The course of post-traumatic amnesia: three little words

In November 1996, word reached the University of Washington that Philip Fialkow and his wife, Helen, had died while trekking in Nepal. Over a 30-year period, Dr Fialkow and his colleagues used the cellular mosaicism resulting from X-chromosome inactivation in females as a marker system to investigate the clonal development of human hematopoietic disorders. This review discusses the impact that these studies have had on our understanding of hematopoietic stem cell relationships and the pathogenesis of human neoplasia in general. To appreciate the special role played by studies on clonality, it is necessary to consider how little was known about the origin of leukemias and myeloproliferative disorders and the limited techniques available for their study in the early to mid 1960s. Dr Fialkow and his coworkers were the first to show that myeloproliferative disorders and acute myelogenous leukemias (AML) are clonal diseases at the time of diagnosis and to elucidate the level of differentiation manifested by the originating cell type. Although the myelodysplastic disorders were found to involve a pluripotent stem cell, heterogeneity was found in the level of stem cell involvement in AML. Evidence was obtained to support a multistep pathogenesis of these diseases as well as a clonal but cytogenetically normal stage in some cases of Ph-positive chronic myelogenous leukemia, AML, acute lymphoblastic leukemia and myelodysplasia.     

There are no words: Two Greek-Jewish survivors of Auschwitz.

Compares interviews with 2 Greek-Jewish survivors of Auschwitz who underwent enforced genital mutilation (unilateral orchiectomy) as part of immoral Nazi experimentation. Their contrasting reactions to the traumatic situation highlight the complex tasks of the survivor, especially the emotional difficulty of constructing a story out of the subjective experience of the Holocaust. Survivor's reactions, it is proposed, are affected by the relative identification–disidentification with their "holocaust self." Certain traumatic events, nevertheless, may remain incapable of being narrated, and clinical implications of this enforced silence are discussed in relation to the occurrence of denial, psychic numbing, survival guilt, and posttraumatic stress disorders. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Regarding little Albert.

Comments on the article by H. P. Beck, S. Levinson., & G. Irons (see record 2009-18110-004). Beck, Levinson, and Irons (October 2009) concluded from intensive detective work that Watson and Rayner’s (1920) “Albert B.” was Douglas Merritte, born at the Johns Hopkins Hospital on March 9, 1919. However, they overlooked one supporting consideration (see paragraph 4c in the article) and some contradictory considerations (see the remaining paragraphs). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading rotated words.

In 4 experiments, 72 Hebrew-speaking university students performed lexical decisions on Hebrew letter strings that appeared at different orientations. Response times evidenced a strong interaction between string length and orientation. At angular deviations of less than 60° from the upright, neither orientation nor string length had any effect, suggesting that words were directly, and probably holistically, recognized. The results for the 60° deviation, while also exhibiting no effects of word length, yielded slower response times, suggesting a holistic rectification process. For deviations between 60° and 120°, the effects of disorientation increased sharply with increasing string length, suggesting piecemeal processing than may be due to the utilization of reading units smaller than the whole word or to piecemeal rectification. In this region, stimulus disorientation appears to impair word recognition by disrupting transgraphemic information rather than by interfering with letter identification. Extreme disorientations, 120° or more, exhibited no further impairment with increased disorientation, and all evidenced strong and similar length effects, suggesting letter-by-letter reading. Implications for the reading of normal and transformed text are discussed. (45 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Naming multisyllabic words.

The process of reading multisyllabic words aloud from print was examined in 4 experiments. Experiment 1 used multisyllabic words that vary in terms of the consistency of component spelling-sound correspondences. The stimuli were regular, regular inconsistent, and exception words analogous to the monosyllabic items used in previous studies. Both regular inconsistent and exception words produced longer naming latencies than regular words. In Experiment 2 these differences between word types were found to be limited to lower frequency items. Experiment 3 showed that effects of number of syllables on naming latency are also limited to lower frequency words. In the final experiment, consistency effects were obtained for both higher and lower frequency words when the stimulus display forced subjects to use syllabic units. Thus, frequency modulates the effects of two aspects of lexical structure—consistency of spelling-sound correspondences and number of syllables. The results suggest that the naming of multisyllabic words draws on some of the same knowledge representations and processes as monosyllabic words; however, naming does not require syllabic decomposition. The results are discussed in the context of current models of naming. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Big C, little c, big M, little m.

Comments on the article Multicultural experience enhances creativity: The when and how by A. K. Leung et al (see record 2008-03389-003) which discusses how many practices aimed at cultivating multicultural competence in educational and organizational settings (e.g., exchange programs, diversity education in college, diversity management at work) assume that multicultural experience fosters creativity. In line with this assumption, the research reported in this article is the first to empirically demonstrate that exposure to multiple cultures in and of itself can enhance creativity. The current author, Grant J. Rich, feels that despite the reviews of a number of recent studies that seem to justify at least to some degree the value of such programs for enhancing creativity, Leung et al left a number of vital questions unanswered or unasked. Leung et al seemed to focus the majority of their attention on little c creativity and Big M multicultural experience. Rich hopes that their continued endeavors focus on the relationships between other forms of creativity and other forms of multicultural experience as well. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Baby's first 10 words.

Although there has been much debate over the content of children's first words, few large sample studies address this question for children at the very earliest stages of word learning. The authors report data from comparable samples of 265 English-, 336 Putonghua- (Mandarin), and 369 Cantonese-speaking 8- to 16-month-old infants whose caregivers completed MacArthur-Bates Communicative Development Inventories and reported them to produce between 1 and 10 words. Analyses of individual words indicated striking commonalities in the first words that children learn. However, substantive cross-linguistic differences appeared in the relative prevalence of common nouns, people terms, and verbs as well as in the probability that children produced even one of these word types when they had a total of 1-3, 4-6, or 7-10 words in their vocabularies. These data document cross-linguistic differences in the types of words produced even at the earliest stages of vocabulary learning and underscore the importance of parental input and cross-linguistic/cross-cultural variations in children's early word-learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ordinary magic: Resilience processes in development.

The study of resilience in development has overturned many negative assumptions and deficit-focused models about children growing up under the threat of disadvantage and adversity. The most surprising conclusion emerging from studies of these children is the ordinariness of resilience. An examination of converging findings from variable-focused and person-focused investigations of these phenomena suggests that resilience is common and that it usually arises from the normative functions of human adaptational systems, with the greatest threats to human development being those that compromise these protective systems. The conclusion that resilience is made of ordinary rather than extraordinary processes offers a more positive outlook on human development and adaptation, as well as direction for policy and practice aimed at enhancing the development of children at risk for problems and psychopathology. The study of resilience in development has overturned many negative assumptions and deficit-focused models about children growing up under the threat of disadvantage and adversity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Competition in spoken word recognition: Spotting words in other words.

Although word boundaries are rarely clearly marked, listeners can rapidly recognize the individual words of spoken sentences. Some theories explain this in terms of competition between multiply activated lexical hypotheses; others invoke sensitivity to prosodic structure. A connectionist model, SHORTLIST, is described, in which recognition by activation and competition is successful with a realistically sized lexicon. Three experiments are then reported in which listeners detected real words embedded in nonsense strings, some of which were themselves the onsets of longer words. Effects both of competition between words and of prosodic structure were observed, suggesting that activation and competition alone are not sufficient to explain word recognition in continuous speech. However, the results can be accounted for by a version of SHORTLIST that is sensitive to prosodic structure. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Processing lexically embedded spoken words.

A large number of multisyllabic words contain syllables that are themselves words. Previous research using cross-modal priming and word-spotting tasks suggests that embedded words may be activated when the carrier word is heard. To determine the effects of an embedded word on processing of the larger word, processing times for matched pairs of bisyllabic words were examined to contrast the effects of the presence or absence of embedded words in both 1st- and 2nd-syllable positions. Results from auditory lexical decision and single-word shadowing demonstrate that the presence of an embedded word in the 1st-syllable position speeds processing times for the carrier word. The presence of an embedded word in the 2nd syllable has no demonstrable effect. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Directed forgetting of emotional words.

Emotional material may induce processing limitations affecting memory performance. In the present study, the authors investigated how the emotional content of words influences the degree to which participants can be directed to forget them. In Experiment 1, the authors found that negative-valence words were recalled better when participants were told to forget them than when they were told to remember them. This effect was only obtained when a study-list of negative words was presented after the cue to remember or forget the first list. The effect was correlated with negative mood as assessed by the PANAS. Similar results were obtained in Experiment 2, in which the induction of negative arousal by a mild stressor abolished the directed forgetting of words when the following study list was comprised of negative words. These results support the idea that directed forgetting relies on cognitive control processes that may be disrupted by negative emotion. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fluent identification of repeated words.

We propose that fluent identification of a repeated word is based on a form of episodic memory for the context-specific interpretation applied during the word's initial processing episode. In a lexical decision paradigm, fluent responses to repeated words were associated with a change in decision bias rather than perceptual sensitivity. Repetition effects were reduced or eliminated when the context word accompanying a repeated homograph was changed so that a different meaning was implied. A context-sensitive repetition effect was also obtained when repeated homographs served as context words for nonrepeated targets, suggesting a role for integral processing of context and target. In a word naming paradigm, repetition effects showed a weaker and different form of context sensitivity and were obtained even when the initial presentation was auditory, did not require articulation, or involved a visually dissimilar letter string (e.g., krooze for cruise). These results are taken as support for an account of long-term repetition effects that emphasizes episodic memory for context-specific interpretations of a word. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Phonological priming between monosyllabic spoken words.

Phonological priming between 3-phoneme monosyllabic spoken words was examined as a function of the early or late position of the phonological overlap between the words and of prime–target relative frequency. The pairs of words had either the 2 beginning or the 2 final phonemes in common. Four experiments were conducted, each using a different combination of interstimulus interval (ISI; either 20 msec or 500 msec) and task (either lexical decision or shadowing). Facilitation was consistently found between words with final overlap in both tasks and was not affected by either absolute or relative word frequency. The size of the effect decreased as the ISI increased. Significant priming effects were not obtained between words with initial overlap, although an inhibitory trend was found in the shadowing task at the short ISI for the low–high relative frequency condition. It is suggested that the facilitatory effect of final overlap is prelexical. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When words are used to touch.

This article deals with the topic of physical contact versus affect in the analytic situation. In the 1st section, the topic of touch is examined from the historical, as well as contemporary, perspective. The author raises the hypothesis that direct emotional contact made through the use of a verbal interaction can be experienced as physical touch in the analytic situation. This hypothesis, illustrated by a case study, is explored in the light of contemporary accounts of the importance of actual interactions in psychoanalysis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Functional pronunciation units in English words.

Two distinct factors limit the orthographic regularity of English words: (a) Most characters can correspond to several different sounds and (b) characters can either stand alone or be combined in various ways for pronunciation as a single phoneme. This study addresses the second of these issues through the analysis of a large corpus of English words. Data are presented describing the frequency that each character (or character cluster) functioned in the corpus as a correspondent of a single phoneme rather than being combined with other characters (or decomposed). Examples are provided regarding potential applications of these data in the construction of stimulus materials for cognitive studies, in neuropsychological investigations of dyslexia, and in computational models of word naming. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Spatial memory for objects and words.

Examined in 4 experiments whether spatial location information is more likely to be encoded with the memory representation of objects than of words. 16 objects or the 1-word verbal labels for each were studied on a matrix display, followed by a recall test and then a relocation test. In each experiment, an independent variable known to affect item recall was introduced to test whether spatial location memory would concomitantly vary for both objects and words. In Exp I, with 48 2nd graders, 48 5th graders, and 48 high school juniors and seniors, recall of both objects and words increased with age of the Ss. However, relocation accuracy increased for objects but not for words. In Exp II, with 64 4th graders and 64 high school juniors and seniors, visual imagery instructions generally improved memory for words without affecting relocation accuracy. In Exps III (with 56 undergraduates) and IV (with 80 adults, aged 26.2–52.3 yrs), prolonging the test delay diminished recall for objects and words. However, relocation accuracy decreased only for the objects. In each experiment, item memory was affected independently of location memory for words but not for objects. The results suggest that different processes are involved in encoding item and location information for words but not for objects. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Source memory enhancement for emotional words.

The influence of emotional stimuli on source memory was investigated by using emotionally valenced words. The words were colored blue or yellow (Experiment 1) or surrounded by a blue or yellow frame (Experiment 2). Participants were asked to associate the words with the colors. In both experiments, emotionally valenced words elicited enhanced free recall compared with nonvalenced words; however, recognition memory was not affected. Source memory for the associated color was also enhanced for emotional words, suggesting that even memory for contextual information is benefited by emotional stimuli. This effect was not due to the ease of semantic clustering of emotional words because semantically related words were not associated with enhanced source memory, despite enhanced recall (Experiment 3). It is suggested that enhancement resulted from facilitated arousal or attention, which may act to increase organization processes important for source memory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)