You must see the point: Automatic processing of cues to the direction of social attention.

Four experiments explored the processing of pointing gestures comprising hand and combined head and gaze cues to direction. The cross-modal interference effect exerted by pointing hand gestures on the processing of spoken directional words, first noted by S. R. H. Langton, C. O'Malley, and V. Bruce (see record 1996-06577-002), was found to be moderated by the orientation of the gesturer's head-gaze (Experiment 1). Hand and head cues also produced bidirectional interference effects in a within-modalities version of the task (Experiment 2). These findings suggest that both head-gaze and hand cues to direction are processed automatically and in parallel up to a stage in processing where a directional decision is computed. In support of this model, head-gaze cues produced no influence on nondirectional decisions to social emblematic gestures in Experiment 3 but exerted significant interference effects on directional responses to arrows in Experiment 4. It is suggested that the automatic analysis of head, gaze, and pointing gestures occurs because these directional signals are processed as cues to the direction of another individual's social attention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Spatial and verbal rivalry in a Stroop-like task.

Examined the adequacy of P. Fraisse's (see record 1970-11728-001) empirical rule that reading is faster than naming and its generalization to the notion that reading interferes with naming as an explanation of Stroop-like interference effects. A spatial analog of J. R. Stroop's (1935) experiment was used, in which a total of 12 paid graduate and undergraduate students responded either to the meaning of the words "above" and "below" or to their above and below positions on a screen. Exp I showed that when spatial position was processed faster than word meaning, incongruent spatial positions interfered with decisions about word meaning, but incongruent word meanings did not interfere with decisions about spatial position. Exp II showed that when word meaning was processed faster than spatial position, the direction of interference was reversed, and when the processing times were approximately equal, interference was bidirectional. It is concluded that whether one obtains verbal interference effects on nonverbal decisions or nonverbal interference effects on verbal decisions depends on the relative speeds with which the 2 forms of information are processed. (French summary) (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Electrophysiologic indices of Stroop and Garner interference reveal linguistic influences on auditory and visual processing

The purpose of this study was to examine linguistic influences on the auditory and visual processing of words both behaviorally and electrophysiologically. Our task yielded measures of the effect of irrelevant semantic content (Stroop interference) and of the effect of irrelevant linguistic variability (Garner interference). The behavioral results allow us to assess whether the linguistic and nonlinguistic dimensions of verbal stimuli are processed dependently or independently. The electrophysiologic results allow us to determine where any processing interactions are arising, particularly regarding perceptual versus postperceptual underpinnings, and to evaluate the similarity and dissimilarity between the two interference effects. Results show pronounced Stroop and Garner interference both behaviorally and electrophysiologically, indicating linguistic influences on auditory and visual processing. Subjects could not ignore the irrelevant linguistic dimension and attend selectively to the physical dimension of either spoken or written words. The results indicate that the physical and linguistic dimensions of words are not processed independently. With regard to the stage of processing underlying the interference effects, our results suggest that both Stroop and Garner interference involve multiple stages of processing. The two interference effects are not duplicate measures, however, and different electrophysiologic signatures were observed. Stroop interference is characterized by perceptual and postperceptual components. Similar electrophysiologic patterns within the auditory and visual modalities suggest that each interference effect is tapping similar processes for spoken and written stimuli.     

Visual field differences in the recognition of verbal and nonverbal stimuli in man.

Tachistoscopically presented verbal and nonverbal stimuli to 16 normal right-handed 18-25 yr old males in the left and right visual fields. Verbal stimuli were 3-letter nonsense words. Nonverbal stimuli were 4 groups of random shapes in a 2 * 2 design in which the dimensions of verbal association value and complexity were independently varied to assess the influence of each as determinants of field differences. Results confirm earlier findings of a right-field superiority for verbal stimuli; however, a clear left-field superiority was found only for certain nonverbal stimuli (the high-complexity shapes). Association value produced a significant main effect but no differential field effect. Results are discussed in terms of the association between these field differences and reciprocal specialization of functions in the human cerebral hemispheres. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Short-term memory for the timing of auditory and visual signals.

Short-term memory for the timing of irregular sequences of signals has been said to be more accurate when the signals are auditory than when they are visual. No support for this contention was obtained when the signals were beeps vs flashes (Exps 1 and 3) nor when they were sets of spoken vs typewritten digits (Exps 4 and 5). On the other hand, support was obtained both for beeps vs flashes (Exps 2 and 5) and for repetitions of a single spoken digit vs repetitions of a single typewritten digit (Exp 6) when the Ss silently mouthed a nominally irrelevant item during sequence presentation. Also, the timing of sequences of auditory signals, whether verbal (Exp 7) or nonverbal (Exps 8 and 9), was more accurately remembered when the signals within each sequence were identical. The findings are considered from a functional perspective. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Judgment of personal characteristics and emotions from nonverbal properties of speech.

A person's changing emotional state and relatively stable personal characteristics may be judged from nonverbal properties of his voice. These properties include such elements as timbre, inflection, and stress, which accompany the actual words spoken but are not a direct part of them. Many studies have used inadequate measures as the dependent criterion for the traits being judged, and no method of eliminating the verbal content has been wholly successful. The evidence does show, however, that some validity of judgment is possible. Acoustic analysis has been little used; it could increase the objectivity of studies. Individual differences among listeners and the relationship of voice to psychopathology have been particularly neglected areas in research. (96 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dimensional interactions in language processing: Investigating directions and levels of crosstalk.

In this article we evaluate current models of language processing by testing speeded classification of stimuli comprising one linguistic and one nonlinguistic dimension. Garner interference obtains if subjects are slower to classify attributes on one dimension when an irrelevant dimension is varied orthogonally than when the irrelevant dimension is held constant. With certain linguistic–nonlinguistic pairings (e.g., Experiment 1: the words high and low spoken either loudly or softly), significant Garner interference obtained when either dimension was classified; this indicated two-directional crosstalk. With other pairings (e.g., Experiment 3: spoken vowels and loudness), only the nonlinguistic dimension (e.g., loudness) displayed interference, suggesting unidirectional crosstalk downstream from a phonemic/graphemic level of analysis. Collectively, these results indicate the interaction can occur either within or across levels of information processing, being directed toward either more advanced or more primitive processes. Although poorly explained by all current models of language processing, our results are strikingly inconsistent with models that posit autonomy among levels of processing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Negativism in verbal and nonverbal responses of autistic children.

Studied negativism in 9 autistic, 9 behavior-disturbed, and 9 normal 5-12 yr olds in 3 different stimulus conditions (verbal requests for verbal responses, verbal requests for nonverbal responses, and nonverbal requests for nonverbal responses). Each condition included 2 tasks, which were requested 15 consecutive times. Ss demonstrated that they could perform the tasks before testing, and their responses were scored according to the similarity between the response and the request. Results demonstrate that the autistic and behavior-disturbed Ss responded similarly, except when requests required verbal responses, in which case the autistic Ss were much more negative. Results suggest applications to diagnostic and therapeutic interventions. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Three-year-olds' difficulty with the appearance–reality distinction: Is it real or is it apparent?

Four experiments investigated 3-year-olds' understanding of the appearance–reality distinction using both J. Flavell, F. Green, and J. Flavell's (1986) typical verbal response paradigm and a new, nonverbal response paradigm. Both paradigms require verbal questioning, but the former involves a verbal response and the latter a nonverbal one. In the nonverbal paradigm, children were shown a deceptive object and asked to respond, nonverbally, to 2 different functional requests, 1 concerning the object's apparent property and 1 its real property. In the verbal paradigm, children were asked to state what the object looked like and what it really was. In the verbal paradigm, children were about 30% correct (a rate matching that in the literature), whereas over 90% of the same children were correct in the nonverbal paradigm. Participating in the verbal paradigm first had a detrimental effect on the children's performance in the nonverbal paradigm, but the reverse order had no effect. These results suggest that 3-year-olds can represent two conflicting properties of a deceptive object and thus understand the appearance-reality distinction in the nonverbal domain. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correspondence effects with manual gestures and postures: A study of imitation.

In this study, the authors applied methods and theories from research of stimulus–response compatibility (SRC) to action imitation. In 6 experiments, they adopted the logic of the Simon paradigm (B. Hommel & W. Prinz, 1996) to explore interference between task-relevant symbolic stimulus features (color) and task-irrelevant iconic stimulus features (2 hand gestures and 2 postures). The same 2 hand gestures served as responses. Pronounced correspondence effects for both gestures and postures showed up throughout. In line with theories of SRC, the authors account for these correspondence effects in terms of overlap arising between stimulus and response features in a common representational domain. As a specific extension of this approach, they propose 2 functionally independent mechanisms: One operates movement-based when dynamic information is provided, and the other operates state-based with static postures as stimuli. Implications for theories of both SRC and action imitation are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Do two separate speech measures contrain verbal short-term memory in children?

Previous research has indicated that 2 processing rates may constrain verbal short-term memory performance. These have been linked to individual differences in (a) the time taken to articulate spoken words and (b) the duration of pauses that occur between words in the output responses to memory tasks. Two experiments examined whether evidence for these effects on memory can be obtained for measures taken from a single speech sample. Children articulated pairs of words as rapidly as possible. In both experiments, the spoken duration of words and the length of the pauses between them predicted significant variance in verbal short-term memory performance. It is argued that the duration of words is linked to memory performance through the processes underlying time-based forgetting in short-term memory. In contrast, the duration of pauses in speeded articulation may index individual differences in speech planning processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Power of nonverbal cues in counseling interactions: Availability, vividness, or salience?

Tested 3 explanations for the differential impact of verbal and nonverbal cues on perceptions of counselor expertness, attractiveness, and trustworthiness. These explanations involved cue availability (abundance of nonverbal over verbal cues), vividness (concreteness and imagery-provoking nature of nonverbal cues), and salience—vividness (an interaction between the vividness of the cues and the level of arousal of the perceiver). 45 male and 45 female undergraduates were divided into 6 experimental groups to view tapes of counseling interactions. The tapes included 3 expertness tapes representing 3 levels of verbal/nonverbal cues and 3 attractiveness tapes representing the same 3 levels. The independent variables studied were arousal and number of verbal and nonverbal cues. After viewing both an expertness tape and an attractiveness tape, Ss completed an adjective checklist and an instrument designed to measure dimensions of perceived expertness, attractiveness, and trustworthiness. Findings suggest that cue availability is not a compelling explanation for the power of nonverbal communications, that vividness accounts for differential cue effectiveness with certain dependent variables, and that salience is not a prerequisite for the vividness effect to occur. (49 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Elimination of verbal cues in judgments of emotion from voice.

Judging emotion from the nonverbal properties of speech requires elimination of verbal cues. 3 methods of doing this are investigated: (a) a constant, ambiguous set of words for various emotional expressions, (b) filtering out the frequencies which permit word recognition, (c) speech in a language unknown to the listener. 7 actors portrayed the emotions, which were judged by 27 Ss, under all 3 conditions. Constant verbal content virtually requires artificially prepared situations. Filtered speech judgments depend partially on different individual differences from judgments of normal speech. Foreign speech (here, Japanese) may have different nonverbal cues from English. (16 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Representations of the supervisory dialogue and the development of psychotherapists.

The primary aim of this study was to investigate the ways in which therapists-in-training construct and use mental representations of their relationships with their supervisors in the service of their own professional development. A total of 115 trainees (75% of whom were psychodynamically oriented) completed The Supervisory Representation Inventory, a network of measures designed to assess the forms, functions, and phenomenological properties of internalized representations of that relationship. Results indicate that supervisees tend to evoke representations of their supervisors' spoken words, vocal qualities, and the settings in which they have met; that they evoke these representations to better formulate clinical interventions, especially those perceived as painful or difficult for patients to hear; and that these representations are especially likely to occur when patients behave in ways consistent with a supervisor's view or, when the supervisee is alone and thinking about a patient that has been discussed in supervision. Findings support the hypothesis that representations of the verbal and nonverbal aspects of the supervisory dialogue play an integral role in the acquisition of the skills and professional identity of a psychotherapist. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Auditory S-R compatibility: The effect of an irrelevant cue on information processing.

Two experiments demonstrated the existence of a strong population stereotype which affected the processing of verbal commands. In a choice RT task, Ss pressed the right- or left-hand key in response to the words "right" or "left" which were presented to the right or left ear. RT was significantly faster when the content of the command corresponded to the ear stimulated than when it did not, i.e., information processing was affected by a cue irrelevant to the task itself, the ear in which the command was heard. Removing S's uncertainty regarding the ear to be stimulated resulted in significantly faster RT, and reduced but did not eliminate the effect of the irrelevant directional cue. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Nonverbal indicants of comprehension and noncomprehension in children.

Examined nonverbal indicants of comprehension and noncomprehension in young listeners in the context of referential communication. Relationships between Ss' verbal and nonverbal behavior were also examined. 90 Ss at 4, 6, 8, and 10 yrs of age served as listeners. An adult speaker produced messages of varying informational adequacy. Analyses of videotape records revealed that Ss at each of the 4 ages exhibited markedly different nonverbal behavior in response to informative as compared to uninformative messages. In the absence of verbal responding, Ss at all ages showed more hand movement and longer reaction times when messages were uninformative. Preschoolers made more eye contact with the speaker when the message was uninformative, but their amount of body movement was unaffected; the reverse was true for kindergartners and 2nd graders. The data also reveal that when verbal responding was initiated, it was simply added onto the already established patterns of nonverbal behavior; no evidence was found for the hypothesis that verbal responding replaces or substitutes for nonverbal responses. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)