Reprocessing as a recognition cue

The use of mental operations as recognition cues was investigated. Two experiments support the hypothesis that processing details are retained in memory and that a re-creation of those processing details can effectively cue recognition. Four subjects performed a mental arithmetic task that emphasized speed and accuracy while discouraging memorization of the numbers. Recognition was cued either by single numbers or by a pair of numbers that, when added, replicated an episode of the original task. Reprocessing an episode was the most effective recognition cue. Of the two single-number cues, the intermediate subtotals were recognized, whereas the numbers that had been physically displayed were not. The study suggests: (1) that the sequence of mental operations is retained in memory, (2) that reprocessing uses this trace to facilitate performance, and (3) that the detection of facilitated reprocessing aids recognition.     

Pitch as a phonemic cue

Three experiments that were designed to determine how pitch information is represented in auditory memory are reported. A same-different reaction time was used in all three experiments. Previous experiments have interpreted the finding of faster “same” responses to acoustically identical pairs than to pairs that are phonemically identical but acoustically distinct as indicating that there is a memory that preserves auditory information. It has been assumed that this can be used to match “same” pairs only if the formant frequencies of the members of the pair are the same. In the first experiment, the size of this matching advantage for pairs with identical formant frequencies was not altered when the members of the pair were on different pitches. This indicates that pitch is represented separately from the formants at the auditory level. The second and third experiments used a bigger pitch difference when the pairs were on a different pitch, which, for one of the stimulus sets, resulted in a change in vowel quality but not in the identity of the consonant. In the other stimulus set, both phonemes of the syllable remained the same when presented on different pitches. The matching advantage was reduced when the stimuli were on different pitches for both stimulus sets. This indicates that a difference in pitch can prevent matching at the auditory level under some circumstances. An additional finding, a reduced residual matching advantage when the syllable changes, indicates that at least a syllable-length representation is held in auditory memory. The results are discussed with respect to how the representation in auditory memory might be used in the perception of speech produced by different speakers.     

Convergence as a cue to depth

A test that presents conflicting monocular and vergence cues to depth shows that approximately two-thirds of the population can use convergence as a cue to depth. The remaining one-third apparently cannot use this cue. These differences in the role of convergence in depth perception reflect individual differences in the neural mechanisms underlying depth perception.     

Anger as a cue to truthfulness

A fairly robust finding in the deception literature is that lie-tellers show more negative emotion than truth-tellers. Ekman (1985), however, has reasoned that a specific type of negative emotion - anger - is especially difficult to feign and therefore should be more prevalent in truth-tellers who are falsely accused of a transgression than in lie-tellers who are guilty. To our knowledge, Ekman’s prediction has not yet been empirically tested. By comparing the verbal and nonverbal cues associated with truths and lies across a number of lie-eliciting situations, we demonstrate that truth-tellers accused of a wrongdoing do show more anger, both verbally and nonverbally, than lie-tellers accused of the same act, but only in situations where students choose to commit a transgression (or not) and actually believe themselves to be in trouble. Results underlie the importance of taking into consideration the type of lie being told in order to accurately predict deceptive cues.     

The influence of cue unreliability on judgment in a multiple cue probability learning task

The effect of cue reliability was tested in a two-cue multiple-cue probability learning (MCPL) task. Subjects were 42 undergraduates. The cue validities were.78 and.37. Unreliability in a cue was defined as variability in multiple observations of that cue on a given trial. That variability was provided by adding random errors to the true value of the cue. One group was given consistent cues (i.e., the more valid cue was the more reliable cue), one group was given inconsistent cues, and the control group was given true scores. Cue reliability did not affect subjects' consistency or achievement, but did interact with the presence of outcome feedback. The subjective weights showed that subjects thought they weighted the more reliable cue more heavily regardless of the cue validities or their actual cue weightings. There were wide individual differences in performance, illustrating the need for an idiographic-statistical approach in studying decision making.     

Brightness contrast: a reinterpretation of compound cue and combined cue experiments with pigeons.

A group of three pigeons was trained on a 4-ply multiple schedule: a green color and a vertical line superimposed upon an achromatic background as positive stimuli, and a red color and a horizontal line on an achromatic background as negative stimuli. The pigeons were tested with the vertical line superimposed upon different achromatic background intensities, then with the vertical line superimposed upon different green background intensities, and finally with the vertical line and its training achromatic backgfound attenuated (and unattenuated) by a neutral density filter. The gradients peaked at the luminance of the achromatic background used during training and at the equivalent luminance for the green background when it was substituted for the achromatic background. The brightness contrast, not the background luminance, was the critical variable as the neutral density filter attenuated both the line and the background equally, leaving brightness contrast unchanged; there was no response decrement to this attenuated stimulus. Two other groups of three pigeons showed that they attended to line orientation as well as to brightness contrast. The brightness contrast hypothesis was extended to explain results of attention experiments and combined cue experiments which have used line stimuli in combinations with different backgrounds.     

Motion as a cue for viewpoint invariance

Natural face and head movements were mapped onto a computer rendered three-dimensional average of 100 laser-scanned heads in order to isolate movement information from spatial cues and nonrigid movements from rigid head movements (Hill & Johnston, 2001). Experiment 1 investigated whether subjects could recognize, from a rotated view, facial motion that had previously been presented at a full-face view using a delayed match to sample experimental paradigm. Experiment 2 compared recognition for views that were either between or outside initially presented views. Experiment 3 compared discrimination at full face, three-quarters, and profile after learning at each of these views. A significant face inversion effect in Experiments 1 and 2 indicated subjects were using face-based information rather than more general motion or temporal cues for optimal performance. In each experiment recognition performance only ever declined with a change in viewpoint between sample and test views when rigid motion was present. Nonrigid, face-based motion appears to be encoded in a viewpoint invariant, object-centred manner, whereas rigid head movement is encoded in a more view specific manner.     

Slope of regard as a distance cue

It is proposed that some distance cues are learned when a perceptual parameter that varies with observation distance is regularly associated with objects whose distances are perceived because another distance cue operates. If that is the way distance cues can come into existence, it may be possible to identify a parameter that varies with distance but is not a known distance cue and to show that it functions as one. The slope of regard with which an object on the ground is viewed is such a potential distance cue. Its angle varies approximately with the reciprocal of distance. An experiment was done that showed that this slope angle functions as a distance cue. Subjects who looked through a device that altered slope angles gave estimates of the dimensions of an object on the ground. Perceived sizes, which vary inversely with distance, were found to be altered in accordance with the altered slope angle.     

Explicit cue weighting in a prediction task

Two experiments were conducted to examine the strategies people use to determine the cue weights in a two-cue prediction task. In order to examine the subjects' strategies, half of the subjects in Experiment 1 were asked to state the weights explicitly for the two cues on each trial rather than directly estimating the criterion value. The subjects' estimates of the criterion were then calculated on the basis of the estimated weights. The results of Experiment 1 suggested that most subjects use a hypothesis-testing approach to determine cue weights. In addition, it appeared that most of the subjects randomly tested hypotheses about the relative importance of the cues, which did not prove to be an effective strategy. The results of Experiment 2 indicated that failure to learn the relative importance of the cues was not due to failure to test the appropriate cue weights at some point during the task, but to failure to test the hypothesized cue weights on enough trials to evaluate their adequacy sufficiently.     

Dominance as a function of cue similarity: A test of the intrinsic cue dominance model

A nonselective model postulating intrinsic cue dominance was tested in simultaneous discrimination tasks involving reversal on one dimension. In this procedure two dimensions are relevant throughout training; however, following initial discrimination training the reward contingency is reversed for one dimension but maintained for the other. Cue dominance was assessed following acquisition of reversal by the use of opposed-cues test trials, and was defined as a greater number of choices of the test compound containing the positive cue of the reversed dimension than of the test compound containing the positive cue of the maintained dimension. In Experiment I, brightness cues dominated orientation cues. In Experiment II, which employed two different sets of relevant cues, more disparate brightness cues dominated the orientation cues for one set and orientation cues dominated less disparate brightness cues for the other. From this, it was concluded that dominance is a function of relative cue similarity.     

Straightness as a cue for luminance edge interpretation

In order to determine the reflectance of a surface, it is necessary to discount luminance changes produced by illumination variation, a process that requires the visual system to respond differently to luminance changes that are due to illumination and reflectance. It is known that various cues can be used in this process. By measuring the strength of lightness illusions, we find evidence that straightness is, used as a cue: When a boundary is straight rather than curved, it has a greater tendency to be discounted, as if it were an illumination edge. The strongest illusions occur when a boundary has high contrast and has multiple X-junctions that preserve a consistent contrast ratio.     

Trial spacing is a determinant of cue interaction

Four conditioned lick suppression experiments with rats examined the effect of trial spacing on cue interaction. Experiments 1 and 2 found overshadowing to be eliminated with massed compound stimulus-outcome pairings and the usual trial spacing effect to be reversed with compound acquisition trials. Experiment 3 found that whether acquisition compound-outcome pairings were massed or spaced determined the effect of posttraining extinction treatment. Extinction of the overshadowing cue reduced responding following massed training and increased responding following spaced training. Extinction of the context decreased responding following massed training. Experiment 4 found the conditioning and devaluation results to be associative and stimulus specific. These results are in accord with the extended comparator hypothesis (J. C. Denniston, H. I. Savastano, & R. R. Miller, 2001).     

Social status as a cue for tacit coordination

The present paper investigates how and when social status may serve as a cue for tacit coordination. In three experimental studies, we demonstrate that low status individuals are inclined to defer to the preferences of high status individuals, thereby facilitating coordination success. Furthermore, we investigate the boundary conditions of this effect. More specifically, we show that social status only facilitates coordination success when the people involved have asymmetric (or conflicting) preferences (Study 2), and when there is a clear social hierarchy (Study 3). In the general discussion, we relate these findings to earlier research on dominance hierarchies, social power, deference and perspective-taking and we provide suggestions for future research.     

Effect of a directional cue on line bisection

Normal participants display a leftward bias when bisecting horizontal lines. It has been proposed that bisection errors can be affected by representational biases. We investigated the possibility that this effect could also be explained as the result of perceptual cueing. Participants bisected horizontal lines with identical arrows arranged around the lines, all pointing to the same end. The arrows significantly affected bisection placement, although participants bisected significantly away from the direction the arrows pointed to. The findings favor the hypothesis that cueing, rather than representation, can affect bisection errors.     

Statistical methods for a theory of cue learning

A theory of cue learning, which gives rise to a system of recurrent events in Feller's sense, is analyzed mathematically. The distribution of total errors and sampling distribution of mean errors are derived, and the learning curve is investigated. Maximum likelihood estimates of parameters and sampling variances of those estimates are derived. Likelihood ratio tests of the usual null hypotheses and approximate tests of goodness of fit of substantive hypotheses are developed. The distinguishing characteristic of these tests is that they are concerned with meaningful parameters of the learning process.This research was facilitated by the writer's tenure as Faculty Research Fellow, Social Science Research Council, 1959–1961.     

Positive and negative cue redundancy in multiple cue probability learning

In two separate experiments, 80 introductory psychology students completed a two-cue probability learning task in which cue intercorrelation was positive or negative and cue validities were positive or negative. Results indicated that Ss did not learn the negative validity tasks. In addition, there were no significant differences between groups in achievement due to cue intercorrelation within any one experiment. However, the positive redundancy groups were significantly more consistent in the employment of their decision strategy than the negative redundancy groups when cue validities were positive. The negative redundancy groups were superior to positive redundancy groups in matching; again, when cue validities were positive.     

Disturbance cues function as a background risk cue but not as an associative learning cue in tadpoles

Animal Cognition - Chemical information has an important role in the sensory ecology of aquatic species. For aquatic prey, chemical cues are a vital source of information related to predator...     

Audience response as a heuristic cue in persuasion

Previous research on the persuasive impact of an overheard audience has yielded conflicting results. In this study, we attempted to understand such audience effects within the framework of the heuristic model of persuasion. Subjects listened to an audiotaped persuasive message that conveyed arguments of either high or low quality and that was responded to by either an enthusiastic or an unenthusiastic overheard audience. In addition, subject involvement (high vs. low) was varied. Consistent with predictions, the audience response cue influenced postmessage opinions only under low involvement; under high involvement, only argument quality affected persuasion. Analyses that took into account subjects' need for cognition supported the additional hypothesis that individuals lower in need for cognition would be more responsive to the audience manipulation under low involvement. Thought-listing data and regression analyses provided further support for the heuristic model.     

When the smile is a cue to familiarity

The question discussed in the two following experiments concerns the effect of facial expressions on face recognition. Famous and unknown faces with neutral or smiling expression were presented for different inspection durations (15 ms vs 1000 ms). Subjects had to categorize these faces as famous or unknown (Experiment 1), or estimate their degree of familiarity on a rating scale (Experiment 2). Results showed that the smile increased ratings of familiarity for unfamiliar faces (Experiments 1 and 2) and for famous faces (Experiment 2). These data are discussed in the framework of current face-recognition models and are interpreted in terms of social value of the smile. It is proposed that the smiling bias found here acts at the level of the decision process.