An empirical investigation of the visual rightness theory of picture perception

This research subjected the visual rightness theory of picture perception to experimental scrutiny. It investigated the ability of adults untrained in the visual arts to discriminate between reproductions of original abstract and representational paintings by renowned artists from two experimentally manipulated less well-organized versions of each art stimulus. Perturbed stimuli contained either minor or major disruptions in the originals' principal structural networks. It was found that participants were significantly more successful in discriminating between originals and their highly altered, but not slightly altered, perturbation than expected by chance. Accuracy of detection was found to be a function of style of painting and a viewer's way of thinking about a work as determined from their verbal reactions to it. Specifically, hit rates for originals were highest for abstract works when participants focused on their compositional style and form and highest for representational works when their content and realism were the focus of attention. Findings support the view that visually right (i.e., "good") compositions have efficient structural organizations that are visually salient to viewers who lack formal training in the visual arts.     

Spatial balance of color triads in the abstract art of Piet Mondrian

We examined the interactive contribution of the color and size of the three areas occupied by the primary colors red, yellow, and blue in adaptations of abstract compositions by Mondrian to the perceived weight of the areas and the location of the balance centers of the compositions. Thirty-six art stimuli were created by experimentally changing the colors in the three areas of six original works so that the resulting five variations and the original constituted the six possible spatial arrangements of the three colors in the three locations. In experiment 1, design-trained and untrained participants determined the location of the balance center of each composition seen on a computer screen and rated the apparent weight or heaviness of each color area. In experiment 2, untrained participants determined the location of the balance centers of the compositions when projected to their actual size. It was found that, for both trained and untrained participants, the perceived weight of a color, especially red and yellow, varied as a function of the size of the area it occupied. Furthermore, participants in both experiments perceived shifts in the locations of the balance centers between the originals and their altered versions. Only the trained participants, however, perceived significant shifts in balance centers among the five variations of the compositions, demonstrating their superior sensitivity to the contribution of color to balance structure. Taken together, the findings demonstrate the existence of a color-area-weight relationship among color triads in abstract displays and the influence of this relationship on color balance in abstract compositions.     

A Meta-Analysis of the Relative Effects of Tabular and Graphic Display Formats on Decision-Making Performance

The results of 21 between-subjects experiments assessing the relative effects of tabular and graphic formats of data presentation on decision-making accu- racy were quantitatively reviewed using the meta-analysis procedure developed by Hunter, Schmidt, and Jackson (1982). Sampling error and differential range restriction accounted for variability in the average differences between tabular and graphic presentations, and there was no difference in the effects of the two presentation formats. These results counter recent assertions that task complexity moderates the effect of presentation format. The findings should also discourage further investigation of the effects of tabular and graphic formats using the conventional methodology.     

The basis of Stroop interference involving the multimodal correlates of auditory pitch

A pure auditory tone has a range of multimodal qualities that are determined by its pitch. A reaction-time task was used to demonstrate that subjects respond immediately and automatically to these qualities. Subjects were required to press one of two keys depending on which word, from a limited set, appeared on a microcomputer screen. The words were antonyms that represented multimodal stimulus qualities, and they were assigned to alternative responses so that the two words that shared the same response were correlated in the same way with pitch. As an incidental stimulus, either a 50 Hz tone or a 5500 Hz tone accompanied the presentation of each word. Subjects were found to respond more slowly when the multimodal qualities of the tone were incongruent with the qualities represented by the test word. When the stimulus-response mapping rules were changed, however, the Stroop effect did not occur; suggesting that a polarised semantic code of the incidental tone, that embraces its multimodal features, accesses the same semantic register as the equivalent code for the test word itself.     

Responsiveness of Western adults to pitch-distributional information in melodic sequences

Responsiveness of musically trained and untrained adults to pitch-distributional information in melodic contexts was assessed. In Experiment 1, melodic contexts were pure-tone sequences, generated from either a diatonic or one of four nondiatonic tonesets, in which pitch-distributional information was manipulated by variation of the relative frequency of occurrence of tones from the toneset. Both the assignment of relative frequency of occurrence to tones and the construction of the (fixed) temporal order of tones within the sequences contravened the conventions of western tonal music. A probe-tone technique was employed. Each presentation of a sequence was followed by a probe tone, one of the 12 chromatic notes within the octave. Listeners rated the goodness of musical fit of the probe tone to the sequence. Probe-tone ratings were significantly related to frequency of occurrence of the probe tone in the sequence for both trained and untrained listeners. In addition, probe-tone ratings decreased as the pitch distance between the probe tone and the final tone of the sequence increased. For musically trained listeners, probe-tone ratings for diatonic sequences tended also to reflect the influence of an internalized tonal schema. Experiment 2 demonstrated that the temporal location of tones in the sequences could not alone account for the effect of frequency of occurrence in Experiment 1. Experiment 3 tested musically untrained listeners under the conditions of Experiment 1, with the exception that the temporal order of tones in each sequence was randomized across trials. The effect of frequency of occurrence found in Experiment 1 was replicated and strengthened.     

Gender and handedness effects on hedonicity of laterally presented odours

The effect of lateral presentation of odours on the hedonic evaluation is reported using a range of different substances. The hypothesis that hedonic evaluation of odours depends on stimulated nostril and on gender and handedness is tested using psychophysical methodology. A total of 51 untrained subjects evaluated 16 substances with different hedonic valences. Each odour substance was presented to the subjects four times, twice at each nostril using a balanced experimental design. Effects of gender and handedness, and interactions, are observed. Some parallels with the perception of visual emotional stimuli are suggested. Hedonic processing of odour stimuli is concluded to be an emotional, rather than an analytical task.     

How informed is online informed consent?

We examined participants' reading and recall of informed consent documents presented via paper or computer. Within each presentation medium, we presented the document as a continuous or paginated document to simulate common computer and paper presentation formats. Participants took slightly longer to read paginated and computer informed consent documents and recalled slightly more information from the paginated documents. We concluded that obtaining informed consent online is not substantially different than obtaining it via paper presentation. We also provide suggestions for improving informed consent--in both face-to-face and online experiments.     

Teaching young adults with developmental disabilities and visual impairments to use tape-recorded recipes: Acquisition,generalization, and maintenance of cooking skills

Three young adults with developmental disabilities and visual impairments were taught to prepare three different recipes using tape-recorded instructions. Following instruction on each trained recipe, generality probes to untrained recipes were conducted. A multiple baseline across behaviors (recipes) design was used to determine the extent to which each student's preparation of untrained recipes improved as a function of being trained to prepare related recipes by using a self-operated audio prompting system. Results showed that students' cooking skills acquired through instruction on the trained recipes generalized (a) to untrained recipes requiring similar skills (simple generality) and (b) to more complex untrained recipes requiring a combination of skills learned during the instruction of two trained recipes (complex generality).     

Effects of stimulus presentation order during auditory–visual conditional discrimination training for children with autism spectrum disorder

Children with autism spectrum disorder are typically taught conditional discriminations using a match‐to‐sample arrangement. Consideration should be given to the temporal order in which antecedent stimuli (the sample and comparison stimuli) are presented during match‐to‐sample trials, as various arrangements have been used in the extant literature. The purpose of the current study was to compare the effects of four stimulus presentation orders on the acquisition of auditory–visual conditional discriminations. The study included participants from a clinically relevant population (three children with autism spectrum disorder), employed clinically relevant teaching procedures, and included two presentation formats not included in previous comparison evaluations (simultaneous and sample‐first with re‐presentation conditions). Results were found to be learner‐specific; that is, a different stimulus presentation format was most efficient for each participant. We provide suggestions to evaluate stimulus control topographies and enhance experimental control in match‐to‐sample arrangements.     

Memory for word locations in reading

Sentences were presented in various spatial formats, and readers localised one word of each sentence using a mouse cursor directly after reading. There was a localisation advantage for cumulative over single-word displays, for left-to-right presentation over presentation in a 3 x 3 grid, and for complete over incomplete sentences. Comparing performance for predictable and unpredictable word locations suggests that word location memory in reading decays within three seconds to a span of only 2-3 entries, and that readers can then reconstruct word locations from item memory. Implications for the role of spatial cognition in reading are discussed.     

On the Derivation of Instructional Applications From Cognitive Theories: Commentary on Chandler and Sweller

In "Cognitive Load Theory and the Format of Instruction," Chandler and Sweller (1991) report a series of experiments that focus on presentation formats that optimize learning from diagrams accompanied by ancillary text. This series of studies continues a line of work in which Sweller and his colleagues (Cooper & Sweller, 1987; Sweller, 1988; Sweller & Cooper, 1985; Tarmizi & Sweller, 1988; Ward & Sweller, 1990) have shown that students who study worked examples perform better than students who actually work the problems. Sweller (1988) proposed cognitive load theory as an explanation of these results, indicating that the critical feature of worked examples is that they appropriately direct attention and impose a relatively light cognitive load. Similarly, other presentation formats that accomplish these goals should also facilitate learning.     

Developing positive social-emotional behaviors: a study of training and generalization effects

Four handicapped children were taught four positive social-emotional behaviors: smiling, sharing, positive physical contacting, and verbal complimenting, using instructions, modelling, and praise. Rates of these behaviors were shown to increase in four trained subjects using a within-subject multiple-baseline experimental design. The generality of the behavior change was investigated by integrating three untrained subjects with the trained subjects in a setting free of adult-imposed contingencies and through a series of follow-up observations. Three trained subjects evidenced collateral increases in the generalization setting on at least one other behavior when training in smiling was conducted. One trained subject showed generalization session increases for each behavior when training was conducted to increase that behavior. All three untrained subjects demonstrated increased rates of smiling and sharing when interventions were conducted to increase those behaviors with the trained subjects. There was no appreciable generalization of verbal complimenting by either the trained or the untrained subjects. Both trained and untrained subjects generally maintained their increased rates of smiling, sharing, and positive physical contacting across four weeks of follow-up observations.     

The role of feedback and dot presentation format in younger and older adults’ number estimation

Numerosity estimation, the rapid assessment of the number of items in a visual scene, is historically inaccurate. We assessed whether providing feedback regarding the correct numerosity on either 0%, 50%, or 100% of the trials would affect younger and older adults’ estimation accuracy for randomized, clustered (i.e., groups of 3 or 7 dots), and stacked (i.e., column) dot formats. Participants provided estimates and confidence ratings in six blocks, each containing 48 trials (16 numerosities shown in each format). Feedback frequency was manipulated between participants during blocks 1–4; no feedback was provided during blocks 5 and 6, which contained old and new numerosities and previously estimated presentations rotated 90°. Estimation accuracy was age equivalent across blocks despite younger adults initially being more accurate than older adults. Feedback improved both age groups’ accuracy. Stacked presentations were most accurately estimated but were more likely to be over-estimated than clustered and randomized presentations. Older adults gave lower confidence ratings than younger adults despite both age groups showing increased confidence across blocks, for more structured presentation formats, and as feedback frequency increased. These results expand our understanding of the role of presentation format and feedback in producing age equivalence or age-related differences in numerosity estimation.     

Development and crossmodal transfer of contextual control of emergent stimulus relations

Six normally capable adults first learned three conditional relations in each of two prospective equivalence classes via match-to-sample training with figures as conditional (sample) and discriminative (comparison) stimuli. Then one trained conditional relation in each prospective class was brought under the control of contextual stimuli, two dictated nonsense syllables. Test performances indicated the emergence of untrained conditional relations, and therefore two equivalence classes, that were conditional on the contextual stimuli. These tests involved untrained combinations of contextual stimuli and stimuli in conditional relations, suggesting that the contextual stimuli functioned independently to control conditional relations rather than forming compound stimuli with samples and comparisons in training. Next, two novel figures were made equivalent to each of the original dictated contextual stimuli by match-to-sample training and testing. On subsequent tests, all subjects demonstrated transfer of conditional control of untrained conditional relations from the original auditory contextual stimuli to equivalent visual stimuli. These outcomes further supported the conclusion that the contextual stimuli exerted true conditional control over conditional relations in the equivalence classes and were not merely elements of compound stimuli.     

The effects of feedback and consequences on transitional cursive letter formation

Twelve first-grade students were employed to analyze the effects of (1) Verbal and Visual Feedback, (2) Verbal and Visual Feedback plus immediate rewriting of trained letters with one or more incorrect letter strokes, and (3) Potential Reinforcement on cursive letter strokes. Students practised both a set of trained and a set of untrained letters during each session. Feedback and reinforcement was administered only for trained letter strokes. The percentage of correct trained letter strokes increased during all conditions. Performance on the untrained but practiced and trained letter strokes followed the same general trend in response pattern. No consistent pattern of generalization was demonstrated with untrained and unpracticed letter strokes.     

Individual differences and task format in sentence verification

This study examined the effects of task format and individual differences in cognitive ability on performance of the sentence-picture verification task. Four groups of subjects were selected on the basis of their scores on psychometric tests of verbal and spatial ability: low verbal/low spatial, high verbal/high spatial, low verbal/high spatial, and high verbal/low spatial. Subjects completed four different versions of the sentence verification task, each version differing in terms of the interval between sentence and picture presentation. The results confirmed the importance of both task format and spatial ability in determining the cognitive strategy employed by subjects in carrying out the task. The finding of principal interest, however, was that spatial ability was the most significant determinant of strategy choice, and that low spatial subjects made substantial use of linguistic strategies under task formats designed to encourage imaginal strategies.