A method for analysing performance in the rod-and-frame test

Abstract.— Scoring only the unsigned (absolute) errors in the Rod-and-Frame Test (RFT) is questioned because the method confounds a number of variables. Another way of scoring the RFT is proposed which differentiates between (1) the subject's constant error, (2) the effect of the tilted frame, and (3) the rod starting position effect. The method also allows estimation of the response consistency of the subject. What is more, the values for each subject of the constant error, of the frame tilt effect, and of the rod starting position effect may be tested for significance on the basis of the degree of response consistency observed for that particular subject, thus making the new method more person-oriented than the unsigned error method.     

Orientation contrast effects in the rod-and-frame test

Previous research indicates that a tilted visual display is capable of inducing eye torsion and an illusion of self-tilt in objectively upright observers. These effects may contribute to performance errors on the rod-and-frame test by rotating the perceived axes of visual space toward the tilted frame. The kinesthetic-matching method was used in the present study to see whether an effect of the visual orientation contrast between red and frame sides might also contribute to rod-and-frame test performance. Observers aligned invisible hand-held rods with the visual rod at various tilts under a control condition when the frame was absent, and under experimental conditions with the frame upright or set at 45°. The frame induced matching errors in the direction away from the frame sides which were most nearly parallel to the rod. Since no rotation of apparent visual axes should occur under these conditions, the data suggest that an orientation contrast effect is involved in the rod-and-frame test.     

Light intensity in the rod-and-frame test reconsidered

Abstract.— Previously collected data (Nyborg, 1972) on the perception of the vertical in the Rod-and-Frame Test (RFT) were reanalysed according to the method of signed errors presented by Nyborg (1974). Regression analysis showed no systematic relationship between light intensity and frame dependence and that the effect of light intensity on the perception of vertical in the RFT in general is negligible, thus confirming the conclusions drawn originally.     

Construct validity of perceptual style: Role of stimulus size in the embedded-figures test and the rod-and-frame test

Three experiments were performed in order to test the construct validity of perceptual field dependence (FD) and field independence (FI). In Experiment 1, performance of subjects on two sizes of Form A of Witkin’s Embedded Figures Test (EFT) with a size-ratio of 1 to 4 was compared. The size of the standard EFT was taken as unity. A nonsignificant size effect was found for all subjects as a group, and a significant rank correlation was found between performances on the two sizes of the EFT. Furthermore, the performance of field-dependent subjects (as defined by performance on the standard EFT) and field-independent subjects did not interact significantly with the size factor. In Experiment 2, the physical size of the EFT changed from 1 to 8. A nonsignificant, overall size effect was again found, but the EFT performance of fielddependent and field-independent subjects interacted significantly with the size factor. In Experiment 3, the performance of subjects on two sizes of the EFT (i.e., 1 to 8) and two sizes of the standard rod-and-frame test (RFT) (i.e., 1 to 4.5) were compared. A significant stimulus-size effect was found in the EFT, with all subjects becoming morefield-independent, and a significant stimulus-size effect was found in the RFT with the same subjects becoming morefield-dependent. Finally, the EFT performance of the field-dependent and field-independent subjects again displayed a significant interaction with the size of the embedded figures. A parallel-serial processingstyles hypothesis is proposed to account for the EFT data.     

A Statistical Interpretive Method for Neuropsychological Test Data

The accurate interpretation of large numbers of neuropsychological tests within a flexible battery approach is a difficult and sometimes controversial process. We present a statistically based method of interpretation (Rohling's Interpretive Method or RIM) and evaluation of neuropsychological data that allows for varying numbers of tests along a varying number of cognitive domains, yet remains psychometrically based. This method requires informed clinical judgment in that the level of confidence for tests, cognitive domains, and global indices are used as the backdrop for interpretive decisions. Specific procedures for use are presented in a systematic, detailed fashion to allow the interested reader to replicate the method. Two case examples are presented: a straightforward case of cerebrovascular insult and a more complicated case of mixed etiology. Examples include a variety of different neuropsychological tests commonly used in a flexible battery approach. A discussion of the practicality, ease of use, and potential limitations of this method are further presented.     

Field-dependence, extraversion and perception of the vertical: empirical and theoretical perspectives of the rod-and-frame test.

Using conventional scoring procedures for the Rod-and-frame Test (RFT), extraversion was shown to interact with field-dependence (defined by scores on the Hidden-shapes Test), with the field dependent extraverts being most inaccurate performers on the rod and frame. Of greater importance, serious questions were raised about theoretical and empirical aspects of the relationship between paper-and-pencil measures of field-dependence and performance on the rod and frame, and it was concluded that "what has...been demonstrated over the past ten years is the reliability of a relationship of questionable validity."     

Solving the rod-and-frame test in a tachistoscopic presentation: Effects of stimulus size and perceptual style

This research was undertaken to demonstrate, with correlational evidence, that presenting the rod-and-frame test (RIT) with either limited (tachistoscopic) or unlimited (Oltman’s, 1968, portable RFT) exposure time does not significantly affect the ranking of subjects. The underlying hypothesis is that the intersubject variability of performance on the portable RFT is due essentially to differences in sensitivity to the optostatic vection that appears automatically and almost immediately. Results of the tachistoscopic test show that the effect of angular size of the stimulus is similar to that described in the literature for unlimited time situations, and that subjects’ ranking is very similar regardless of the exposure time (W = .80). However, although a difference is observed between the means of low and high achievers in both types of RFT, intraindividual intertask homogeneity (correlation coefficient) is not verified in each of these subgroups. From these results, one can distinguish two processes in the RFT: the first, vections, has to do with the subject’s postural orientation and seems to playa great role in organizing interindividual differences. The second process, a more cognitive one, has a less striking effect and has to do with the selection of reference frames in perceptual organization.     

Future-time gradients for performance in test anxious individuals.

It was assumed that highly anxious individuals should have a negative goal gradient for future performance and that this negative goal gradient should be reduced as the test-anxiety dispositions of the individuals decreased. The results for 392 grade school (6th) students showed, as expected, that (a) the highly anxious individuals (n = 55) tended to decrease the number of problems solved correctly as a future goal (task) approached in time and that (b) the slopes of the negative goal gradients decreased as the test-anxiety dispositions decreased. When number of problems attempted was the measure of performance (c) ther was a tendency for Ss of low anxiety (n = 101) to increase their performance as the goal approached.     

Statistical judgement: A further test of the representativeness construct

Kahneman and Tversky's (1972) construct of ‘representativeness’ as a mediator of statistical judgements has been subjected to several recent criticisms. The present study allows test of the hypothesis that individuals differ in their use of the representativeness heuristic. Tasks are devised which permit measure of two types of judgemental error attributed to use of the heuristic. One is a misperception of Bernouilli sequences, in which subjects expect sequences to have shorter run lengths than would actually occur by chance. The other error is a tendency to give insufficient weighting to the evidence of larger samples. The tasks were administered in two experiments by on-line computer. Characteristic errors of both sorts are found in two experiments, but in neither case was there any evidence of a correlation between them. It appears, then, that even a modified form of the representativeness hypothesis, that might be reconciled with other critiques, is lacking in empirical support.     

Counterfactual thinking, persistence, and performance: A test of the Reflection and Evaluation Model

The present research extends previous functional accounts of counterfactual thinking by incorporating the notion of reflective and evaluative processing. Participants generated counterfactuals about their anagram performance, after which their persistence and performance on a second set of anagrams was measured. Evaluative processing of upward counterfactuals elicited a larger increase in persistence and better performance than did reflective processing of upward counterfactuals, whereas reflective processing of downward counterfactuals elicited a larger increase in persistence and better performance than did evaluative processing of downward counterfactuals. Moreover, path analyses indicated that whereas the relationship between counterfactual thinking and persistence was accounted for by emotional responses following upward and downward counterfactual generation, the relationship between counterfactual thinking and performance was accounted for by enhanced persistence following reflective processing of downward counterfactuals, but was accounted for by both enhanced persistence and strategic thinking following evaluative processing of upward counterfactuals.     

A developmental analysis of the relationship between hand preference and performance: II. A performance-based method of measuring hand preference in children

The present study describes a performance-based method of measuring hand preference in children. Three aspects of handedness were considered to be important in developing the paradigm (a) overall hand preference across a number of tasks, (b) consistency of hand use and, (c) the use of the preferred hand in a bimanual task. The new paradigm, termed the WatHand Box Test (WBT), requires participants to perform a variety of unimanual tasks such as, using a hammer, tossing a ball, and opening a lock with a key. To determine the validity of the WBT and examine the developmental trends in hand preference, eighty right-handed children and adults (ages 3-4, 6-7, 9-10, and 18-24 years) performed the WBT. First, the WBT was found to correlate significantly with scores on a standard hand preference questionnaire for the adults. As well, significant developmental trends were noted in hand preference as measured by the WBT. Most specifically, three- and four-year-olds had significantly lower scores on the WBT indicating a less stable pattern of hand preference than in the other three age groups.     

The role of cognitive factors in the rod-and-frame effect

We compared the contribution and the effectiveness of modulating the orientation perception of two types of visual information: the visual frame and the visual polarity of objects. In experiment 1, we examined the effect of a square frame, a mouse, an elephant, and a map of France on the apparent vertical. In the upright position, despite the presence of tilted individual component features, the visual objects had no illusory visual tilt effects. When tilted, these objects had a substantial effect on the direction that appeared to be vertical. However, rod-setting errors were smaller in the inducing objects than when observed with the frame display. In the second experiment, the results of experiment 1 were replicated with a meaningful circular contour--a porthole and a clock. The presence of the external circular contour did not abolish the illusion on the apparent vertical. Moreover, in experiment 3, a clock whose numbers were displaced and not tilted--to avoid the possible tilt influence of visual cues--was also able to deflect the subjective visual vertical. This finding suggests that through top-down processing shapes can act as a framework which serves as a reference influencing the perceived orientation of the inner objects.     

Absence of depth processing in the large-frame rod-and-frame effect

Attenuation of the rod-and-frame effect (RFE) with depth separation (Gogel & Newton, 1975) was investigated with the rod and frame in either intersecting or parallel depth planes (PDP). In the former case, in which either the top of the rod or the frame was inclined 45 deg away from the observer, no attenuation was found for frames projecting a retinal angle of 39.2 or 13.5 deg. In the PDP paradigm, the rod was optically 60 cm nearer the observer than was the frame. The depth adjacency effect of Gogel and Newton was replicated, but only for small retinal angles (7.2 and 6.8 deg) of the frame and for a 15-deg frame tilt, but not for larger retinal angles (39.2 and 12.7 deg) or for frames tilted at 22 deg. The absence of attenuation with depth separation in large frames and its presence in small frames is consistent with the identification of these phenomena with properties of the ambient and focal visual systems, respectively (Leibowitz & Post, 1982).     

Word memory test performance in children.

One-hundred and thirty-five children between the ages of 7 and 18 years were evaluated clinically. Their diagnoses included Fetal Alcohol Syndrome (FAS) or Effects, Schizophrenia, Bipolar Mood Disorder, various neurological diseases, Attention Deficit Hyperactivity Disorder (ADHD), Conduct Disorder, Oppositional-Defiant Disorder and learning disabilities. As part of a comprehensive neuropsychological assessment, the children were given the Word Memory Test (WMT; Green, Allen, & Astner, 1996; Green & Astner, 1995), containing various subtests which measure, respectively, effort and verbal memory. Although age and verbal intelligence are known to affect scores on most ability tests, they were not found to be significant determinants of WMT effort scores. Younger children did not score any lower on the effort subtests than older children. The children scored as well as a group of parents seeking custody of their children and they scored higher than adult patients with mild head injuries. The computerized WMT requires some basic reading skills and some children with lower than a grade 3 reading level scored at a relatively low level on the effort subtests. The current data suggest that most children with at least a grade 3 reading level can pass the WMT using the adult criteria. It is concluded that the WMT is potentially useful in the evaluation of effort during pediatric neuropsychological evaluations. Further research is needed to replicate these findings and to develop child norms for the memory subtests.     

A Critique of Miller and Rohling's Statistical Interpretive Method for Neuropsychological Test Data

A critical review of the 24-step procedure of Miller and Rohling's (in press) proposed standardization of clinician's use of neuropsychological assessment batteries is presented. Each step is examined for statistical sources of invalidity. It was concluded that parts of the procedure are quite vulnerable to between-battery variability that cannot be easily estimated or controlled, leading to significant errors in analysis and classification. A second fatal flaw is the failure to distinguish in the procedures between standard error measurement and standard error of the estimate in calculations in several steps. The purpose of the process remains viable, however, and is an important contribution toward the improvement of clinical diagnosis.     

A Cognitive Subtask Model of Statistical Map Reading

A model is presented that accounts for statistical map reading according to four cognitive subtasks: (1) map orientation, (2) legend comprehension, (3) map surface/legend integration, and (4) extracting statistical information. Each cognitive subtask can be shown to depend on a series of processes that differ somewhat from subtask to subtask. This model is evaluated in light of the literature on statistical map reading, our research findings, and experience in the development of statistical maps. The model may serve as a guide to map reading and assist in the design of statistical maps.