Distraction effects in tasks of varying difficulty: Methodological issues in measuring development of distractibility

Effects of distraction on 5- and 8-year-old children's performance on a short-term memory task were examined. Tasks at three difficulty levels were employed to determine whether a floor effect could account for the lack of an age difference reported in an earlier study. A floor effect does not appear to be a key factor; the absolute amount of performance decrement was roughly equal for the two ages here regardless of task difficulty, and performance was well above chance under all conditions. The children adapted somewhat to the presence of distraction as shown in greater performance impairment for the first trial under distraction than for remaining trials. Use of a proportional, rather than an absolute, decrement index was considered, and the relevance of the present data to this issue was discussed.     

Some differences between phonetic and auditory modes of perception

When third-formant transitions are appropriately incorporated into an acoustic syllable, they provide critical support for the phonetic percepts we call [d] and [g], but when presented in isolation they are perceived as time-varying ‘chirps’. In the present experiment, both modes of perception were made available simultaneously by presenting the third-format transitions to one ear and the remainder of the acoustic syllable to the other. On the speech side of this duplex percept, where the transitions supported the perception of stop-vowel syllables, perception was categorical and influenced by the presence of a preposed [al] or [ar]. On the nonspeech side, where the same transitions were heard as ‘chirps’, perception was continuous and free of influence from the preposed syllables. As both differences occurred under conditions in which the acoustic input was constant, we should suppose that they reflect the different properties of auditory and phonetic modes of perception.     

Morphologic asymmetries of the face: A review

It has been suggested that asymmetries in the morphological properties of the face contribute to or produce asymmetries in facial emotional expression. Over 50 years of research on hard tissue, soft tissue, and facial surface asymmetries is reviewed here. Generally, it appears that if consistent asymmetry characterizes facial morphology, it is extremely small in magnitude or characterizes regions yet to be examined. In contrast, marked homology and asymmetry in regional size and area has been noted often. At present, it does not appear that asymmetry in facial morphology is associated with facial expressive asymmetry, with the latter more likely to be an outcome of functional brain asymmetry.     

Perception of groups,size of opposition,and social influence

Two experiments investigated the relationship between social influence and the number of persons attempting influence. The organization of these persons was varied so that subjects either perceived them as a single group, as several distinct groups, or as an aggregate of unrelated individuals. Conformity was found to increase as the number of separate individuals and groups (distinct social entities) in opposition increased. But varying the size of a single group had little effect on subjects' level of conformity. Furthermore, even when subjects had a partner (social supporter), they conformed more when the opposition was categorized as several entities than as a single group. Overall, findings from the studies suggest that the manner in which persons are initially organized into groups and aggregates of individuals affects their persuasive impact on observers. Implications of these findings for research on social influence were considered.     

Ear asymmetry in recognition of unfamiliar voices

Female right-handed subjects were presented with a memory set consisting of five unfamiliar female voices. They were then tested with a recognition procedure in which samples of voice, memory set or novel, 2 or 4 sec in duration, were heard in one ear and a competing noise stimulus was heard in the other ear. There was an overall left-ear advantage in accuracy of recognition. This advantage held particularly for identifications of memory-set voices in the second half of trials. Internal analyses indicated that the left-ear advantage could not be attributed to greater retroactive interference during right-ear presentation. Congruent with studies of recognition of unfamiliar faces, the findings suggested right-hemisphere superiority in the recognition of unfamiliar voices.     

A Brief History of Jungian Splits in the United Kingdom

The institutionalizing of analytical psychology in the United Kingdom has its origins in the Analytical Psychology Club founded on 15 September 1922. It became increasingly apparent that professionalization of the Jungian movement was essential and this led to the formation of the Society of Analytical Psychology in 1946. This was followed in 1951 by the founding of the British Association of Psychotherapists. The Association of Jungian Analysts split off from the Society of Analytical Psychology in 1975–6, and this was followed in 1982 by the split between the Association of Jungian Analysts and the Independent Group of Analytical Psychologists. The Berlin Congress of 1986 saw the beginnings of a liaison body for the four London societies, which came to be called the Umbrella Group. This has organized joint conferences and workshops, but the split in 1992 between the United Kingdom Council for Psychotherapy and the British Confederation of Psychotherapists has posed a new threat to the growing harmony between the London societies. In the face of this threat, the Umbrella Group has not been able to articulate a common policy and strategy about the Jungian presence in the United Kingdom.     

Schema shifting: Children's cognitive monitoring of the prose-schema interaction in comprehension

Facility in shifting between familiar schemata in a listening comprehension task was examined in children from the third and sixth grades (8 and 11 years old, respectively). The children heard two consecutively presented ambiguous passages about very familiar daily activities. Comprehension of both passages demanded precisely timed activation of a schema appropriate to each passage. Half of the children were not explicitly cued to the passage shift, thus requiring that they spontaneously recognize the need for a schema shift. Analyses of free recall and interview responses showed that although the younger children had more difficulty than the older children, children at both grade levels demonstrated deficiencies in their cognitive monitoring of the prose-schema interaction.     

Ambiguity,cubist works of art,and preference

Number of one sec views and verbal judgements of interestingness and pleasingness of Cubist paintings were found to be a function of subjective ambiguity, defined in terms of the Shannon-Wiener average information measure, especially when an expectancy had been established regarding the identity of the main object or person in the paintings. Viewing behaviour was found to increase with subjective ambiguity; verbal judgements were found to decrease. Titles corresponding to varying degrees to the content of the paintings or instructions involving guessing were used to manipulate expectancy. An attempt was made to explain these findings and those involving recall of titles by making reference to Berlyne's point of view and the experimental literature.     

Fixed-interval punishment of running in hamsters

Four hamsters received brief electric shocks contingent upon running in a wheel. The fixed interval between shocks was varied systematically from 0 to 60 sec. Time spent running was directly related to the length of the fixed interval, while running speed remained roughly constant. Running depended on the fixed interval between shocks in the same way as bar-pressing maintained by food reinforcement, despite the fact that running was not established with nor maintained by explicit reinforcement.     

Behavior therapy for obesity: Booster sessions and long-term maintenance of weight loss

Following 8 weekly sessions of group behavioral self-control treatment, 75 obese women were assigned to one of five different maintenance conditions: (a) structured behavioral booster sessions held every two weeks; (b) structured behavioral booster sessions held every month; (c) unstructured nonspecific booster sessions held every two weeks; (d) unstructured nonspecific booster sessions held every month; and (e) a control group that received no booster sessions. Follow-ups were conducted at 3, 6, 9 and 12 month intervals. The study was completed in two replications. Results failed to show a significant effect of either booster session content or frequency. All groups continued to lose weight during the first three months of follow-up. Thereafter subjects in Replication 1 showed significant increases in weight over the next 9 months, whereas subjects in Replication 2 maintained their treatment-produced weight loss. The data do not support the view that booster sessions facilitate maintenance.     

Toward a theory of apractic syndromes

Theoretical development on human motor behavior has occurred largely independently of data on pathological movement disorders. This paper represents an initial attempt to interface findings from studies of apraxia and those of normal motor behavior with a view to formulating a common theoretical framework. Such an integration may ultimately aid in understanding the nature of skill acquisition and provide insights into the organization of motor systems. Three putative theoretical models of movement control are discussed with reference to apractic syndromes. The most commonly accepted view—the hierarchy—possesses properties such as linear transitivity and unidirectionality of information flow that render it inadequate in explaining functional plasticity in the central nervous system. The heterarchy, which incorporates reciprocity of function and circular transitivity, is a more likely candidate but suffers from an inability to regulate the degrees of freedom of the system. Our favored candidate is the coalition model which embodies heterarchical principles, but in addition, offers a solution to the problems of degrees of freedom and context for motor systems. Evidence is reviewed from apraxia of speech and limbs in terms of a coalitional style of control and an experimental approach, consonant with coalitional organization, is developed. We promote the claim that an understanding of apractic behavior—and perhaps motor systems in general—will benefit when clinicians and experimenters embrace a theory of context and constraints rather than a theory of commands as is currently in vogue.     

Alcohol consumption by college women following exposure to unsolvable problems: Learned helplessness or stress induced drinking?

Three experiments were intended to examine the relationship between alcohol, depression and learned helplessness. In Study I, more female undergraduate heavy drinkers than light drinkers were found to have critically elevated scores on a depression index. A sex difference in the relationship between drinking and depression is suggested since male depressives were equally distributed among drinking categories. In Studies II and III, female undergraduates were given unsolvable problems in a learned helplessness paradigm. Relative to controls these subjects reported increased depressive and hostile affect and drank more beer in a taste rating task. However, we failed to find deficits in anagram solution with those subjects given the learned helplessness manipulation. Specific questions are raised regarding the boundary conditions of learned helplessness while implications bearing on stress-related alcohol consumption are discussed.     

Components of syllogistic reasoning

The present research sought to understand the components of syllogistic reasoning used in a syllogistic evaluation task. In this task, subjects must indicate whether a conclusion such as “Some Yale professors are humbugs” is definitely true, or never true of a set of premises such as “Some humbugs study syllogistic reasoning; some Yale professors study syllogistic reasoning”. A modified form of componential analysis (Sternberg 1977, 1978) was used to decompose the syllogistic evaluation task with abstract content into encoding and encoding plus combination subtasks. The response-choice data from these subtasks were used to provide (a) direct tests of a proposed theory of syllogistic reasoning, and in particular, of its assumptions about sources of error in syllogistic reasoning; and (b) direct inferences regarding the representation of relations between the subject and predicate of the premises as encoded and combined. The results supported a proposed transitive-chain model of syllogistic reasoning.     

Self-report and physiologic responding during in vivo flooding

Self-report and physiologic measures of arousal were obtained during in vivo flooding sessions. Minimal correspondence was found between these two assessment modalities. The significance of these findings for treatment is discussed.     

Spatial knowledge in a young blind child

A set of eight experiments demonstrate spatial knowledge in a 2-year-old congenitally blind child and sighted blindfolded controls. Once the blind child had traveled along specific paths between objects in a novel array, she was able to make spatial inferences, finding new routes between those objects (Experiment 1). She could also do so when the routes were between places in space, not occupied by objects (Experiment II). Deviations from precisely straight routes in Experiments I and II were not due to faulty inferences, but probably came from imprecise motor control, since the same deviations occured when inferences were not required—when the child moved to a place designated by a sound source (Experiment III). This child's performances could not be accounted for by artifactual explanations: sound cues, experimenter bias, and echolocation were ruled out (Experiments IV, V, VI). Further, sighted blindfolded controls performed at roughly the same level (Experiment VII). Finally, Experiment VIII shows that the blind child could access her spatial knowledge for use in a simple map-reading task. We conclude that the young blind child has a system of spatial knowledge, including abstract, amodal rules     

Instigation of assertive behavior through videotape-mediated assertive models and directed practice

Twenty-eight undergraduate college women received an assertive training procedure in which they observed videotape-mediated assertive models and practiced nine types of assertive responses over a seven-week period. They reported significantly (p< 0.01) more assertive behavior and were rated as significantly (p< 0.01) more assertive than subjects receiving a placebo treatment and subjects receiving no treatment. There were also trends (p's = 0.17, 0.19, 0.29) for Ss receiving assertive training to report lower fear of social conflicts than subjects under the two control conditions.