Time of day and level of processing

The time of day at which material is presented has a differential effect on immediate and delayed retention. It has been suggested that this may be mediated by a shift in the type or level of processing that subjects spontaneously engage in. Three experiments are described that were designed to test this suggestion. Experiment 1 found the acoustic similarity effect on short-term memory to be greater at 1000 h than at 1900 h. Experiment 2 showed the semantic similarity effect on long-term memory to be greater at 1930 h than at 1030 h. Experiment 3 demonstrated that interposing a short-term memory task between the presentation of a list of words and its subsequent recall had a greater detrimental effect on list learning at 1030 h than at 1930 h. It is suggested that, if free to do so, subjects may spontaneously place more reliance on maintenance processing in the morning, but more on elaborative processing in the evening.     

Walking Before and During a Sea Voyage

Stationary and moving surfaces impose different constraints on walking. In this study we investigated within-participants differences between walking on a ship before (at the dock) and during (at sea) a sea voyage. Four individuals participated in the study. While on the ship they wore a tri-axial accelerometer (ActiGraph GT3X+; ActiGraph LLC, Pensacola, FL) on their waists. Activity data were sampled at 30 Hz. Data were collected on the day before the voyage began and on several days at sea. The number of steps per day was greater at the dock than at sea. The net resultant force per day also was greater at the dock than at sea. However, resultant force per step was greater at sea (79.97 ± 8.50 vector magnitude counts/step) than on land (62.94 ± 10.03 vector magnitude counts/step). In addition, we observed variations in resultant force per step across days at sea. Ship motion decreased overall activity but increased the force per step.     

Standing Posture on Land and at Sea

We studied the influence of ship motion on postural activity during stance, varying stance width (the distance between the feet in side-by-side stance) and the difficulty of visual tasks. Participants (experienced crewmembers) were tested on land and then on successive days on a ship at sea in mild sea states. On land, we replicated classical effects of stance width and visual task on the magnitude of postural movement. The magnitude of forces used in postural control was greater at sea than on land. Visual performance at sea was comparable to performance on land. Both stance width and visual task difficulty influenced postural activity at sea. In addition, postural activity changed over days at sea. We conclude that experienced crewmembers modulated standing posture in support of the performance of visual tasks and that such effects occurred even in mild sea states. The overall pattern of effects is compatible with the hypothesis that postural activity is modulated, in part, in support of the performance of suprapostural tasks.     

Postural effects of the horizon on land and at sea

Motion of a ship at sea creates challenges for control of the body. Anecdotal reports suggest that the body can be stabilized by standing on the open deck and looking at the horizon. This advice contrasts with land-based findings that looking at the horizon leads to increased body sway. We measured standing body sway in experienced maritime crew members on land and at sea. On land, body sway was greater when subjects looked at the horizon than when they did not-the classical effect. At sea, body sway was greater in a closed cabin than on the open deck. On the open deck, body sway when looking at the horizon was reduced relative to sway when looking at middistance targets on the ship. The results are consistent with centuries of anecdotal advice given to sea travelers and raise new questions about the referents that are used for the control of standing posture.     

Women at Midlife: Implications for Theories of Women's Adult Development

Research on midlife transitions in women is reviewed, and implications for theories of women's adult development are discussed. Findings on menopause, the postparental period, and the roles of women at midlife are presented. Research on women at midlife suggests that new theoretical models of women's adult development should continue to emerge to accommodate the diversity of women's experiences at midlife. Several theoretical approaches are discussed in light of the research findings, and recommendations are made for future research on women's adult development. Implications for counselors working with women at midlife also are discussed.     

Critical reading of words and phrases in aphasia

To assess ability to read critically at the word and phrase level, four tests were administered to aphasic patients blocked on site of lesion and severity of auditory comprehension defect. Overall, site of lesion did not affect the quantitative scores or the patterns of errors in the four tests; this result suggests that there is a fixed order of difficulty in reading comprehension irrespective of the locus of the aphasic deficit. In contrast, profiles of performance differed significantly, depending on severity of comprehension difficulty. Patients with significant comprehension defect proved relatively superior at recognizing misspelled words; relatively poor at matching written nouns with their depicted referents; less likely to display improved comprehension when an additional substantive was included in a written phrase; relatively better at recognizing which words were the same parts of speech than at recognizing which words share salient semantic features; and relatively better at matching words which belonged together than at choosing the word which does not belong to a set. Taken together, the results suggest that strategies of reading may change in the presence of a severe aphasia, with such impaired patients relying less on semantic considerations and consequently more on orthographic information and on the distributional and sequential properties of words in sentences.     

王家台秦简《归藏》出土的易学价值

作者以新出土的<归藏>为主要根据,又征引出土阜阳汉简<周易>、马王堆帛书<周易>和其它文照献资料,对易学界长期争讼不休的问题进行检讨考辨,再次印证了传本<归藏>不伪、<归藏>早于<周易>、文王演易不是重卦、<周易>原为卜筮之书等论断.     

Effects of learning and movement frequency on polyrhythmic tapping performance

This study examined the effect of learning a complex bimanual coordination task at different movement frequencies. 30 subjects performed 5:3 polyrhythmic tapping at either high, medium, or low movement frequency on a rhythmic synchronization task and then reproduced the polyrhythmic pattern repeatedly in the spontaneous task. Analysis showed that practice on the synchronization task qualitatively changed correct responses into anticipatory ones. The synchronization learning of the polyrhythm caused the anticipatory responses and so, may involve memorization of serial positions within the polyrhythm. Also, more anticipatory responses were indicated in performance at the medium and low frequencies than at the high frequency on the synchronization task. In addition, deviations of taps from expected tapping positions were observed in performance of the spontaneous task at the high frequency. These results suggest that the movement frequency qualitatively influenced the learning of this bimanual coordination. Especially at the high frequency, frequent shifts to other coordination patterns occurred on the spontaneous task. This means that the performance at higher frequency is more strongly affected by entrainment between the two hands.     

Effects of traits and states subjective probability of task success and performance

In a laboratory experiment with 113 male university students, probability of succeeding at an arithmetic task was set at either .25, .50, or .75. This objective probability of success was linealy and positively related to subjective probability of success and to level of performance. No significant main effects of the trait of generalized expectancy of task success were found either on subjective probability of success or on performance. However, the more specific trait of expectancy of success at numerical tasks, with measured ability held constant, did show significant positive effects on subjective probability of success and performance. These results suggest that persons with high self-appraisals in a particular skill area form higher subjective probabilities of success and perform at higher levels on tasks calling for those skills than do persons with low self-appraisals, even though they do not differ in measured ability.Research reported here is based on a portion of a dissertation prepared at at the University of Minnesota in partial fulfillment of the requirements for the doctoral degree. Grateful appreciation is extended to John P. Campbell, who served as thesis advisor.     

Association of heart rate and heart-rate variability with scores on the emotion profile index in patients with acute coronary heart disease.

We investigated the link between the eight basic emotions named by Plutchik and heart rate, heart-rate variability in the 114 patients, 86 men and 28 women (M = 53.8 yr., SD = 8.0) with acute coronary heart disease during the initial 24-hr. stay in the coronary care unit and again at hospital discharge. Variability in heart rate was significantly positively associated with scores on Trust (the emotional state acceptance) at hospital admission and discharge in the patients with unstable angina and non-Q-wave infarction, on Aggression in the patients with unstable angina at hospital discharge and at hospital admission in the patients with non-Q-wave infarction. There was inverse relation on Timid (the emotional state fear) and Gregarious (joy) at hospital admission and on Distrust (disgust or rejection), Depressed (sadness), and Dyscontrol (impulsiveness) at hospital discharge in the patient with non-Q-wave infarction. There was no significant association between heart-rate variability and the scores on the Emotion Profile Index in the patients with anterior and posterior myocardial infarction. There was no statistically significant association between heart rate and scores on the Emotion Profile Index in the patients with acute coronary disease at hospital admission and discharge. Our results suggest psychological interventions that enhance emotional states represented by the Trust and Aggression scales and minimize those represented by Depressed, Dyscontrol, Timid, and Distrust scales could have a beneficial effect on cardiovascular function in the patients with unstable angina and non-Q-wave infarction in a hospital setting.     

Discrimination of the order of the components of repeating tone sequences: Effects of frequency separation and extensive practice

The Ss’ task was to identify repeating sequences of pure tones that differed only with respect to the order in which the tones occurred. With tones occurring at a constant rate of 5/sec, performance was better when the tones were widely spaced in frequency than when they were less widely spaced. One S was able, after considerable practice, to distinguish among different sequences whose component tones were presented at rates up to 500/sec. It was tenatively concluded that, in this case, performance was based on temporal (order) information at the slowest presentation rates, primarily on spectral information at the highest rates, and on both order and spectral information at intermediate rates.     

Parent-tutoring procedures: Experimental analysis and validation of generalization in oral reading across passages,settings, and time

A study that involved parents as reading tutors was carried out at home during the summer with four elementary children, three with learning disabilities. One purpose was to determine the effects of tutoring in the basal reader on reading rates at home. Another purpose was to determine potential generalization effects as a result of parent tutoring on different academic tasks at home and, later at school, on different and similar tasks. A combination multiple-baseline and reversal design tested for replication and generalization effects. Increases in correct rates were noted for the targeted variables across conditions. The results indicated that parents tutoring with school basal texts during the summer produced marked increases in reading rates that generalized at home to different academic tasks and at school to different and similar tasks. This suggests that parents, when using specific tutoring procedures, can increase their children's academic skills.     

The effects of parental scaffolding on preschoolers' executive function

The present study explores the effects of parental scaffolding of children's problem solving on the development of executive function (EF). Eighty-two children were assessed at 2, 3, and 4 years of age on a variety of EF tasks and, at ages 2 and 3, on a problem-solving puzzle with which parents offered structured assistance (i.e., scaffolding). Unlike previous studies of parental scaffolding, children's EF was examined at each time point. Scaffolding at age 3 was found to have a direct effect on EF at age 4. Furthermore, scaffolding at age 2 had an indirect on EF at age 4 through the child's verbal ability at age 3.     

Development of infants’ intuitions about support relations: sensitivity to stability

Can infants perceive stability when a supported box is put on a supporting box in a balanced position? In Experiment 1, 41 infants saw three events. In a stable event, the supported box was put on a wide supporting box in a balanced position. In an unstable event, the supported box was put on a narrow supporting box in a balanced position. In an impossible event, the supported box was put on the extreme end of a wide supporting box. Infants 4 to 6.5 months old looked equally at all three events. Infants 6.5 to 10 months old looked slightly longer at the impossible event than at the other events. Infants 10 to 13 months old looked reliably longer at the unstable and impossible events than at the stable event. The results of Experiment 2 indicate that these differences in looking times did not come from differences in stimulus configurations between the events. These results suggest that infants above 10 months old are sensitive to stability of support relations.     

Social Interactions and Feelings of Inferiority

A daily event-recording method, referred to as the Daily Interaction Record in Organizations (DIRO) was employed for assessing the influence of three types of social interaction on negative affect at work. For this purpose, 38 correctional officers (COs) completed forms, for a l-week period, that described their social interactions and stressful events at work. Moreover, the forms measured the negative feelings of COs both at the beginning and at the end of the workday. The results showed that each type of social interaction had a different effect on negative affect at the end of the day. Instrumental support showed an adverse effect on negative affect because this type of support appeared to induce feelings of inferiority, which in turn led to negative affect. Rewarding companionship appeared to have a positive effect, whereas intimate support showed no effect at all on negative affect. It is concluded that a micro-analytic approach offers interesting possibilities for fine-grained analyses of daily occurring social interactions and psychological mechanisms involved in social support as related to negative affect.     

Arithmetic fact mastery in young children: a longitudinal investigation

Children with poor arithmetic fact mastery (n=45) at the end of third grade were compared to grade-level peers with good arithmetic fact mastery (n=60) in competencies related to reading and mathematics. Children were assessed longitudinally across second and third grades. When predictor variables such as IQ were held constant, the poor fact mastery and good fact mastery groups performed at about the same level and progressed at a comparable rate on math story problems and on broad reading achievement. The groups also progressed at a comparable rate on broad math achievement, although children with poor fact mastery performed at a significantly lower level. Children with poor fact mastery showed remarkably little growth on timed number facts during the study period, despite normal growth in other areas of mathematics. Deficits in fact mastery are highly persistent and appear to be independent of reading and language abilities.     

Genetic and environmental relationships between head circumference growth in the first year of life and sociocognitive development in the second year: a longitudinal twin study

Although growth in head circumference (HC) during infancy is known to predict later childhood outcomes, the mechanisms underlying this association with later sociocognitive abilities remain undetermined. Thus, using a sample of 241 pairs of normally developing Japanese twins, this study investigated the underpinnings of the association between HC growth (difference between HC at birth and at 10 months) and sociocognitive abilities at 19 months as measured by 10 items from the M-CHAT. Phenotypic correlations between HC at birth and sociocognitive abilities and between HC growth and sociocognitive abilities were marginal and not significant. However, multivariate genetic analyses using Cholesky decomposition revealed that genetic influences on HC growth and those on sociocognitive abilities were negatively associated. On the other hand, shared and nonshared environmental influences on HC growth were positively associated with influences on sociocognitive abilities. Genetic and environmental influences on HC at birth were not significantly associated with influences on sociocognitive abilities. These results help to clarify the role of brain growth during infancy in the subsequent development of sociocognitive abilities and highlight the importance of examining the different roles of genetic and environmental influences in studies of these areas.     

Is there a place for Feminists in a Christian Church?

Based on a dialogue held on 16 May 1986 in London at Westminster Cathedral Hall, and organised by Catholic Women's Network and Women in Theology. Dr Daphne Hampson presents her own position at length, Dr Rosemary Ruether responds to it at length, and a discussion between the two of them follows.     

A quantitative analysis of the responding maintained by interval schedules of reinforcement

Interval schedules of reinforcement maintained pigeons' key-pecking in six experiments. Each schedule was specified in terms of mean interval, which determined the maximum rate of reinforcement possible, and distribution of intervals, which ranged from many-valued (variable-interval) to single-valued (fixed-interval). In Exp. 1, the relative durations of a sequence of intervals from an arithmetic progression were held constant while the mean interval was varied. Rate of responding was a monotonically increasing, negatively accelerated function of rate of reinforcement over a range from 8.4 to 300 reinforcements per hour. The rate of responding also increased as time passed within the individual intervals of a given schedule. In Exp. 2 and 3, several variable-interval schedules made up of different sequences of intervals were examined. In each schedule, the rate of responding at a particular time within an interval was shown to depend at least in part on the local rate of reinforcement at that time, derived from a measure of the probability of reinforcement at that time and the proximity of potential reinforcements at other times. The functional relationship between rate of responding and rate of reinforcement at different times within the intervals of a single schedule was similar to that obtained across different schedules in Exp. 1. Experiments 4, 5, and 6 examined fixed-interval and two-valued (mixed fixed-interval fixed-interval) schedules, and demonstrated that reinforcement at one time in an interval had substantial effects on responding maintained at other times. It was concluded that the rate of responding maintained by a given interval schedule depends not on the overall rate of reinforcement provided but rather on the summation of different local effects of reinforcement at different times within intervals.     

Library Instruction,Intervention and Immersion: A 5-Year Study of Religion and the Arts

A religion faculty member approached the author after he gave a presentation to the faculty at Waldorf College on integrated library instruction. She expressed disappointment at her students’ scholarly performance on a major research paper she assigns every semester. The ensuing discussion resulted in a campus collaboration among the author, the faculty member, the campus writing center, and the academic achievement center. This article reports on the results of a five-year study on intervention and immersion of library instruction for the class Religion and the Arts at a small liberal arts college.