Extendable high-speed stimulus generation and recording on the Macintosh computer

A new visual electrophysiology and eye-movement laboratory was developed with three goals in mind: (1) rapid execution speed for quick acquisition of data from infant subjects, (2) ease of operation by experimenters, and (3) modularity and flexibility. A powerful system composed of two linked Macintosh computers was constructed in which one computer was used solely to generate visual stimuli and the second solely to record subjects’ responses, allowing recording to execute at maximum speed without being slowed by stimulus graphics generation. A single program on the recording computer allowed the experimenter to choose the stimulus and recording parameters. The two computers intercommunicated via a local EtherNet network to coordinate recording and signal averaging. This paper presents design principles and specific programming techniques relevant to any Macintosh system that must rapidly acquire physiological recordings while simultaneously displaying sensory stimuli.     

Interactive computer assistance for biofeedback and psychophysiological research: Pragmatics of development

Key assumptions and decisions influencing the design, programming, and operation of an interactive computer-control system for a biofeedback research laboratory are discussed. Most interactions with the computer are in the form of simple English queries and answers. Laboratory activities for which the computer provides assistance include instrument calibration, time-critical system testing, experiment set-up and instrument hook-up, experiment control, data management, and analysis. Use of structured programming technique is described. Authors and laboratory staff conclude that interactive assistance is a helpful research tool in many situations and that future laboratory-control systems will have more extensive English language interactive capability.     

PDP-12 stimulus control and data collection for lateralized discrimination learning

A BASIC program that requires a minimum 8K core, 32K disk, KW12-A real-time clock, eight extended operation eight-mode DEC relays with peripheral interface, and user-generated special-function assembly language subroutines for clock and relay control was prepared, using advanced OS/8 BASIC, for conducting laterality studies. It is assumed that the user’s system has a dual tape drive. CRT, and Teletype. Modified IEE readouts have been used for stimulus presentation. Laterality effects and results suggesting application of the procedure in clinical neuropsychological testing have been achieved. This paper describes the rationale for development of the task, summarizes administration procedures, and provides flowcharts of the BASIC program and assembly language special functions, as well as a circuit diagram for the peripheral relay interface.     

Extinction of avoidance in rats: response availability and stimulus presentation effects

A conditioned a versive stimulus presented in prolonged, continuous fashion is said to be flooded. Using a two-way shuttle avoidance task. Polin (1959) found that animals allowed to respond to flooded stimuli extinguish faster than animals prevented from responding to discrete stimuli of equal total duration. But, as Shearman (1970) noted, the CS presentation and response availability factors were confounded. He arranged them factorially, in a 2 × 2 design, again utilizing two-way avoidance, but found no differences between any of the experimental groups, although all groups extinguished faster than a regular extinction control group, the only group for which CS termination was response-contingent. Since there is evidence from one-way avoidance studies that response prevention facilitates extinction of avoidance with CS exposure held constant (Shipley et al., 1971). we repeated the Shearman design, using a one-way avoidance paradigm, and including a group for whom the aversive CS would be presented in discrete trials at increasing intensities. A separate aspect of the present investigation concerned the measurement of a fear response as well as the avoidance response. Results of several investigations have shown (e.g. Coulter et al. 1969; Linton et al.. 1970) that avoidance behaviour can be extinguished without the extinction of fear. It was thought useful to assess the generality of this result, since in two-factor theory, fear and avoidance are related.Two supplementary experiments replicated important conditions of the initial one, while examining whether response prevention and response non-availability have similar effects (II), and the relation between the fear test and the test for extinction (III).     

Demonstration experiments in perception and cognitive psychology for the Macintosh computer

A package of programs demonstrating psychology experiments widely cited in perception and cognitive psychology textbooks is described. The programs are suitable for laboratory research projects and in-class demonstrations. An attractive feature of the programs is that they have provisions for changing experimental parameters to allow students to design different experiments from the original programs. Iconic memory, memory scanning (using the additive factors approach), lexical decision, target detection, speeded classification, picture recognition/picture memory, and the Phi phenomenon can be demonstrated.     

MacPsych: An electronic discussion list and archive for psychology concerning the Macintosh computer

MacPsych is an electronic mail discussion list and an electronic archive for those using the Macintosh in psychology. The discussion list allows psychologists from around the world to ask questions and discuss issues relating to the use of the Macintosh in psychology. The archive is a place where list members may share software and other files of relevance. The Society for Computers in Psychology sponsors the discussion list, and the journalBehavior Research Methods, Instruments, & Computers has designated the archive as the distribution site for Macintosh software and files described in its pages. Those interested may join the list by sending electronic mail to macpsych-request@stolaf.edu. The archive can be accessed via anonymous ftp at ftp.stolaf.edu in the directory pub/macpsych.     

The Observer Video-Pro: New software for the collection, management, and presentation of time-structured data from videotapes and digital media files

The Observer Video-Pro is a system for collecting, managing, analyzing, and presenting observational data. It integrates The Observer software with time code and multimedia hardware components. It extends the functionality of a conventional real-time event recording program in various ways. Observational data can be collected, reviewed, and edited with synchronized display of the corresponding video images. For optimal visual feedback during coding, one can display the video image in a window on the computer screen. Video playback from either a VCR or a digital media file can be controlled by the computer, allowing software-controlled jog, shuttle, and search functions. Besides a wide range of VCRs, The Observer Video-Pro supports all major digital video file formats. The software allows the user to summarize research findings in numerical, graphical, or multimedia format. One can create a time-event plot for a quick glance at the temporal structure of the observed process, or run specific analysis procedures and generate reports with statistics. An Event Summary function is available for exploratory and qualitative analysis. Video material can be summarized in a Video Play List, which allows on-screen summary presentations or the creation of highlight compilations on tape, CD, or other media. Video images can be captured and saved as disk files, for use as illustrations in documents, slides for presentations, and so forth. In this paper we describe the design and operation of the system, illustrated with a case study from research on Repetitive Strain Injury (RSI).     

Using SMS text messaging for teaching and data collection in the behavioral sciences

Recent interest in university teaching has focused on interactivity in lectures and practical classes, and teachers in several fields have set up systems in which students can interact with the lecturer using mobile-phonebased SMS text messaging. This approach has particular potential in psychology, where students could use SMS messaging as a way of responding in simple psychology experiments or demonstrations. We describe a simple architecture for an SMS-based responding, using an SMS-to-HTTP message relay service, and a PHP/MySQL input-output handler. We describe briefly two experiments we have run using the system. The first experiment examined anchoring effects in an SMS-based auction. The second experiment examined delay discounting, with participants indicating their intertemporal preferences using SMS. Finally, we evaluate the feedback we obtained from students about the practical and conceptual issues surrounding text-message-based responding.     

Software for the generation and display of random-dot cinematograms on the Macintosh computer

The software packageDotMovie 1.3.8 was designed to create and display dynamic random-dot cinematograms for studies of motion perception on Macintosh II microcomputers. In each frame of the cinematogram, some dots move in random uncorrelated directions, while other dots move with constant speed in one direction. As the relative number of dots moving in a correlated direction increases, the observer sees flow in the direction of the movement. The software described facilitates the creation of random-dot cinematograms, their presentation, and collection of data from subjects’ responses.     

Spatial congruency between stimulus presentation and response key arrangements in arithmetic fact retrieval

It is known that number and space representations are connected to one another in numerical and arithmetic abilities. Numbers are represented using the metaphor of a mental number line, oriented along horizontal and vertical space. This number line also seems to be linked to mental arithmetic, which is based partly on arithmetic fact retrieval. It seems that number representation and mental arithmetic are linked together. The present study tested the effect of spatial contextual congruency between stimulus presentation and response key arrangements in arithmetic fact retrieval, using number-matching and addition verification tasks. For both tasks in Experiment 1, a contextual congruency effect was present horizontally (i.e., horizontal presentation of stimuli and horizontal response key alignments) but not vertically (i.e., vertical presentation of stimuli but horizontal response key alignments). In Experiment 2, both tasks showed a contextual congruency effect for both spatial conditions. Experiment 1 showed that the interference and distance effects were found in the horizontal condition, probably because of the spatial congruency between stimulus presentation and response key arrangements. This spatial congruency could be related to the activation of the horizontal number line. Experiment 2 showed similar interference and distance effects for both spatial conditions, suggesting that the congruency between stimulus presentation and response alignment could facilitate the retrieval of arithmetic facts. This facilitation could be related to the activation of both horizontal and vertical number lines. The results are discussed in light of the possible role of a mental number line in arithmetic fact retrieval.     

Selective response activation can begin before stimulus recognition is complete: a psychophysiological and error analysis of continuous flow

In discussions of process models of human information processing, the continuous flow conception (Eriksen and Schultz 1979) plays a prominent role. A central prediction of this conception is that any information in a display associated with a response activates that response as soon as it becomes available in the perceptual system. If it concerns the correct response channel, then response facilitation occurs. If it concerns the incorrect response channel, then response competition occurs. To assess these mechanisms more directly, we used psychophysiological measures as well as reaction time (RT). We used the latency of the P3 component of the event related brain potential (ERP) as an index of stimulus evaluation duration, the onset of lateralized motor activity derived from the ERP as an index of selective central motor activation, and the onset of electromyographic activity as an index of the start of peripheral motor activation. Subjects were required to respond to target letters that were either flanked by letters that signalled the opposite response (incompatible arrays), by the target itself (compatible arrays), by letters not associated with a response (neutral arrays), or by no other letters (targets alone). Our results replicated the basic findings obtained in this paradigm. RTs to targets alone did not differ from RTs to compatible arrays. The latter were faster than RTs to neutral arrays, which were faster than RTs to incompatible arrays. P3 latencies were longer on incompatible than on neutral trials, and longer on compatible than on target alone trials. Incorrect central response activation on incompatible trials and correct central response activation on compatible trials, both began earlier than on target alone trials. Peripheral responding on both trial types, however, began later than on target alone trials. More incompatible but less compatible trials than neutral ones exhibited incorrect peripheral response activation. Peripheral response execution was faster and more accurate on compatible than on target alone trials, while it was slower and less accurate on incompatible than on neutral trials. These results indicate, that the flankers activated their associated response channel while display evaluation was still going on, and that response facilitation and competition occurred. After applying criteria proposed by Miller (1988), it was concluded that the set of stimulus recognition processes and the set of response activation processes cannot be regarded as independent stages of processing.     

Using a computer simulation in the research,training, and evaluation of school psychologists

A computer program, School Psychologist Simulation, is described. The program presents users with information and events such as might be encountered in a real school setting regarding schoolchildren referred to the school psychologist; users can practice the skills needed by a school psychologist in the assessment of the case. The participant then submits a report detailing assessment, recommendations, and reasoning for the case in either essay or multiple-choice format. An additional program permits the instructor to customize the material presented to the user by modifying the case material of a specific child and/or by altering the forms displayed to the user in all cases.     

Automatic stimulus presentation for the proboscis extension reflex in diptera

An apparatus is described that automates the elicitation of the proboscis extension reflex (PER) in dipterans. The PER has been used as a measure of both classical conditioning and central excitation. Most studies of PER have employed manual stimulation, which adds inter- and intraexperimenter differences in technique as another source of variance. The advantages of this apparatus are (1) elimination of individual differences in manual techniques of experimenters as a possible source of error variance and (2) capability of stimulating several flies individually during a single session. An experiment is reported comparing the manual and automated methods.