The processing of fundamental frequency in a dichotic matching task

The temporal characteristics of auditory memory were investigated using a reaction time paradigm. The study attempted to determine whether or not there are functionally distinct left and right hemisphere components of auditory memory with different capacities for the retention of nonlinguistic information, such as fundamental frequency, over the course of several seconds. The results indicated that fundamental frequency information in auditory memory remains substantially unchanged over the course of 2 sec. No evidence was found for the existence of separate left and right hemisphere components of auditory memory with different temporal characteristics. The implications of this finding for the organization of auditory memory in the brain are discussed.     

Modeling semantic memory: Effects of presenting semantic information in different modalities

How is semantic information from different modalities integrated and stored? If related ideas are encountered in French and English, or in pictures and sentences, is the result a single representation in memory, or two modality-dependent ones? Subjects were presented with items in different modalities, then were asked whether or not subsequently presented items were identical with the former ones. Subjects frequently accepted translations and items semantically consistent with those presented earlier as identical, although not as often as they accepted items actually seen previously. The same pattern of results was found when the items were French and English sentences, and when they were pictures and sentences. The results can be explained by the hypothesis that subjects integrate information across modalities into a single underlying semantic representation. A computer model, embodying this hypothesis, made predictions in close agreement with the data.     

Individualized learning environments: Intra- and interpersonal consequences

This study examines the effects of individual goal structures on the intra- and interpersonal behavior of 120 fourth-grade children. Each group of four children was introduced to one of two individualized learning programs: (a) workbook materials color-coded according to level of difficulty (allowing implicit comparisons among children as to progress), and (b) materials not coded according to difficulty (discouraging comparisons). In both learning programs, children worked individually (at story writing) and were rewarded for the work. Results indicate that boys, but not girls, who were rewarded equally for doing good work in an individualized setting but who start and end at a lower step than other more frequently took away a toy from those peers with whom they compared themselves than did boys who were rewarded equally for good work and where there were no comparisons. Boys as a group, regardles of condition, gave more prize tickets to themselves than to others and gave more prize tickets to themselves than girls gave either to themselves or others. Both boys and girls appear to adopt the evaluations of their work given by the experimenter and appear to be influenced thereby in later prized-giving to themselves and to others.     

“Consistency” and “contradiction” in the development of gender role characteristics

There is currently an increasing amount of theoretical and empirical work arguing that stereotyped sex role behavior is maladaptive in our culture and that “androgyny” or “sex role transcendence” is a preferred mode of being. The latter, however, seems to require individual inconsistency and self-contradiction in behaviors and attitudes (since the individual is both active and passive, both independent and dependent, etc.). Theories of cognitive consistency maintain that individuals avoid self-contradiction and inconsistency, and therefore that androgyny runs counter to important motivational principles. This article examines this issue in some detail, and concludes that theories of cognitive dissonance and consistency reflect particular socio-cultural conditions rather than universal motivation principles. There is nothing inherently uncomfortable or “inconsistent” about androgyny and sex role transcendence.     

Humphreys's attenuated test of Spearman's hypothesis

Humphreys's test of Spearman's hypothesis (viz., that the size of the standardized black-white differences on various psychometric tests is positively related to the tests' loadings on g, the general intelligence factor) is methodologically weak. It is based on comparison of a fairly representative sample of the black population of U.S. school children with a highly selected sample of the white school population, representing the lowest 15 to 20% of whites in socio-economic status (SES). A fair test of the hypothesis requires that the black and white samples should not be selected on any g-correlated variable, such as SES. Selection attenuates and distorts the relationship between tests' g loadings and the magnitude of the standardized mean black-white differences on the tests. Other unorthodox conditions in Humphreys's study, such as performing factor analysis on the test-score means of various arbitrary demographic groups instead of on individual test scores inflates tests' g loadings and biases the test of Spearman's hypothesis by restriction of reliable variance in g loadings. Humphreys's study cannot be considered a proper replication of Jensen's examination of Spearman's hypothesis in 11 different studies comprising 74 different tests, which consistently bears out Spearman's hypothesis.     

Three conditions on conceptual naturalness

Human infants are predisposed to organize their experience in terms of certain concepts and not in terms of others. The favored concepts are called natural, the remainder, unnatural. A major problem in psychology is to state a principled distinction between the two kinds of concepts. Toward this end, the present paper offers three, formal necessary conditions on the naturalness of concepts. The conditions attempt to link the problem of naturalness to the distinctions between sense versus nonsense, simplicity versus complexity, and validity versus invalidity.     

Objective self awareness and self esteem

Based on a theory of objective self awareness three experiments were conducted with undergraduates to test the hypothesis that self-focused attention can alter self esteem levels. In Experiments I and II subjects were exposed either to the sound of their own voices or to the sound of another's voice, and while listening to the tape-recording they filled out a self esteem measure. Consistent with the theory, subjects whose attention was focused upon themselves by means of exposure to their own tape-recorded voices showed lower self esteem than subjects who heard another's voice. The impact of the self awareness manipulation on self esteem was greatest when it was first introduced. In Experiment III the variable of positive-negative feedback on a fictitious personality trait was added to the self-focused attention variable. An interaction resulted such that self-focused attention lowered self esteem given negative feedback, while there was a tendency toward the opposite result given positive feedback.     

Absence of a sex difference in algorithms for spatial problem solving

Pairs of stimuli taken from a pscyhometric measure of spatial aptitude were shown to 36 college men and 32 college women. The stimuli in pairs were (a) either identical or mirror images, and (b) presented in orientations that differed by 0–135 deg. Individuals judged, as rapidly as possible, if the stimuli in a pair would be identical or mirror images if presented at the same orientation. Replicating previous work, there was a sex difference in the speed with which problems were solved. Of greater interest was the fact that men and women were quite alike in the frequency with which they used different algorithms to solve the problems. Most individuals solved the problems using an algorithm in which an individual encodes the stimuli in working memory, mentally rotates one stimulus to the orientation of the other, compares both determine if they are identical, and responds. Two variants of this algorithm were also used by some subjects. In one variant, if comparison revealed that the stimuli were dissimilar, individuals did not respond immediately but continued processing until a self- imposed deadline was reached. In another variation, subjects only rotated the comparison stimuli when their orientations exceeded a critical angle.     

School-related problems of Mexican-American adolescents

An attempt is made to explain certain selected aspects of the school problems of some Mexican-American adolescents by an analysis of major cultural themes. The data presented suggest that for some Mexican-American adolescents, school has at least the following four meanings: (1) a place where teachers are frequently perceived and treated as authority figures similar to their fathers and, therefore, are targets of rebellion; (2) a place lacking strict external prhibition of encounters with the opposite sex; (3) a public arena of activity where one can bring honor or shame to one's family: and (4) an institution which expects participating individuals to value individual competition and success. Finally, these problems are discussed with respect to problems that Mexican-American female adolescents have in direct expression of anger.     

The teacher-pupil interaction scale: An empirical method for analyzing the interactive effects of teacher and pupil behavior

The Teacher-Pupil Interaction Scale was developed for use by educational consultants to provide teachers with systematic data for analyzing and improving the learning of pupils. The scoring protocol provides for the simultaneous rating of sequential teacher-pupil interactions; a single mark is used to designate both teacher and pupil behavior at each five-second interval. Observations of a target pupil are alternated with other pupils in the classroom to serve as a point of comparison with the target pupil and to provide a general assessment of the classroom climate. Using the sequential record of their verbal and nonverbal interactions with students, teachers can pinpoint conditions serving both as antecedents and consequents of current student behavior. Armed with this information, teachers can effect changes in their instructional program to increase the rate of desired behaviors and eliminate or reduce unwanted responses.     

Remembering,understanding, and representation

Starting with the facts that not everything that is understood is remembered, and that not everything that is remembered is understood. this paper urges that models of language processing should be able to make a distinction between comprehension and memory. To this end. a case is made for a spreading activation process as being the essential ingredient of the comprehension process. It is argued that concepts activated during comprehension not only restrict the search set for candidate concepts to be used in a top-down fashion, they also constitute part of an episodic representation that can come to be p e of long-term memory. The way in which these representations atrophy is discussed, as is the way in which their idiosyncratic components are eliminated in producing representations in semantic memory. Some observations on the comprehension and memory of text are made and arguments are presented to show how intrusions and omissions in recall can be handled. Some existing experimental data is reanalyzed in terms of the proposed model and alternative interpretations consistent with the model are shown to be possible.     

Integrative bargaining in a competitive market

The behavioral decision theory literature was used to identify the determinants of negotiation success in an integrative bargaining, free-market exercise. This study provides a novel methodology for studying negotiation. Specifically, buyers and sellers were allowed to engage in negotiations with as many competitors as possible in a fixed time period. The results suggest that integrative bargaining behavior increases and the market converges toward a Nash equilibrium as negotiators gain experience. In addition, the results suggest that (1) positively framed negotiators (“What will be my net profit from the transaction?”) complete more transactions than negatively framed negotiators (“What will be my expenses on this transaction?”), (2) negotiators who are given moderately difficult profit constraints in order to be allowed to complete a transaction achieve more profitable transactions than negotiators without such constraints, and (3) both framing and the existence of constraints affect the total profitability of the negotiator.     

The aftermath of heresy: a response to Pendery et al.'s (1982) critique of "Individualized Behavior Therapy for Alcoholics"

A point-by-point response is presented to Pendery et al.'s (1982) critique of the study “Individualized Behavior Therapy for Alcoholics (IBTA)”. Two independent, external investigations have critically examined the original records from the IBTA study. The IBTA study compared two different techniques for treating poor-prognosis, chronic alcoholic state hospital patients. It was found that a broad-spectrum behavioral treatment oriented to controlled drinking was a more effective treatment than was the standard hospital treatment program based on conventional wisdom. The Pendery et al. critique gave the appearance of being a refutation by presenting findings for only one group of Ss in a comparative study. In this response, it is shown that the experimental and control Ss were justifiably classified as gamma alcoholics, that Ss were randomly assigned to groups, and that the two groups were comparable in terms of pretreatment characteristics. Moreover, as regards the originally reported 2-yr treatment outcome findings, it is shown that Pendery et al, reported no specific events which were not already documented in the original study records which formed the basis for publications about the IBTA study. Finally, even in terms of long-term outcomes, i.e. mortality rates 10–11 yr after treatment, the experimentally-treated group (20% mortality) continued to fare better than the traditionally-treated group (30% mortality). Ironically, rather than Pendery et al.'s report being a refutation of the original published accounts of the IBTA study, it is concluded that the data reported by Pendery el al. actually strengthen the validity of the original publications. The attack on the IBTA study can be meaningfully viewed as a reflection of the scientific revolution presently underway in the alcohol field. The central impetus for conceptual change in the alcohol field, however, derives less from controlled-drinking research than from the lack of empirical support for conventional wisdom. Ideas are changing because the traditional view no longer inspires progress.     

Formal models of language learning

Research is reviewed that addresses itself to human language learning by developing precise, mechanistic models that are capable in principle of acquiring languages on the basis of exposure to linguistic data. Such research includes theorems on language learnability from mathematical linguistics, computer models of language acquisition from cognitive simulation and artificial intelligence, and models of transformational grammar acquisition from theoretical linguistics. It is argued that such research bears strongly on major issues in developmental psycholinguistics, in particular, nativism and empiricism, the role of semantics and pragmatics in language learning, cognitive development, and the importance of the simplified speech addressed to children.     

Change in vocational choice as a function of initial career choice,interests, abilities,and sex

This study examines changes in expressed vocational choices made over an 18-mo period by a sample of students who were each enrolled in one of 62 2-yr institutions. Four mutually exclusive categories of vocational choice change were constructed. Ability, interest, and family background measures were used as independent variables. Results indicated (a) that changers were very similar to nonchangers in terms of the independent variables examined, (b) that there were substantial differences in the choice changes made by males and females, and (c) that vocational choice change patterns varied widely among groups of individuals whose original vocational choices places them in different major vocational categories.     

The effect of suspense and its resolution on the appreciation of dramatic presentations

In a factorial design, degree of suspense (low, intermediate, high) of an adventure presented audiovisually was varied with resolution of the suspense (resolved, lingering). The variations were accomplished by producing different versions of the same program. Appreciation of the presentation was measured in the viewers' facial displays, in structured interviews, and in ratings. Consistently across measures, it was found that under conditions of resolved suspense, appreciation substantially increased with degree of suspense. Under conditions of lingering suspense, appreciation also increased with degree of suspense but to a significantly smaller extent. Excitatory responses were measured in skin temperature and heart rate. A significant differentiation of heart rate as a function of degree of suspense was observed. In addition, both skin temperature and heart rate disclosed sudden declines in excitation with the effective resolution of suspense.     

Brief “response prevention” in a novel place can facilitate avoidance extinction

Three experiments in which rats learned an active avoidance response and were then confined for a brief period in the shock chamber (response prevention) prior to extinction testing are presented. Control groups of rats were confined for equal time periods in other locations. Response prevention reliably facilitated extinction. Groups confined in novel or fear-eliciting locations also showed facilitated extinction, but groups confined in familiar locations did not. Results are discussed in relation to fear-reduction, competing-response, and species-specific-defense-reaction (SSDR) explanations for the effect of response prevention, and are shown to be most consistent with the SSDR hypothesis.