Papers reviewed and determined not to be word norm studies. Use the flag icon to report errors or suggest re-inclusion.
18265 papers
A discussion of the development of a method for the analysis of salivary activity is presented. Results gained using this new method are compared with those obtained using a whole-mouth spitting technique. The application of the new method in real-world situations is indicated. Norms are presented for measures of salivary flow, pH, and salivary ion concentration based on experimental studies of a female working population.
Reviews the book, Language and Disadvantage: Studies in Language Disability and Remediation 5 by John R. Edwards (1979). This book is an attempt to bring various aspects of the study of language to bear on the study of language disability. This book views the speech of the disadvantaged as primarily a sociolinguistic, as opposed to a psychological question. Thus, disadvantage in general is characterized as a result of social forces that cause the victims to adopt cultural and linguistic norms that are different from those of middle-class society. In sum, the author presents an honest appraisal of an important social issue. He has picked out the most relevant research and summarized it lucidly and fairly, organizing and presenting the whole in such a way that it is an effective tool in the educational campaign he advocates. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Computer technology provides a powerful high-resolution tool for the analysis and understanding of the electroencephalogram (EEG). A system of user-interactive graphics-based computer programs analyzing the power spectral density (PSD), coherence, and phase-angle relationships of the EEG is described, along with the mathematical algorithms used. The analytic variables inherent in coherence analysis are reviewed. These variables include choices of sampling parameters, auto- and cross-spectral algorithms, smoothing techniques, and use of the γ2(f) or γ(f) value for coherence. These variables in the analysis itself have a net interactive effect on the calculated results that often makes comparability of data across studies impossible. Thus, it is proposed that studies include a graph showing the authors’ derived coherence values for a set of standard test signals to enhance scientific communication.
The acquisition of WF-rules by children learning their mother-tongue has hardly been studied up to now for English or Dutch. Yet, it seemed to me that the acquisition of WF proceeds much more slowly than the acquisition of phonology, syntax and flexional morphology. To test this hypothesis a WF-test of 211 items was submitted to a sample of 109 thirteen-year-old children of different social categories and to a control group of 20 adults. An adapted version has been submitted later on to a sample of 80 sixteen-year-old adolescents. Both versions try to measure the knowledge of WF- rules, and not the knowledge of certain morpho-logically complex words. It appears from the test that the children master only half of the WF of Dutch: only 47 % of the items have been correctly formed, understood or judged. Even using a less rigid criterion - not mastery, but WF-ability in general - they don't do much better (55 %). The lexical-morphological ability of the adolescents reaches 69 %; i.e. one fourth higher than that of the children. The proportion of normative answers rises from 39 % of all answers given by children over 54 % for the adolescents to 73 % for the adults. The author's conclusion that children - and to a lesser extent, adolescents -do not master Dutch WF-rules, is illustrated with the discussion of four test items. The author stresses the desirability of teaching WF-rules at the right age and of correctly distinguishing between knowledge of words-the norm- and knowledge of the rules to form and understand complex words, i.e. the language-system.
The era of microprocessors provides an opportunity for examination and restructuring of university-level education in psychology. Computers may aid in the development of environments based upon sustained and deepening inquiry on the part of students from their earliest contact with psychology. We have been developing a computerized system for the exercise of skills in psychological inquiry appropriate both as a teaching tool for beginning undergraduates and for the research of permanent and visiting professors. In this paper we discuss our philosophy, some aspects of the organizational and human factors problems involved, and issues of hardware and software design.
Summary It has been reported that contextual stimulation affects judgment of a stimulus ensemble when the judgmental language is relative, categorical, and/or arbitrary. The current study explored the effect of context on judgments of semantic stimuli. College students, 65 male and 80 female, gave magnitude estimations of expressions of amount, expressions of probability, size of noun referents, and enactive imagery value of verbs in Experiments 1 through 4, respectively. There was no evidence for the occurrence of contrast with expressions of probability or amount, but context did affect ratings of the size of nouns and imagery value of verbs. These results were interpreted to suggest that contrast does not occur when stimuli are rated along a highly familiar dimension in a compatible response language, but that contrast emerges when Ss judge stimuli on an unfamiliar dimension or translate their judgments into a response language incompatible with the stimulus dimension.
Prior research using the method of adjusted learning has focused on the method’s potential relative to the standard list learning method for minimizing retention differences among items. Concomitantly, there is less overlearning of individual items with the adjusted learning method. Although prior research has reported a retention difference favoring the standard list learning method, our research demonstrates that the magnitude of this difference can be surprisingly large. The results presented here from 11 experiments show retention to be more than 100% greater after standard list learning than after adjusted learning.
The layout of the isogloss routes suggests a complex transition area with transitions between the East and West Midlands as well as between the North and the South. And so it is. But it is essentially a transition-area between the Core North and the Core South, with the frontiers of minor speech-areas super-imposed on that bilateral division.
Our discussion has shown not only that there is a good deal of uncertainty in the present state of the law concerning the problem that we posed, but also that, even if currently recommended legislation were to make the recently enacted copyright law fully applicable to it, a number of open questions would remain.
An “intelligent” program was developed on a microcomputer to help students improve their logical reasoning skills. The program is based on the popular two-person game of “Mastermind” and provides feedback for less than optimal performance. In addition to playing the game with a student, the program checks to see if he or she is using all available information. If not, the program indicates the information that is being overlooked. High performance at successive levels of difficulty produces reliable improvement on equivalent forms of standardized tests of logical thinking skills.
ABSTRACT Language has long been recognized as an important marker of ethnic identity. The identification is usually made in terms of some specific language or dialect, the use of which coincides more or less well with the boundaries of some particular ethnic group. This relationship obtains perfectly in present-day East Sutherland (Scotland), where the East Sutherland Gaelic mother tongue is almost the sole marker of fisherfolk ethnic identity. It can be shown, however, that this is only a very recent development and that the long-standing linguistic component of fisherfolk ethnicity is rather a lag in linguistic behavior vis-à-vis the rest of the population. The lag has taken four different forms over the past century or so, but the presence of such a lag is itself the actual ethnic marker. (Language and ethnicity, linguistic norms, language maintenance and shift; Scotland, Scottish Gaelic.)
FORM FREQUENCY VARIABILITY IN A CORPUS P. L. is studying the distribution of the frequency of a word in a corpus divided into several fragments. Contrary to current work in this field, he proposes to use the formulae of the hypergeometric distribution, choosing the whole corpus as the norm of the fragments. These choices lead to the calculation of a probabilistic index valid for the whole range of frequencies. The calculation of this index for every form in the vocabulary enables us to define two complementary subsets of forms: that of specific forms and that of basic forms, and to attribute to each fragment its own lexical specifications.
Imagery has had an important role in cognitive behavior therapy. One largely untested assumption has been that vivid imagery is necessary for adequate emotional arousal and successful treatment outcome. This study explored the assumed connection between imagery vividness and emotional arousal. It was hypothesized that imagery vividness was not related to degree of emotional arousal and that another individual difference dimension, typical use/non-use of imagery, was a more salient factor. In the first session, sixty five volunteer subjects answered several questionnaires, including the revised Betts Questionnaire Upon Mental Imagery as a measure of imagery vividness, and the Individual Differences Questionnaire as a measure of typical use of imagery. In the second session subjects were asked to visualize one neutral and two negatively-toned scenes. Relaxation instructions were given before each imaging phase. Heart rate and skin resistance were recorded during relaxation and imaging. Subjects also reported on their affective state during each phase by filling out the Affect Rating Scale. Data were analyzed using analysis of variance and multiple regression procedures. Consistent with prior research, it was found that negative imagery produced greater arousal than did neutral imagery. The effect was found for self-reported emotional arousal only; physiological measures showed non-significant trends in the expected direction. The two individual difference dimensions of imagery (vividness and typical use/non-use) were found to be unrelated to degree of arousal as measured by self-report and physiological response. Implications for Paivio's conceptualization of imagery and directions for future research with therapy outcome were discussed.
Historically, feeling and knowing have been viewed as distinct and sometimes competing psychological processes. Feeling involves emotions or values; pure knowledge is dispassionate. Three experiments examine an opposite view--that feeling (as evaluation) and knowing (as memory) are not two separate, distinct processes but are so fundamentally intertwined as to be psychologically indistinguishable. The logic of the three experiments is as follows: If knowing (memory) and feeling (affective evaluation) are two aspects of a single process, then changes in one should correspond to changes in the other. Past research has demonstrated reliable changes in serial position effects of free-recall with manipulations of presentation rate and recall delay: slower presentation rates enhance the primacy effect, delayed recall diminishes the recency effect. Experiment I attempted to determine if similar changes in the pattern of affective serial position effects could be produced by varying presentation rate and rating delay. Three lists of 12 nonsense words were presented to subjects at a two or four second rate. One group (N = 40) free-recalled the items, the other (N = 72) rated the items (7-pt. Good-Bad scale). Recall or rating was immediate or delayed 25 seconds. Primacy was obtained for both the recall and affect rating groups. Recency was obtained for recall and an "inferred" recency effect was obtained in rating. The delay diminished recall recency, and presentation rate had no effect on recall primacy. Neither delay nor presentation rate influenced rating serial position effects. Differences between rating and recall results were discussed. Experiment I suggested that serial position influences affective value. If knowing (memory) and feeling (evaluation) are two aspects of a unitary process, then affective value should influence serial position effects. Experiment II compared the serial position curve for nonwords rated "good" with that of nonwords rated "bad". It was expected that affective value would influence the shape of the serial position curve in ways similar to word frequency--i.e., a recency effect for free-recall of both "good" and "bad" nonwords, but a primacy effect with "good" nonwords only. Thirty-two students were given a single trial free-recall task using two lists of nonwords. One list consisted of 10 nonwords rated "good", and the other of 10 nonwords rated "bad". When recall of each list was analyzed separately, the expected results were obtained: Primacy with the "good" but not the "bad" list. Experiment III applied the approach used in the first two experiments to personality impression formation. Contrary to the affect-memory identity thesis, past research has shown that the evaluative impression formed of a hypothetical target person is not a simple function of the target's recallable traits. Several studies have reported impression primacy in conjunction with recall recency. In Experiment III, the standard Asch impression formation procedure was used: two lists of 12 trait words were read to each of 80 subjects who rated the likeability of the target person and recalled the list. Recall primacy and recency effects were manipulated as in Experiment I (varying presentation rate and delay) to test for similar order effects in impression formation. The correspondence between impression and recall order effects was strong. A slow presentation rate enhanced both recall primacy (with the second list) and impression primacy: initial trait words were better recalled and figured more prominently in the impression formed. A 25-second delay diminished both the recall recency effect and, among males, the impression recency effect: terminal traits were recalled less well and were less influential in determining the impression. Inconsistencies between the present results and those of previous research were discussed.
This article explores the question of why competent evaluators award the ratings they do to college students' expository essays. Essays were rewritten to be stronger or weaker in four categories: content, organization, sentence structure, and mechanics. Twelve evaluators first used a 4-point holistic rating scale to judge the essays' quality. Then they rated whether each of the four rewriting categories in each rewritten essay was strong or weak (perceptions). Analyses of variance revealed content and organization to affect ratings most (p <.001). Mechanics and sentence structure had smaller effects, which differed when measured by the actual rewriting versus by the perceptions. Mechanics and sentence structure were significant in their interaction with organization (p <.001 andp <.01, respectively).
The purpose of this study was to examine the relationships between cognitive complexity, attitudinal affect, and dispersion of affect scores (N = 102 male business administration undergraduates). Models of automobiles and toothpaste brands were the content domains studied. Analysis using Pearson product-moment correlation supported the hypothesis that cognitive complex Ss had a lower level of affect and greater dispersion of affect scores than did simpler Ss.
Previous research efforts to use on-line computer systems for personality assessment are briefly reviewed. Shortcomings in the conversion of paper-and-pencil testing forms to computer media are noted. Construction of a new instrument, specifically designed for use with an on-line computer system, is described. Advantages of this approach are noted.
Recent developments in microprocessor-based technology should be of particular interest to psychologists concerned with perceptual and cognitive processes. This paper describes the advantages of a Z-80-based system that uses the Technical Design Labs video display board (VDB) for the generation and control of visual stimuli.
This paper discusses a methodology for psychological instrumentation in which requirements common to a spectrum of experiments are defined and implemented in a microcomputer system. The microcomputer may either stand alone or be used as an intelligent front end to a larger computer. In either case, experiments are described in a high-level implementation language. The advantages of this approach include reduced hardware and maintenance costs, increased reliability, and smoother operation by research personnel. A tutorial example is given of the design and construction of one such system used to present visual stimuli, including text, graphics, and simple animation, on a movable array of video monitors. Displays are produced by a Z80 microcomputer in response to commands from a larger host computer, in this case a PDP Lab/8e. Illustrations are given of three studies in progress; comparisons are made with special-purpose equipment built earlier. The microcomputer system is preferable from both a cost and management point of view.
An on-site visual preference methodology involving a pre-and-post rating of bog landscape photographs is discussed. Photographs were rated for familiarity as well as preference. Preference was shown to be closely related to familiarity, assuming visitors had the opportunity to view the scenes during the on-site hiking engagement. Scenes rated high on preference were likely to be scenes that visitors rated most familiar. In addition, familiarity ratings indicated that visitors were quite cognizant of what scenes they had or had not seen during the on-site hike. A single on-site experience was enough for visitors to recall what they had seen, with repeat visitors showing no apparent increased familiarity. Thus, considerable information concerning natural environments appears to be processed and recorded by visitors during on-site experiences.
The statistical features and general characteristics of an integrated statistical package, BC TRY, are reported. The BC TRY system of cluster and factor analysis includes many of the same descriptive and multivariate statistical analyses accomplished by the best of the packages reviewed by Berk (1977), as well as some unique routines, and it provides the user with exceptional flexibility.
Little attention has so far been devoted to the description of semantic extensions due to the mechanism of substitution (E. Haugen) (i. e. the introduction into L1 discourse of L2 distributions, in N. Hasselmo’s definition) under bilingualism, especially when they are based on the similarity of L1 and L2 lexical items. In measurement of total linguistic interference. synonymous extension is no less important than importation (i. e. the introduction into L1 discourse of L2 identities). In this respet, the verb, as the dominant structural element of the sentence, deserves particular attention. because the interdependence of semantics and syntax becomes basic to the linguistic model of its description.A study of the linguistic corpus elicited from the Lithuanian periodicals published in the USA and Canada by actual immigrants whose primary language (L1) has for several decades been in contact with American English (L2) yields the following generalizations:1. If we assume that a semantic change of the verb and a change or its semantic combinability are interdependent, semantic interference of the L2 verb must be generally viewed as a semantic change or redistribution of the synonymous L1 verb through the mechanism of introduction into L1 discourse of L2 distributions.2. Synonymous extension of meaning or redistribution of the L1 verb evolves within the ‘contrastive gap’ between the synonymous L1 and L2 verbs.3. Semantic interference of the L2 verb manifests itself not only by removing the combinatorial semantic restrictions which are valid for the verb and the noun in L1 and thus extending the previous semantic similarity between L1 and L2 verbs to fuller congruence, but also by imposing constraint on the selection of L1 verbs and thus obliterating some L1 verbs semantically related with the one experiencing extensions.4. Semantic interference of the L2 verb may manifest itself by reinforcing some redistributions of indigenous verbs current in L1 before immigration, but rejected as archaic and/or alien by the present-day L1 norm in the home country.
A software system (NOVA SKED) was developed for the experimental control and collection of data from operant behavior experiments that is compatible with the Data General Corporation real-time disk operating system (RDOS). NOVA SKED is based on the SKED state notation language originally implemented on Digital Equipment Corporation PDP-8 series of minicomputers. The system includes a compiler written in FORTRAN, a multitasking run-time system that can be configured to run up to 30 stations, a data back-up system, standard data manipulation programs and subroutines, and user manuals.
The Tempest