Recent development of traditional Chinese medicine in prevention and treatment of atherosclerosis

This position paper discusses how the tenets of Whole Language and Deaf Bilingual-Bicultural Education complement each other. It stresses that Whole Language is based on natural processes through which children can translate their constructs of personal experiences, observations, and perspectives into modes of communication that include written language and, in the present case, American Sign Language. The paper is based on two emphases: (a) Whole Language emphasizes a two-way teaching/learning process, teachers learning from children, and vice versa; and (b) Deaf Bilingual-Bicultural Education emphasizes American Sign Language as a language of instruction and builds on mutual respect for the similarities and differences in the sociocultural and socioeducational experiences and values of Deaf and hearing people. Both Whole Language and Deaf Bilingual-Bicultural Education attempt to authenticate curriculum by integrating Deaf persons' worldviews as part of educational experience.     

Review of Language, cognition and deafness.

Reviews the book, Language, cognition and deafness by Michael Rodda and Carl Grove (see record 1987-97707-000). In this book, Rodda and Grove clearly subscribe to the view that along with speech and hearing, deaf persons should be allowed to use their "natural" language, Sign Language, American Sign Language (ASL), or in Canada, Canadian Sign Language (CSL). What makes this book unusual and important is that the authors have taken great pains to document their position through reference to hard experimental evidence, much of which has been done by psychologists. It is hard to imagine that anyone reading this book would not be definitively persuaded by their arguments, which are based on recent developments in psychology, psycholinguistics, neurolinguistics, as well as many other allied fields. Rodda and Grove clearly want to see Sign Language (ASL) accepted as part of the educational, psychological and cultural world of deaf adults, without demeaning the importance of speech and hearing in the communication process. This highly readable and informative book will undoubtedly help move the field in that direction, and I highly recommend it to the specialist and non-specialist alike. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Language access and theory of mind reasoning: Evidence from deaf children in bilingual and oralist environments.

This investigation examined whether access to sign language as a medium for instruction influences theory of mind (ToM) reasoning in deaf children with similar home language environments. Experiment 1 involved 97 deaf Italian children ages 4-12 years: 56 were from deaf families and had LIS (Italian Sign Language) as their native language, and 41 had acquired LIS as late signers following contact with signers outside their hearing families. Children receiving bimodal/bilingual instruction in LIS together with Sign-Supported and spoken Italian significantly outperformed children in oralist schools in which communication was in Italian and often relied on lipreading. Experiment 2 involved 61 deaf children in Estonia and Sweden ages 6-16 years. On a wide variety of ToM tasks, bilingually instructed native signers in Estonian Sign Language and spoken Estonian succeeded at a level similar to age-matched hearing children. They outperformed bilingually instructed late signers and native signers attending oralist schools. Particularly for native signers, access to sign language in a bilingual environment may facilitate conversational exchanges that promote the expression of ToM by enabling children to monitor others' mental states effectively. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Biased Language Use in Stereotype Maintenance: The Role of Encoding and Goals.

In 4 studies, the authors investigated the relative impact of biased encoding of information and communication goals on biased language use. A category label (linguistic expectancy bias, Study 1) or a group label (linguistic intergroup bias, Study 2) was presented either before or after a story that participants were asked to communicate. Biased language use only emerged when participants learned about the group membership of the actor or the category label before hearing the story. However, communication goals had an effect on language use at the retrieval stage, independent of encoding (Studies 3 and 4). Although communication goal effects seemed to overwhelm encoding effects, encoding still influenced language use under externally imposed time pressure (Study 3) and self-imposed time constraints (Study 4). This research reaffirms the importance of both cognitive and communicative processes in stereotype maintenance and highlights the conditions under which they each operate. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinguished Scientific Awards for an Early Career Contribution to Psychology: Steven Pinker.

The Early Career Awards recognize the large number of excellent young psychologists. Recipients of this award may not have held a PhD for more than eight years. For 1984, Steven Pinker is recognized for distinguished work from both cerebral hemispheres. Using imaginative methods, he has studied the representation of three-dimensional space in visual imagery and the distribution of attention over that space. In language acquisition he has formulated explicit theories motivated by language universals and by the best established facts of language development. His book, Language learnability and language development, is a landmark in a challenging branch of psychological science. In addition to the citation, a biography and bibliography of Pinker's works are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The psychologist looks at language.

In this Presidential Address the author examines language—limited to the simple, declarative, present tense sentence—from the point of view of a learning psychologist. The basic assumption is "that what the sentence does is to shift or transfer meanings, not from person to person, but from sign to sign within the mind of the recipient." Language is not conditioning alone but requires postulation of a "mediating reaction." Animal communication is limited to thing-thing or thing-sign while human language is sign-sign. "Language is a device whereby another person, on the basis of experience with one reality, may be made to react… somewhat differently toward another reality, without any new direct experience with that reality." 90-item bibliography. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Psychology of language.

Reviews the book, Psychology of Language by Allan Paivio and Ian Begg (1981). The present volume constitutes a well-organized and sometimes provocative contribution that merits careful consideration. From the start, the authors set to work toward achieving their stated goals of emphasizing "historical and interdisciplinary concerns". They present a careful analysis of the three positions which they contrast throughout the book: the linguistic, the behavioural, and the cognitive. The particular version of the cognitive view that receives the most detailed consideration is Paivio's dual-coding theory. After the basic principles of these orientations are presented, they are brought to bear upon the central problems of language, including meaning, comprehension, memory and acquisition. Who will benefit from this book? The authors state that they hope it will be useful to upper year undergraduate and graduate students. It is the reviewer's feeling that most undergraduates would find this to be a difficult text. It is the serious and even sophisticated student of language for whom it will be of greatest value. Omissions notwithstanding, Psychology of Language presents many thoughtful and scholarly ideas. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Joint picture-book reading correlates of early oral language skill

The purpose of this study was to explore the relation between joint picture-book-reading experiences provided in the home and children's early oral language skills. Subjects were 41 two-year-old children and their mothers. Measures included maternal report of the age at which she began to read to the child, the frequency of home reading sessions, the number of stories read per week, and the frequency of visits by the child to the local library. Measures of language skill used were the child's receptive and expressive scores on the revised Reynell Developmental Language Scales. Multiple regression analyses indicated that picture-book reading exposure was more strongly related to receptive than to expressive language. Age of onset of home reading routines was the most important predictor of oral language skills. Directions of effect, the importance of parental beliefs as determinants of home reading practices, and the possible existence of a threshold level for reading frequency are discussed.     

Effects of goal-setting and feedback on memory performance and beliefs among older and younger adults.

This research examined the impact of goal-setting conditions on memory beliefs and performance among older and younger adults. After baseline recall and assessment of beliefs, participants were assigned to goal-setting, goals plus feedback, or control. Then, additional recall trials were followed by repeated memory beliefs assessments. For both younger and older adults, performance, motivation, and self-efficacy were affected positively by goal-setting. The impact of goals plus feedback was mixed and varied as a function of age and dependent measure. Success rates for reaching memory goals, which were low for the older adults, may have been a factor in these results. Adults' self-set recall goals were predicted initially by baseline performance and self-efficacy. On the final trial, goals were predicted by last trial performance, self-efficacy, and control beliefs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Automatic activation of impression formation and memorization goals: Nonconscious goal priming reproduces effects of explicit task instructions.

According to the auto-motive model (J. A. Bargh, 1990), intentions and goals are represented mentally and, as representations, should be capable of nonconscious activation by the environmental context (i.e., "priming"). To test this hypothesis, the authors replicated 2 well-known experiments that had demonstrated differential effects of varying the information-processing goal (impression formation or memorization) on processing the identical behavioral information. However, instead of giving participants the goals via explicit instructions, as had been done in the original studies. the authors primed the impression formation or memorization goal. In both cases, the original pattern of results was reproduced. The findings thus support the hypothesis that the effect of activated goals is the same whether the activation is nonconscious or through an act of will. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How do we communicate stereotypes? Linguistic bases and inferential consequences.

The linguistic expectancy bias is defined as the tendency to describe expectancy-consistent information at a higher level of abstraction than expectancy-inconsistent information. The communicative consequences of this bias were examined in 3 experiments. Analyses of judgments that recipients made on the basis of linguistically biased information generated by transmitters indicated that behavior in expectancy-consistent messages was attributed more to dispositional and less to situational factors than behavior in expectancy-inconsistent messages. Moreover, this effect was mediated by the level of linguistic abstraction of the messages. These findings provide direct evidence for the hypothesis that recipients are sensitive to variations in linguistic abstraction in spontaneous language use because of stereotypes. Results are discussed with respect to the interpersonal aspects of stereotyping. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The imagery debate: Analogue media versus tacit knowledge.

Argues that the main point of disagreement in the debate over the nature of mental imagery concerns the following: (a) whether certain aspects of the way in which images are transformed should be attributed to intrinsic knowledge-independent properties of the medium in which images are instantiated or the mechanisms by which they are processed; or (b) whether images are typically transformed in certain ways because Ss take their task to be the simulation of the act of witnessing certain real events taking place and therefore use their tacit knowledge of the imaged situation to cause the transformation to proceed as they believe it would have proceeded in reality. The tacit knowledge account is seen as more plausible because empirical results demonstrate that both "mental scanning" and "mental rotation" transformations can be critically influenced by varying the instructions given to Ss and the precise form of the task used and, that the form of the influence is explainable in terms of the semantic content of Ss' beliefs and goals. (40 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age differences in adults' control beliefs related to life goals and concerns.

Control beliefs play an important role in how people direct their own development during their life span. However, research into age differences in control beliefs has produced inconsistent results. In this study, 381 Ss (aged 19–71 yrs) completed a questionnaire in which they were asked to write down their goals and concerns. They were then asked to rate each on a 4-point bipolar rating scale measuring internality–externality. The results showed that Ss' control beliefs became more external with age. However, part of the increase in externality was found to be caused by increasing interest in domains that are generally considered uncontrollable. Ss' beliefs about health-, self-, offspring-, and property-related goals became more external with age, unlike goals concerning future education, occupation, family, and travel. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A test of a social cognitive model for middle school students: Math and science.

This study tested Propositions 1, 3, and 4 of the R. W. Lent, S. D. Brown, and G. Hackett (see record 1994-47157-001) social cognitive model with ethnically diverse middle school students (N?=?380): that an individual's vocational interests are reflective of his or her concurrent self-efficacy beliefs and outcome expectations, that self-efficacy beliefs affect choice goals and actions, and that outcome expectations affect choice goals and action. R. W. Lent et al. also proposed that demographic and individual difference variables (such as gender or race-ethnicity) mediate learning experiences that play a role in forming self-efficacy beliefs and outcome expectations. The study investigated a model in which age and gender were represented as antecedent conditions to learning experiences. Self-efficacy was modeled to have both a direct influence on interests and an indirect influence on interests through outcome expectancies. Finally, intentions were modeled to be influenced by self-efficacy, outcome expectancies, and interests. Results support the R. W. Lent et al. Propositions 1, 3, and 4 for this middle school population. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

More than just words: A hermeneutic view of language in psychoanalysis.

Contemporary psychoanalysis does not have a consistent view on language. Some view language as the bedrock of all communication, whereas others argue that the nonverbal is constitutive of human experience. These divergent points of view are given voice in a recent exchange in this journal between two prominent post-Freudian analysts, Doris Silverman and Stephen Mitchell. The present article suggests that a broader conceptualization of language is needed. The author endorses the hermeneutic view that language is the primary and fundamental medium through which culture, tradition, and custom are transmitted down through history. He reviews the work of psychoanalytic writers who reflect a hermeneutic sensibility and then offers a view of language for psychoanalysis based in hermeneutic principles. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Chronic and temporarily activated causal uncertainty beliefs and stereotype usage.

In 3 studies, we examined the hypothesis that the effects of stereotype usage on target judgments are moderated by causal uncertainty beliefs and related accuracy goal structures. In Study 1, we focused on the role of chronically accessible causal uncertainty beliefs as predictors of a target's level of guilt for an alleged academic misconduct offense. In Study 2, we examined the role of chronic causal uncertainty reduction goals and a manipulated accuracy goal; in Study 3, we investigated the role of primed causal uncertainty beliefs on guilt judgments. In all 3 studies, we found that activation of causal uncertainty beliefs and accuracy concerns was related to a reduced usage of stereotypes. Moreover, this reduction was not associated with participants' levels of perceived control, depression, state affect, need for cognition, or personal need for structure. Results are discussed in terms of their implications for the model of causal uncertainty and, more generally, in terms of the motivational processes underlying stereotype usage. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-efficacy beliefs and change in cognitive performance: MacArthur studies on Successful Aging.

Data from a cohort of relatively high functioning, older men and women were used to test the hypothesis that stronger self-efficacy beliefs predict better maintenance of cognitive performance. Structural equation modeling revealed that stronger baseline instrumental efficacy beliefs predicted better verbal memory performance at follow-up among men but not among women, controlling for baseline verbal memory score and sociodemographic and health status characteristics. For both men and women there were no significant associations between either type of self-efficacy beliefs and measures of nonverbal memory, abstraction, or spatial ability. Consistent with previous research showing relationships between baseline cognitive performance and change in self-efficacy beliefs, better abstraction ability was also predictive of increases in instrumental efficacy beliefs among the men. (PsycINFO Database Record (c) 2010 APA, all rights reserved)