolution images using the Apple II+ and Apple IIe. The first program permits the user to move a rectangular aperture about the video screen to reveal different portions of a stationary image. The second program scrolls an image vertically within a horizontal window, giving rise to the impression of an object moving behind a stationary slit. These programs should be useful in the study of anorthoscopic perception, motion perception, perceptual integration of successively displayed information and other topics in visual perception.