Deutsch and Krauss report that when throat in the form of gates is available in a bargaining situation it will create a spiral of threat, counterthreat, and competitiveness which increases the difficulty of reaching any agreement. 2 experiments were conducted to test this interpretation and offer alternative suggestions for the effects of threat in bargaining. 40 dyads were used in the 1st experiment to study the effects of gates with and without the alternate paths. The results indicate that without the alternate paths the gates have a detrimental effect only initially. The final level of payoff in this condition is comparable to those conditions without the gates. Ss not permitted by the alternate path to leave the interaction learn to cooperate despite the gates. In order to determine more clearly the effects of threat as distinct from a means of inflicting harm, 16 dyads were provided with 1 response expressing threat and another expressing fine, and 16 were not. No alternate path was provided. Payoff was not significantly different between the threat and no-threat condition. Giving persons a means of expressing an intent to inflict harm does not in itself lead to lower payoffs. Indeed, some Ss used the threat as a means of communication to facilitate their coordination.
Paired-associate learning (PAL) tasks measure the ability to form a novel association between a stimulus and a response. Performance on such tasks is strongly associated with reading ability, and there is increasing evidence that verbal task demands may be critical in explaining this relationship. The current study investigated the relationships between different forms of PAL and reading ability. A total of 97 children aged 8-10 years completed a battery of reading assessments and six different PAL tasks (phoneme-phoneme, visual-phoneme, nonverbal-nonverbal, visual-nonverbal, nonword-nonword, and visual-nonword) involving both familiar phonemes and unfamiliar nonwords. A latent variable path model showed that PAL ability is captured by two correlated latent variables: auditory-articulatory and visual-articulatory. The auditory-articulatory latent variable was the stronger predictor of reading ability, providing support for a verbal account of the PAL-reading relationship.
This report describes a three-year project, now eight months old, to develop interactive learning tools for language training with profoundly deaf children. The tools combine four key technologies: speech recognition, developed at the Oregon Graduate Institute; speech synthesis, developed at the University of Edinburgh and modified at OGI; facial animation, developed at University of California, Santa Cruz; and face tracking and speech reading, developed at Carnegie Mellon University. These technologies are being combined to create an intelligent conversational agent; a three-dimensional face that produces and understands auditory and visual speech. The agent has been incorporated into CSLU Toolkit, a software environment for developing and researching spoken language systems. We describe our experiences in bringing interactive learning tools to classrooms at the Tucker-Maxon Oral School in Portland, Oregon, and the technological advances that are required for this project to succeed.
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