Fechner's "inner psychophysics"

Though psychologists are generally aware that Gustav Fechner introduced psychophysics and set down its essential methodology, most of them only know about the part that Fechner called "outer psychophysics." In his classic publication of 1860, Fechner insisted that "inner psychophysics" was more important, yet this aspect of Fechner's work failed to receive any attention. The article reviews Fechner's presentation of inner psychophysics and suggests reasons why that part of his work was neglected and has been forgotten.     

The Euclidean model of measurement in Fechner's psychophysics

Historians acknowledge Euclid and Fechner, respectively, as the founders of classical geometry and classical psychophysics. At all times, their ideas have been reference points and have shared the same destiny of being criticized, corrected, and even radically rejected, in their theoretical and methodological aspects and in their epistemological value. According to a model of measurement of magnitudes which goes back to Euclid, Fechner (1860) developed a theory for psychical magnitudes that opened a lively debate among numerous scholars. Fechner's attempt to apply the model proposed by Euclid to subjective sensation magnitudes--and the debate that followed--generated ideas and concepts that were destined to have rich developments in the psychological and (more generally) scientific field of the twentieth century and that still animate current psychophysics.     

Antecedents to Fechner's law: the astronomers J. Herschel, W. R. Dawes, and N. R. Pogson

The history of the stellar magnitude scale is briefly traced from the second century b.c. until the middle of the nineteenth century. It becomes clear that astronomers formulated "Fechner's Law" by about 1850. While Fechner is credited with the grander view of things, the contention is made that the astronomers John Herschel, W. R. Dawes, and N. R. Pogson have not been given their due by historians of psychology.     

Noncontingent reinforcement, alternative reinforcement, and the matching law: a laboratory demonstration

Basic researchers, but not most applied researchers, have assumed that the behavior-decelerating effects of noncontingent reinforcement result at least partly from adventitious reinforcement of competing behaviors. The literature contains only sketchy evidence of these effects because few noncontingent reinforcement studies measure alternative behaviors. A laboratory model is presented in which concurrent schedules of contingent reinforcement were used to establish a "target" and an "alternative" behavior. Imposing noncontingent reinforcement decreased target behavior rates and increased alternative behavior rates, outcomes that were well described by the standard quantitative account of alternative reinforcement, the generalized matching law. These results suggest that adventitious reinforcement of alternative behaviors can occur during noncontingent reinforcement interventions, although the range of conditions under which this occurs remains to be determined in future studies. As an adjunct to applied studies, laboratory models permit easy measurement of alternative behaviors and parametric manipulations needed to answer many research questions.     

Early recollections of individuals preparing for careers in clinical psychology,dentistry, and law

This study compared the early recollections (ERs) of three groups of students preparing for careers in clinical psychology, dentistry, and law. Recollections of psychology students showed significantly more “negative affect,” “threatening situations,” and “less reference to groups of people” than did the other two groups. “School” was mentioned significantly more in the ERs of law students than in the ERs of the other groups. Law students reported ERs which indicated the highest frequency of the “active dimension,” dentistry students the least. The implications of the findings for vocational choice are discusssed.     

Brainstem frequency-following response recorded from one vertical and three horizontal electrode derivations

The human brainstem frequency-following response reflects neural activity to periodic auditory stimuli. Responses were simultaneously recorded from one vertically oriented and three horizontally oriented electrode derivations. Nine participants each received a total of 16,000 tone repetitions, 4,000 for each of four stimulus frequencies: 222, 266, 350, and 450 Hz. The responses were digitally filtered, quantified by correlation and spectral analysis, and statistically evaluated by repeated measure analysis of variance. While the various horizontal derivation responses did not differ from each other in latency (values tightly clustered around M= 2.60 msec.), the vertical derivation response occurred significantly later (M=4.38 msec.). The smaller latency for the horizontal responses suggests an origin within the acoustic nerve, while the larger latency for the vertical response suggests a central brainstem origin. The largest response amplitude resulted from gold "tiptrode" electrodes placed in each auditory meatus, suggesting that this electrode derivation provided the most accurate (noninvasive) assessment of short-latency events originating at the level of the auditory nerve.     

What young children do and do not know about the spelling of inflections and derivations

Morphemes have a powerful impact on the spellings of words in English. We report on two experiments examining young children's knowledge of the effect of suffix morphemes on spelling. In Experiment 1, 5- to 8-year-olds demonstrated awareness of the role of inflections, but not derivations in spelling. Experiment 2 examined whether children might show an understanding of the impact of derivations on spelling when they are provided with the specific spelling pattern. There was support for this idea; 7- to 10-year-old children took advantage of the derivations that were given to spell other derivations, but not the endings of control words. The results of these experiments suggest that young children are aware of the role that suffixes play in determining spelling, but that there are limits, such as those imposed by spelling difficulty, that constrain the execution of this knowledge. These findings provide new insights into current theoretical debates on spelling development.     

Hick's law revisited

In 1952, Hick proposed his ‘information theory’, that in making choice reactions the subject gains information at a constant rate such that: Mean reaction time = K log₂ (N + 1).