Teacher Versus Peer Models

Female Ss (N=80) observed either a teacher or a peer model (M) demonstrate a motor task with either high or low performance ability. The effects’ of viewing these live performances on S’s subsequent motor performances were examined. After the observation of M, S’s performance in the presence or absence of the observed M was investigated. A Control Group consisting of 20 Ss, viewing no M, was compared to ail other groups for analysis. Results of the M Type × M’s Ability Level × M Presence design indicated that those in the Control Group had significantly lower performances than all other groups on all blocks of trials. In addition, across all trial blocks, S’s performances were enhanced subsequent to having viewed a skillful teacher M. Upon observing M’s demonstration, Ss exhibited increased matching responses and better performances when performing in the presence of M.     

On the adaptive function of children's and adults’ false memories

Recent research has shown that memory illusions can successfully prime both children's and adults' performance on complex, insight-based problems (compound remote associates tasks or CRATs). The current research aimed to clarify the locus of these priming effects. Like before, Deese–Roediger–McDermott (DRM) lists were selected to prime subsequent CRATs such that the critical lures were also the solution words to a subset of the CRATs participants attempted to solve. Unique to the present research, recognition memory tests were used and participants were either primed during the list study phase, during the memory test phase, or both. Across two experiments, primed problems were solved more frequently and significantly faster than unprimed problems. Moreover, when participants were primed during the list study phase, subsequent solution times and rates were considerably superior to those produced by those participants who were simply primed at test. Together, these are the first results to show that false-memory priming during encoding facilitates problem-solving in both children and adults.     

Detection and criterion change associated with different test contexts in recognition memory

Three groups of physics Ss and three groups of arts Ss viewed 20 physics words (PWs) and 20 common words (CWs) in a randomly ordered inspection sequence. Ss were then assigned to one of three recognition test conditions where the inspection items were embedded in different sequences of 120 additional words (60 PWs + 60 CWs; 100 PWs + 20 CWs, 20 pWs + 100 CWs). Signal-detection and Luce analyses examined the effects of the different test contexts on Ss′ true sensitivity and response bias. While all Ss found detection of PWs easier than CWs, these judgments varied according to the properties of the recognition sequences. This latter finding was interpreted as indicating that Ss adopted a conservative and probabilistic strategy for the recognition task as a whole rather than utilizing different strategies for PWs and the CWs where these would result in superior overall performance.     

Self-reported versus behavioral self-handicapping: empirical evidence for a theoretical distinction.

The present study was an investigation of how Ss would respond when given 2 self-handicapping options, 1 behavioral (withdrawal of practice effort) and 1 self-reported (reporting high levels of stress). Ss anticipating a diagnostic test of intellectual ability were given different instructions regarding the effects of stress and practice on test performance. Ss were told that (a) stress only, (b) practice only, (c) both stress and practice, or (d) neither stress nor practice affected test scores. Ss were then given the opportunity to self-report a handicap on a stress inventory and to behaviorally self-handicap by failing to practice before the test. High self-handicapping men and women showed evidence of self-reported handicapping, but only high self-handicapping men behaviorally self-handicapped. However, when both self-handicaps were viable, both high self-handicapping men and women preferred the self-reported over the behavioral self-handicap.     

Reconsideration of the role of competing responses in demonstrations of the interference effect (learned helplessness)

In Experiment 1a, rats trained to escape shock by performing a 2-s inactive response were less impaired on a subsequent 2-way shuttle response than their yoked counterparts that received inescapable shock. In contrast, in Experiment 1b, rats trained to escape shock by performing a longer duration inactive response were more impaired on the subsequent escape task than their inescapably shocked counterparts. In Experiment 2, the results of Experiments 1a and 1b were replicated, and the inactive responses performed during pretreatment by both the escapable and inescapable shock groups were assessed and correlated with test stage 2-way shuttle escape performance. These activity data indicate that inactivity during pretreatment shock in both escapable and inescapable shock groups was a highly reliable predictor of subsequent 2-way shuttle performance, irrespective of the pretreatment shock contingency to which these Ss were exposed.     

Audiogenic Seizures: Insulin and High Blood Sugar

Inverted black-white photographs of the faces of highly familiar peers (classmates, fraternity brothers, etc.) were presented to 350 Ss ranging from 3 to 20 years of age. In an untimed test session, S tried to identify the person in the inverted photograph. Success in this task was positively correlated with age up to approximately 14 years, but performance deteriorated after this age; college-age S s and preschool Ss' performances were approximately equal. This finding contrasts with the current view that the effects of disorientation on perception becomes less potent with age. A cognitive explanation is offered for the early rise in the performance curve; the subsequent reduction in level of performance is attributed to rigidity of the perceptual mechanism as a function of overlearning of a mono-oriented configuration.     

Disruption of delayed memory for a sequence of spatial locations following CA1- or CA3-lesions of the dorsal hippocampus

Axon-sparing neurotoxic lesions of CA1 or CA3 were produced in the dorsal hippocampus to test dissociative lesion effects on spatial working memory for sequential items. Rats were required to remember four different sections sequentially presented on a newly devised maze (i.e., Tulum maze) during a study phase. Each section was cued by a unique object that was specifically associated with each location within the section during the study phase. Following a 15-s delay and during the test phase, rats were required to revisit the location within a section randomly chosen among the previously visited sections in the absence of the cued object. Both CA1 and CA3 lesions similarly disrupted accurate relocation of a previously visited place. However, differential effects of the CA1 and CA3 lesions were observed in serial position curves. CA3-lesions disrupted performance for the first three serial positions, but did not disrupt performance for the last serial position (recency). In contrast, CA1-lesions disrupted performance for all serial positions. The results suggest that temporal separation of spatial memory may depend on the conjoint function of CA1 and CA3 of the hippocampus with a disruption of a spatial pattern completion process following CA3 lesions and a disruption of a temporal pattern separation process following a CA1 lesion.     

Attentional switching in the sequential flanker task: age, location, and time course effects

The sequential flanker task was developed to study sequential performance using methodology borrowed from studies of task switching. We investigated age differences in backward inhibition [BI: Mayr, U., & Keele, S. W. (2000). Changing internal constraints on action: The role of backward inhibition. Journal of Experimental Psychology: General, 129, 4-26] during a sequential category search task. Participants learned four animal categories in a fixed order, and then searched for exemplars from those categories in runs of mis-ordered exemplars. Across three experiments, we observed robust BI facilitation effects. However, the magnitude of BI effects did not differ across age groups. This age-invariance held despite manipulations of distractibility (Experiment 2), and interstimulus interval (Experiment 3), suggesting that BI processes may be relatively automatic and obligatory in the context of sequential tasks. The findings are discussed in terms of the attentional mechanisms that underlie task set switching and sequential performance.     

Attention and memory cues in concept learning as a function of task complexity and age

The effects of attention and memory cues on concept learning performance were investigated as a function of task complexity and grade level of Ss. It was found that: (1) the attention and memory cues were closely interrelated in their effects upon performance with both significantly improving performance at all but the lowest levels of complexity; (2) both types of cues considerably lessened the effect of stimulus complexity upon performance; and (3) the attention cue elicited the best performance from Ss in the first through ninth grades, while the memory cue elicited the best performance from 4-year-old and kindergarten Ss.     

APPLICATIONS OF A SEQUENTIAL ALTERNATING TREATMENTS DESIGN

We propose the use of a combined version of the alternating treatments and multiple baseline designs in situations in which a traditional baseline (no treatment) condition either does not provide an adequate contrast condition or is not feasible or practical due to clinical constraints. We refer to this design as a sequential alternating treatments design because two treatments are initially implemented in a random or counterbalanced fashion and are followed by a sequential change in one or both treatments across settings, subjects, or tasks. The effects of the independent variables are assessed first by analyzing the two series of data points representing the different treatments (relative effects) and then by assessing changes in one or both series, as application of the alternative treatment is introduced sequentially. The sequential application of treatment provides an analysis of control in the same manner as the multiple baseline design; the initial alternating treatments phase provides a contrast condition in much the same manner as a baseline condition. Applications of this design to the assessment of peer training and self-injurious behavior are described.     

Treadmill Gait Analysis Characterizes Gait Alterations in Parkinson's Disease and Amyotrophic Lateral Sclerosis Mouse Models

The effect of anxiety on learning and performance of a complex motor task was determined. In addition the effects of two stressors—competition and failure—and the interactions between these stressors and anxiety were investigated. 40 high and 40 low anxiety Ss (selected by the Taylor Manifest Anxiety Scale) learned and performed a coincident timing task. Competition was presented by offering the Ss a monetary reward for the best performance, while failure was manipulated by giving false knowledge of results and indicating that the performance level was inferior. Results showed that Ss low in anxiety performed significantly better than Ss high in anxiety during the initial learning of a complex motor task. No difference was found between Ss extreme in anxiety once the task was well-learned. Competition and failure did not affect performance or interact with the anxiety level of Ss.     

Learning the structure of event sequences

How is complex sequential material acquired, processed, and represented when there is no intention to learn? Two experiments exploring a choice reaction time task are reported. Unknown to Ss, successive stimuli followed a sequence derived from a "noisy" finite-state grammar. After considerable practice (60,000 exposures) with Experiment 1, Ss acquired a complex body of procedural knowledge about the sequential structure of the material. Experiment 2 was an attempt to identify limits on Ss ability to encode the temporal context by using more distant contingencies that spanned irrelevant material. Taken together, the results indicate that Ss become increasingly sensitive to the temporal context set by previous elements of the sequence, up to 3 elements. Responses are also affected by priming effects from recent trials. A connectionist model that incorporates sensitivity to the sequential structure and to priming effects is shown to capture key aspects of both acquisition and processing and to account for the interaction between attention and sequence structure reported by Cohen, Ivry, and Keele (1990).     

Immediate and delayed transfer of training effects in statistical reasoning

Ss were trained on the law of large numbers in a given domain through the use of example problems. They were then tested either on that domain or on another domain either immediately or after a 2-week delay. Strong domain independence was found when testing was immediate. This transfer of training was not due simply to Ss' ability to draw direct analogies between problems in the trained domain and in the untrained domain. After the 2-week delay, it was found that (a) there was no decline in performance in the trained domain and (b) although there was a significant decline in performance in the untrained domain, performance was still better than for control Ss. Memory measures suggest that the retention of training effects is due to memory for the rule system rather than to memory for the specific details of the example problems, contrary to what would be expected if Ss were using direct analogies to solve the test problems.     

The effects of interpolated US alone (USa) presentations on classical nictitating membrane conditioning in rabbit(Oryctolagus cuniculus)

The nictitating membrane (NM) response of 36 rabbits was classically conditioned using a 1,000-Hz tone (CS) paired with circumorbital shock (US) at a 250-msec CS-US interval. Two experimental groups received additional presentations of the US given alone (USa), either 30 seconds (Group E30) or 60 seconds (Group E60) following each CS-US pairing, and their performance was compared to that of control Ss (Group C60) which never experienced USa. Presentations of USa resulted in significant and approximately equal performance decrements in both experimental groups relative to the C60 controls. However, no significant differences among the groups appeared during an extinction phase. The effects of USa presentations were discussed in terms of Papsdorf’s consolidation interpretation and Rescorla’s (1967) contingency theory of conditioning, and appeared to favor the latter view. Additional analyses led to the conclusions that (1) the increased amplitude of the NM UR on paired CS-US trials relative to USa trials can be attributed, at least in part, to the simple laws of the reflex, independent of the conditioning processper se, and (2) the partial reinforcement extinction effects previously reported by Leonard and Theios (1968) cannot be attributed solely to the presence of USa in their continuous reinforcement control Ss.     

Test anxiety,working memory,and cognitive performance: Supportive effects of sequential demands

Substantial evidence suggests that test anxiety is associated with poor performance in complex tasks. Based on the differentiation of coordinative and sequential demands on working memory (Mayr & Kliegl, 1993), two studies examined the effects of sequential demands on the relationship between test anxiety and cognitive performance. Both studies found that high sequential demands had beneficial effects on the speed and accuracy of the performance of test-anxious participants. It is suggested that the more frequent memory updates associated with high sequential demands may represent external processing aids that compensate for the restricted memory capacity of individuals with high test anxiety.     

Aversive CSs suppress lever pressing for food but not the eating of free food

Forty rats received CER acquisition, half “on the baseline” (response lever present), half “off the baseline.” During initial CER extinction, Ss received: (a) normal CER extinction (lever available), (b) free food during CSs only (no lever), (c) free food during non-CSs only (no lever), or (d) free food during both CS and non-CS periods (no lever). While normal extinction Ss were highly suppressed in the presence of the CS, all free food groups readily ate but did not differ in eating latencies. On subsequent CER extinction trials on the baseline, those Ss which received free food during the CSs were no less suppressed than other Ss. These data offer no support for Estes' (1969) reciprocal inhibition explanation of CER and punishment, nor do they support a fear interpretation of CER.     

Sleep dependent consolidation of gross motor sequence learning with motor imagery

Acquisition of gross motor sequence learning with physical and mental training elicits gains in performance. However, the effects of sleep or daytime consolidation after both types of practice remain unclear, especially the effects upon the goal- and movement-based components of a gross motor sequential task. The main purpose of this study was to test the effect of physical practice (PP) and motor imagery practice (MIP) on the acquisition and consolidation processes of gross motor sequence learning.Seventy-six participants were tested before and after PP or MIP on a whole-body sequential paradigm, following either a night of sleep (PP_sleep and MIP_sleep groups) or an equivalent daytime period (PP_day and MIP_day groups). Control groups without training were tested following similar timespans (CTRL_sleep and CTRL_day groups). The number of sequential movements and the centre of mass displacement – corresponding to goal and movement-based components, respectively – were assessed.Results showed that relative to the CTRL groups, the PP and MIP groups improved performance during acquisition. Importantly, only the MIP_sleep group further improved performance after a night of sleep; participants of other groups stabilised their performance after consolidation. Additionally, the number of sequential movements and the centre of mass displacement evolved conjointly without being influenced by the type of training or the nature of the consolidation.To conclude, these results confirm that sleep contributes to the consolidation of gross motor sequence learning acquired with MIP but not PP. The relationship between the goal- and movement-based components of a gross motor sequential task is discussed.     

The Effect of Anxiety on the Conditioning Rate and Stability of the PGR

Two separate experiments were completed to test the effect of valence on performance of kindergarten Ss on a conservation task. Forty-eight Ss in Experiment I, with a mean age of 5.5 years, were asked to conserve a volume of liquid. A significant number of Ss failed to conserve the volume (p < .001), but when valence—desirability of the liquid to drink—was added, a significant number of Ss changed their choices (p < .02) to show conservation. Thirty-eight Ss in Experiment II, with a mean age of 5.5 years, were asked to conserve volume of liquid with valence attached to the first choice. A significant (p < .01) number of Ss showed conservation of volume. The results of the two experiments were compared and discussed in relation to valence and language development as relevant variables in conservation tasks.     

The attribute selection process in pattern perception: The effect of constraint redundancy and stimulus exposure time on the classification of spatially represented Markov patterns

A transfer paradigm was used to study the effect of constraint redundancy (Rc) and stimulus exposure time (ET) on the “same-different” classifications of pairs of spatially represented Markov patterns (Vargus 7 stimuli; Evans & Mueller, 1966). In the training phase, each S classified, without feedback, pairs of Vargus 7 stimuli generated as deviations from three prototypes (i.e., most probable sequences). Each S received stimuli generated at one of three levels of Rc and exposed for one of three durations. In the test phase, all Ss classified different deviations from the same three prototypes at a single Rc level and a single ET level. Unsupervised classification performance was above chance in both training and transfer and increased slightly over trials. Significant Rc and ET effects were found. These results supported two models of attribute selection and utilization; discussions of these models and their relationships to the findings were directed toward the analysis of the “schema plus correction” hypothesis.     

Visual recognition memory in reflective and impulsive children

Twenty-nine reflective and 29 impulsive fifth-grade boys were tested in a forced-choice visual recognition memory task. In three of the experimental conditions (1FD, 2FD, 4FD) the number of visual feature differences between the correct and incorrect test stimuli was 1, 2, or 4, and correct response could not be based on the name of the stimulus; in the fourth condition (DO) the correct and incorrect test stimuli had different names. As predicted, performance on DO and 4FD was equivalent and was superior to that on 1FD and 2FD. Although reflective Ss made more correct responses than impulsive Ss in all four conditions, only the performance difference in Condition 1FD was significant. Mean correct response latencies mirrored the correct response data. These results were consistent with the Selfridge-Neisser feature-testing model of recognition memory, and it was argued that the primary underlying basis for the dimension of reflection-impulsivity was that reflective Ss tend to engage in a more detailed visual feature analysis of stimulus arrays. Strong inferential evidence was provided that visual feature analysis independent of verbal labeling was responsible for successful recognition performance in these Ss.