PubMed · 5339868
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A H Blum, D M Broverman. 1967. Children's cognitive style and response modification.. https://doi.org/10.1080/00221325.1967.10533721
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The notion of 'fluency' is most often associated with spoken-language phenomena such as stuttering. The present article investigates the relevance of considering fluency in writing. The basic argument for raising this question is empirical-it follows from a focus on difficulties in written and spoken language as manifestations of different problems which should be investigated separately on the basis of their symptoms. Key-logging instruments provide new possibilities for the study of writing. The obvious use of this new technology is to study writing as it unfolds in real time, instead of focusing only on aspects of the end product. A more sophisticated application is to exploit the key-logging instrument in order to test basic assumptions of contemporary theories of spelling. The present study is a dictation task involving words and non-words, intended to investigate spelling in nine-year-old pupils with regard to their mastery of the doubling of consonants in Norwegian. In this study, we report on differences with regard to temporal measures between a group of strong writers and a group of poor ones. On the basis of these pupils' writing behavior, the relevance of the concept of 'fluency' in writing is highlighted. The interpretation of the results questions basic assumptions of the cognitive hypothesis about spelling; the article concludes by hypothesizing a different conception of spelling.
Recent imaging results suggest that individuals automatically share the emotions of others when exposed to their emotions. We question the assumption of the automaticity and propose a contextual approach, suggesting several modulatory factors that might influence empathic brain responses. Contextual appraisal could occur early in emotional cue evaluation, which then might or might not lead to an empathic brain response, or not until after an empathic brain response is automatically elicited. We propose two major roles for empathy; its epistemological role is to provide information about the future actions of other people, and important environmental properties. Its social role is to serve as the origin of the motivation for cooperative and prosocial behavior, as well as help for effective social communication.
This research is based on previous publications that have analyzed certain neuropsychological phenomena that always have the same characteristic clinical features: a vivid experience of sudden onset and automatic development, accompanied by an intense sensation of strangeness. When these automatisms are accompanied by only mental symptoms, the designation paroxysmal psychic automatisms (PPAs) is proposed, and they should be interpreted as partial seizures (PSs) with a psychic content whenever they clearly exhibit the four features of suddenness, passivity, intensity, and strangeness. This interpretation is based on the existence of a wealth of scientific literature indicating an overlap between PPAs and PSs; moreover, bibliographic reviews indicate that the clinical signs just defined as characterizing PPAs are precisely those defining the epileptic consciousness.