The Wall-Seeking Tendency and Maze Learning in the White Rat

A partial replication and extension of the semantic differential was used to test the effects of modified middle interval instructions on rotated factor loadings derived from Ss' responses. The partial replication is in good agreement with the findings published by Osgood et al. (5). However, the results from Ss responding to the modified middle interval instructions differ markedly from those in published and control conditions, yielding an interpretable fourth factor suggesting the achievement of more subtle nuance of meaning.     

The Effects of Visual Orientation on the Maze Learning Ability of the White Rat

Since most studies which employ sociometric measures have either ignored the sensitivity of these measures to changes in group structure or have failed to indicate the relative sensitivity of the different types of measures across time and at different age levels, a way to categorize sociometric responses according to the usefulness in reflecting changes both across time and at various age levels was hypothesized. A total of 607 students in grades four through eight responded to a sociometric questionnaire. These responses were analyzed by obtaining test-retest correlations for choices given, choices received, and reciprocal choices. The results indicate that reciprocal choices are less affected by age and time changes than all other ways of interpreting sociometric data.     

Sex of Experimenter and Intelligence as Factors in Maze Learning: A Further Comparison of Maze and Sex Differences

(Murphy, Lois Barclay. Social Behavior and Child Personality. New York: Columbia Univ. Press, 1937. Pp. 333.)     

The Effects of Visual Orientation with the Removal of Hunger and Food on the Maze Learning Ability of the White Rat

In a test of the hypothesis that coding used for recall is a dynamic process that changes in accordance with operational structures, 50 men and women university students participated in two task sessions: (a) formal operations and recall and (b) recall one month later. Significant correlations supported the basic hypothesis. Two-way repeated measures analyses of variance indicated significant main effects for formal operational thinking and for the quality of discovered problems but showed no interaction between each of these variables and time. Analysis of Ss' responses to the discovered problems task raised questions about the type of subjective organization in evidence at the formal operations level