Developmental reversal in classification accuracy due to an increase with age in orientation-free judgments.

A complete developmental reversal in accuracy was obtained in Experiment I in which third graders, sixth graders, and adults judged the class membership of patterns presented in a same-different task. An examination of the task requirements and pattern classes employed led to the hypothesis that the reversal in accuracy resulted from an increase with age in orientation-free judgments. The results of Experiment II, in which adults were told to not rotate the patterns, and Experiment III, which was a replication of Experiment I using symmetric rather than areally skewed pattern classes, provided confirmation for that hypothesis.     

Variants of uncertainty

In contrast to formal theories of judgement and decision, which employ a single notion of probability, psychological analyses of responses to uncertainty reveal a wide variety of processes and experiences, which may follow different rules. Elementary forms of expectation and surprise in perception are reviewed. A phenomenological analysis is described, which distinguishes external attributions of uncertainty (disposition) from internal attributions of uncertainty (ignorance). Assessments of uncertainty can be made in different modes, by focusing on frequencies, propensities, the strength of arguments, or direct experiences of confidence. These variants of uncertainty are associated with different expressions in natural language; they are also suggestive of competing philosophical interpretations of probability.     

On the study of statistical intuitions

The study of intuitions and errors in judgment under uncertainty is complicated by several factors: discrepancies between acceptance and application of normative rules; effects of content on the application of rules; Socratic hints that create intuitions while testing them; demand characteristics of within-subject experiments; subjects' interpretations of experimental messages according to standard conversational rules. The positive analysis of a judgmental error in terms of heuristics may be supplemented by a negative analysis, which seeks to explain why the correct rule is not intuitively compelling. A negative analysis of non-regressive prediction is outlined.     

Trait attribution to a described action as a function of changes in salient information

The relative importance of five information variables in determining the amount of friendliness attributed to a described action was analyzed using a five-way ANOVA. The variables (a) antecedent condition, (b) disposition of the actor, (c) intent of the actor, (d) likely social outcome of the act, and (e) actual social outcome of the act, were given a high friendliness value and a low friendliness value. Thirty-two stories which described the same act, but which systematically differed in background information, were made by combining one of the two values of the five variables in all possible combinations. Senior secondary school girls read the stories and rated the friendliness of the act and the friendliness of the actor on 9-place, unipolar rating scales. Results showed that the intent of the actor contributed the only significant source of variance to the trait attribution to the act. The trait attribution to the actor was significantly influenced by intent, antecedent condition, and disposition.     

Conditioned and unconditioned defensive burying in the rat

When rats first encountered a mouse-trap or a flashbulb in a chamber to which they had been habituated, they buried it with bedding material from the floor of the chamber, whereas rats previously habituated to the trap or the flashbulb did not. Conversely, rats did not bury a stationary, wire-wrapped wooden prod or a length of polyethylene tubing, even on first encounter. However, almost every rat struck by the trap, shocked by the prod, exposed to an airblast from the tube, or to a flash of the bulb, buried the respective source of aversive stimulation with the bedding material, even when a comparable control object was present during conditioning and testing. Thus, the phenomenon of defensive burying is not restricted to situations in which neutral objects serve as the source of painful electric shock. Rats seem to enter the experimental environment with an already established tendency to bury some objects (unconditioned defensive burying) but not others, and they readily learn to selectively bury an object that has been the source of any one of a variety of aversive stimuli (conditioned defensive burying).     

A research scale for the assessment of psychopathy in criminal populations

This paper describes an early phase in the development of new research scale for the assessment of psychopathy in criminal populations. The scale is meant to be a sort of operational definition of the procedures that go into making global ratings of psychopathy. While the interrater reliability of these ratings is very high ( > 0.85) they are difficult to make, require a considerable amount of experience, and the procedures involved are not easily communicated to other investigators. Following a series of analyses, 22 items were chosen as representative of the type of information used in making global ratings. Two investigators then used interview and case-history data to complete the 22-item checklist for 143 male prison inmates. The correlation between the two sets of total checklist scores was 0.93 and coefficient alpha was 0.88, indicating a very high degree of scale reliability. The correlation between the total checklist scores and global ratings of psychopathy was 0.83. A series of multivariate analyses explored the factorial structure of the scale and demonstrated its ability to discriminate very accurately between inmates with high and low ratings of psychopathy. Preliminary indications are that the checklist will hold up well to crossvalidation.     

The effects of value confrontation and reinforcement counseling on the career planning attitudes and behavior of adolescent males

An experiment was conducted to compare the relative effectiveness of a value confrontation procedure and a procedure based on verbal operant conditioning in enhancing career development attitudes and increasing the frequency of information-seeking behavior in rural adolescent males. Ninety subjects were identified as internally controlled or externally controlled based on their locus of control scores and then randomly assigned to one of the two experimental treatment groups or a control group. The value confrontation procedure involved developing an awareness of self-dissatisfaction about one's career planning and relating this self-dissatisfaction to the importance one gave to the values logical and responsible. These values had been identified empirically in this study as having a relationship to career planning. The reinforcement counseling treatment involved the interpretation of individual career maturity data followed by the verbal operant conditioning of responses indicative of career maturity. Post tests administered 7 weeks after the treatments showed that the value confrontation procedure resulted in significantly greater frequency of information seeking for internally controlled subjects when compared to the reinforcement counseling and control procedures. No treatment was significant in increasing the maturity level of career development attitudes.     

A feature-integration theory of attention

A new hypothesis about the role of focused attention is proposed. The feature-integration theory of attention suggests that attention must be directed serially to each stimulus in a display whenever conjunctions of more than one separable feature are needed to characterize or distinguish the possible objects presented. A number of predictions were tested in a variety of paradigms including visual search, texture segregation, identification and localization, and using both separable dimensions (shape and color) and local elements or parts of figures (lines, curves, etc. in letters) as the features to be integrated into complex wholes. The results were in general consistent with the hypothesis. They offer a new set of criteria for distinguishing separable from integral features and a new rationale for predicting which tasks will show attention limits and which will not.     

Syntactic facilitation of children's associative learning: An instructional effect

An experiment is reported in which connective recall, as well as noun recall, was obtained in a pair-associate learning, syntactic facilitation paradigm. Dfferences in the pattern of noun and connective recall, and a partial independence in the two types of recall, were obtained. These results were interpreted as consistent with the hypothesis that experimenter-supplied verb links facilitate noun pair learning by serving an instructional role, indicating to the subject how a pair might be coded.     

Escape responding in a shuttlebox

Measures of response latency are a primary tool for those who investigate escape responding in rats. Unfortunately, the single term “latency to escape” has been applied to several different measures of latency. The present study was designed to demonstrate that two different measures of the “latency to escape” tap different aspects of escape responding. To that end, rats were given escape training using a Sidman Avoidance Schedule with brief inescapable electric shock as the aversive stimulus. The latency to escape the shock-shock interval, as measured from the onset of the last shock in a shock period, did not change across trials. However, the latency to escape the shock period, as measured from the onset of the first shock in a shock period, decreased across trials. In addition, the presentation of a feedback stimulus contingent upon escape responding did not affect the latency to escape either the shock period or a shock-shock interval. The results show that these two latency measures, typically not recognized as unique, measure different characteristics of the strength of escape responding in a shuttlebox. Alternative accounts of this pattern of data were considered.     

Behavioral contrast produced by a signaled decrease in local rate of reinforcement

Pigeons' key pecking in the presence of one stimulus (S1) was reinforced according to a response-dependent variable-interval schedule. Pecking rate during S1 increased (behavioral contrast) when a second stimulus (S2) [associated with either a response-dependent fixed-interval schedule (Experiment I) or a response-independent reinforcement schedule in which reinforcement availability was signaled by visual (Experiment II) or temporal (Experiment III) stimuli] alternated with S1. These experiments suggest that a discriminable, signaled decrease in local reinforcement rate during S2 is an antecedent of the behavioral contrast response rate increases during S1.     

Cross-modal matching and association under sodium amytal

Anatomical and theoretical considerations, as well as experimental findings, have yielded conflicting points of view regarding the abilities of the right hemisphere in man to accomplish cross-modal transfer of information. Auditory—visual cross-modal matching (CMM) and association (CMA) abilities of the left and right hemisphere (LH and RH) were tested, using the Wada intracarotid sodium amytal technique. It was found that the RH performed slightly better on these tasks than the LH. These findings contrast with results of other techniques which indicate that the RH cannot perform CMM and CMA.     

Expectation theories of decision making for duplex gambles

Complete tests of subjectively expected utility (SEU), subjectively expected value (SEV), expected utility (EU) and expected value (EV) theories were made for duplex gambles without measuring subjective probability or subjective utility. All gambles were hypothetical and offered on booklets. The duplex gambles consisted of winning gambles, which offered a chance to win a certain amount of money or to break even; and losing gambles, which offered a chance to lose a certain amount of money or break even.The results indicated that SEU, SEV and EU theories could not account for the strategies of 33%, 53% and 86% of the Ss respectively in the losing form of gambles, while EV theory accounted for 78% of the behavior of Ss.In the winning form of gambles, SEU, SEV and EU theory held for 77%, 65%, and 54% of the Ss respectively, while EV theory held for only 40% of the Ss. Suggestions for further research were made.     

Modality-specific information processing and intellectual ability

Two groups of children, one of below average intelligence and one of above average intelligence, were adminitered nine tasks involving matching information between auditory and visual modalities and temporal and spatial presentations. The below average intelligence children made more matching errors than the above average intelligence group, with no indication that matching problems were particular to one modality or particular to cross-modal as opposed to intramodal matching. Factor analyses did suggest, however, that matching processes varied according to levels of intelligence. The results are discussed in terms of the differences between modality-specific and nonmodal theoretical views of sensory systems, and it is noted that neither view alone is adequate to account for the variations found for the two intelligence groups. It is suggested that the results are consistent with Luria's research on neurological organization.