A microcomputer interface for control of real-time experiments in cognitive psychology

A microcomputer system for real-time control of experiments in cognitive psychology is described. The microcomputer serves as an interface that allows a remote timesharing computer to control the timed display of textual material on CRTs and collect response times accurate to 1 msec. It can control two CRT subject stations presenting the same or different experiments and control other devices such as slide projectors and tape recorders. It is argued that such special-purpose microcomputer interfaces provide a real-time laboratory with significantly less effort than does the more traditional laboratory minicomputer.     

Some ideas for beginners on using a microcomputer in an introductory psychology class

This tutorial workshop presented several microcomputer applications for a large introductory psychology class with limited equipment. Applications demonstrated were word processing, gradebook management, and demonstrations.     

A model for mastery learning based on dynamic equilibrium theory

A theoretical model is developed based on dynamic equilibrium theory, which suggests a quantitative explanation for the basic idea in mastery learning that individuals of different aptitude reacting in an ideal environment to the same total quantity of material will ultimately reach the same mastery status, or gain equal increments of status starting from the same base, in time spans inversely proportional to the aptitude. The approach incorporates two widely used mechanisms, one for growth in learning and intelligence and one for loss through forgetting, into a single model that treats acquisition and loss as opposing, but simultaneously occuring processes. Operational definitions for acquisition and loss rate constants that would enable the model to account exactly for the basic assumption of mastery learning and at the same time yield a growth pattern identical to that implicit in the Stanford Binet ratio IQ are identified. An analysis of the extent to which the requirements of the model are confirmed by the available experimental evidence reveals that the basic idea of mastery learning is a useful and convenient approximation, which applies with some validity to the growth of mental ability as well as to the growth in school achievement.     

A survey of microcomputer use in small psychology departments

A survey of microcomputer use in psychology showed equal frequency of use for teaching, research, and administration. Respondents with computer experience evaluated microcomputer contributions more highly than did those respondents without experience but with an interest in using computer systems. Apple IIes were the most popular machines, word processing the most popular use, and experimental and statistical psychology the most popular courses for using computers. Sixty percent of the users wrote their own software.     

Assessing the effectiveness of a multimedia-based lab for upper division psychology students

The efficacy of multimedia-based training in producing increased learning was evaluated. Two multimedia software packages were compared with live or videotaped lectures on the same material. Results differed by type of student (low or high initial knowledge) and type of program. Multimedia training programs may need to provide more aid to students with less initial knowledge in the training domain. In addition, the effects of multimedia may be subtle and therefore require rigorous evaluation.     

A hierarchical process-dissociation model

In fitting the process-dissociation model (L. L. Jacoby, 1991) to observed data, researchers aggregate outcomes across participant, items, or both. T. Curran and D. L. Hintzman (1995) demonstrated how biases from aggregation may lead to artifactual support for the model. The authors develop a hierarchical process-dissociation model that does not require aggregation for analysis. Most importantly, the Curran and Hintzman critique does not hold for this model. Model analysis provides for support of process dissociation--selective influence holds, and there is a dissociation in correlation patterns among participants and items. Items that are better recollected also elicit higher automatic activation. There is no correlation, however, across participants; that is, participants with higher recollection have no increased tendency toward automatic activation. The critique of aggregation is not limited to process dissociation. Aggregation distorts analysis in many nonlinear models, including signal detection, multinomial processing tree models, and strength models. Hierarchical modeling serves as a general solution for accurately fitting these psychological-processing models to data.     

An experimental psychology laboratory system for the Apple II microcomputer

A system for on-line control of experiments is described that uses the Apple II microcomputer and requires no knowledge of programming. This system, APT, is used to construct test files, randomize stimulus order, and conduct experiments. Construction of an experiment is very easy through use of an interactive program. APT provides powerful options for controlling stimulus duration, feedback, and response type. Programs are available to conduct either a sequence of tests without any experimenter present or a single experiment. Over 200 subjects, ranging from 18 to 86 years of age, have completed a battery of cognitive and abilities tests using the system.     

On choosing an inexpensive microcomputer for the experimental psychology laboratory

This report compares currently available. Inexpensive (minimum stand-alone disk-based con-figuration under $2,000), mass-produced microcomputers from the viewpoint of their applicability as experiment control, stimulus generation, and data collection devices for the experimental psychology laboratory.     

A model for courseware development in psychology

Many behavioral scientists are aware of the advantages of a systematic approach to research and the development of software used in research. However, coordinated and systematic efforts to develop instructional materials in the behavioral sciences are relatively rare. This paper and the symposium of which it is a part describe a systematic effort funded by FIPSE to assess the needs for microcomputer tools and courseware in the undergraduate curriculum in psychology and to stimulate the development of high-quality materials. The conceptual bases for development of materials are vertical and horizontal integration-the development of courseware that spans the curriculum from introductory to advanced, specialized, courses, and the systematic use of materials within a course and across courses and subject areas. The activities of the project, as well as implications for other computer-based development projects, are discussed.     

A hierarchical model for estimating response time distributions

We present a statistical model for inference with response time (RT) distributions. The model has the following features. First, it provides a means of estimating the shape, scale, and location (shift) of RT distributions. Second, it is hierarchical and models between-subjects and within-subjects variability simultaneously. Third, inference with the model is Bayesian and provides a principled and efficient means of pooling information across disparate data from different individuals. Because the model efficiently pools information across individuals, it is particularly well suited for those common cases in which the researcher collects a limited number of observations from several participants. Monte Carlo simulations reveal that the hierarchical Bayesian model provides more accurate estimates than several popular competitors do. We illustrate the model by providing an analysis of the symbolic distance effect in which participants can more quickly ascertain the relationship between nonadjacent digits than that between adjacent digits.     

Construction of visual cognitive computation model for sports psychology based on knowledge atlas

A total of 584 thematic journals were included in the “Chinese Journal of Psychology” from 1996 to 2017 as the basic data set for this study, using bibliometrics, co-occurrence analysis, word frequency analysis, etc., and using CiteSpace III. Software mapping of knowledge. Visual analysis of published papers, research hotspots, research topic time zones, core authors, author co-occurrences, and research institutions of sports psychology research in China. It aims to fully grasp the dynamics of research on the development of sports psychology in China. The process provides a valuable reference for the theoretical research and practice of sports psychology in China. The results show that: Taking time as the axis, the amount of published documents can be divided into three stages: slow growth stage, rapid growth stage, and stable development stage; research topic time zone is also divided into three stages, and the basis for division of each stage is For the introduction of national sports reforms or new policies; 1996–2017, the focus of sports psychology disciplines is the application of sports psychology in physical education and sports training; the core authors in the field are representatives of Yan Jun, Wang Jin, and Yan. Gang Yan, etc.; The core organization of the volume of documents issued is based on professional sports colleges. The representative agency is Beijing Sport University.     

A hierarchical model for the structure of vocational interests

In this study a hierarchical model for the structure of vocational interests is proposed. Theoretical and methodological considerations, reanalysis of the C. E. Lunneborg and P. E. Lunneborg (Journal of Vocational Behavior, 1975, 7, 313–326) data, and an alternative interpretation of existing findings suggest that this model accounts for the interrelations among the vocational interest fields better than the hexagonal-circular models, or the four-factorial structure proposed by Lunneborg and Lunneborg (1975). The implications of this hierarchical model for vocational theory and some applications in vocational guidance are discussed.     

A hierarchical model of temporal perception

Temporal perception comprises subjective phenomena such as simultaneity, successiveness, temporal order, subjective present, temporal continuity and subjective duration. These elementary temporal experiences are hierarchically related to each other. Functional system states with a duration of 30 ms are implemented by neuronal oscillations and they provide a mechanism to define successiveness. These system states are also responsible for the identification of basic events. For a sequential representation of several events time tags are allocated, resulting in an ordinal representation of such events. A mechanism of temporal integration binds successive events into perceptual units of 3 s duration. Such temporal integration, which is automatic and presemantic, is also operative in movement control and other cognitive activities. Because of the omnipresence of this integration mechanism it is used for a pragmatic definition of the subjective present. Temporal continuity is the result of a semantic connection between successive integration intervals. Subjective duration is known to depend on mental load and attentional demand, high load resulting in long time estimates. In the hierarchical model proposed, system states of 30 ms and integration intervals of 3 s, together with a memory store, provide an explanatory neuro-cognitive machinery for differential subjective duration.     

Comments on a pseudo-mathematical model in social psychology

This paper critically examines the mathematical model, the ‘confluence model’, proposed by Zajonc, Markus and Markus (1979) as part of their analysis of birth order effects on intellectual differences. Five observations are made. The first concerns lack of precision in the indices contained in the model. The second deals with the coherence of the mathematical formulation. The third identifies presumably unanticipated and remarkable universal laws of mental development which can be derived from the model. The fourth identifies a further ‘universal law’ which arises from inappropriate use of terms to qualify parameters in the formulae. Finally, it is concluded that the ‘confluence model’ lacks the features required of a credible and useful mathematical model.     

A cognitive probability model for learning

A quantitative model for the behavior of albino rats in choice-making situations is presented. The model, which is based upon a cognitive conceptualization of the learning process, is shown to yield predictions which are equivalent to those produced by the linear operator stochastic models at the asymptotic limit but which differ from these during early trials in the learning situation.     

A unified model for perceptual learning

Perceptual learning in adult humans and animals refers to improvements in sensory abilities after training. These improvements had been thought to occur only when attention is focused on the stimuli to be learned (task-relevant learning) but recent studies demonstrate performance improvements outside the focus of attention (task-irrelevant learning). Here, we propose a unified model that explains both task-relevant and task-irrelevant learning. The model suggests that long-term sensitivity enhancements to task-relevant or irrelevant stimuli occur as a result of timely interactions between diffused signals triggered by task performance and signals produced by stimulus presentation. The proposed mechanism uses multiple attentional and reinforcement systems that rely on different underlying neuromodulators. Our model provides insights into how neural modulators, attentional and reinforcement learning systems are related.     

A model for serial verbal learning

A model for analyzing the learning process with a special emphasis on serial-position effect is proposed. This model consists of two analyses, one being an analysis of the learning process of each item in a list by a stochastic method, and the other being an analysis of serial-position effect in terms of pro- and retroactive inhibitions, and of forgetting. The model is experimentally verified, and moreover, it is found that the model permits prediction of the results of many experiments with lists of various lengths and varying difficulty.The author wishes to acknowledge help received during discussion with Prof. T. Indow.