Alternative solutions to kinetic stimulus transformations

It has been assumed that certain stimulus transformations lead directly to depth effects, that is, that such transformations are the necessary and sufficient conditions for kinetically generated depth perception. An alternative is to view such perception as the preferred solution to the problem posed by the transforming stimulus as to what even in the world is producing that transformation. In several experiments it is shown that when other solutions are supportable by the stimulus, those same transformations will no longer lead to depth perception. These other solutions become preferred on the basis of rejection of certain coincidental features of the stimulus that otherwise would have to be accepted were the kinetic depth solution to be maintained. The findings are interpreted as challenging any theory that perception is simply the direct result of stimulation or of extraction of stimulus information and as supporting the Helmkoltzian rule of perception as a construction of the most reasonable representation.     

Does nutrition cause intelligence? A reanalysis of the Cali experiment

Recent literature has suggested there is a causal link between malnutrition and impaired cognitive development. From a selective review of this literature it is concluded that owing to methodological imperfections in many of these studies the presence or absence of such a link cannot be established, even if randomized experiments were to be carried out. It is argued that compensatory experiments, even though they are not as logically compelling as experiments where proper nutrition is withheld, are ethically justifiable and more useful strategically since they may suggest ways of improving the cognitive development of currently affected children, especially if a variety of compensatory treatments is implemented. A reanalysis of such an experiment was conducted to determine whether the nutritional or educational component of the treatment was responsible for the observed gains in cognitive development. The reanalysis indicated that after four years of treatment there was no association between cognitive and nutritional status. The results were discussed in relation to previous research. Some of the social implications of the results were also discussed.     

Televised classroom events as distractors for reading-disabled children

Three experiments examined the influence of videotaped classroom events on the academic performance and study behavior of reading-disabled and normally reading children in grades 1 through 6. In experiments 1 and 2a an experimenter-controlled presentation of these distractors resulted in performance decrements, the magnitude of which was greater for higher difficulty tasks. The distractor effects were similar for the two groups in this condition. However, when the children themselves were allowed to control their degree of exposure to the same distractors in experiment 2b, the reading-disabled children were less likely to act to escape the distraction. Results are discussed in terms of children's metacognitive awareness of distraction, and implications for the classroom are considered.     

How to maximize reward rate on two variable-interval paradigms

Without assuming any constraints on behavior, we derive the policy that maximizes overall reward rate on two variable-interval paradigms. The first paradigm is concurrent variable time-variable time with changeover delay. It is shown that for nearly all parameter values, a switch to the schedule with the longer interval should be followed immediately by a switch back to the schedule with the shorter interval. The matching law does not hold at the optimum and does not uniquely specify the obtained reward rate. The second paradigm is discrete trial concurrent variable interval-variable interval. For given schedule parameters, the optimal policy involves a cycle of a fixed number of choices of the schedule with the shorter interval followed by one choice of the schedule with the longer interval. Molecular maximization sometimes results in optimal behavior.     

Decision Control and Process Control Effects on Procedural Fairness Judgments1

Process control, the capacity to influence the content of a conflict resolution hearing, has been found repeatedly to affect disputants' judgments of the fairness of conflict resolution procedures, but never has there been an unambiguous test of the effect in nonbinding procedures. It was hypothesized that disputants experiencing nonbinding conflict resolution procedures, as well as those experiencing binding conflict resolution, would judge as more fair procedures high in disputant process control. One hundred nineteen undergraduate males and females were placed in apparent conflict with other suhjects. The procedure used to resolve the conflict was either high or low in disputant process control and was either binding or nonbinding. The outcome of the conflict resolution procedure was either favorable or unfavordblc to the subject. High disputant process control procedures were judged more fair than low disputant process control procedures regardless of whether the decision was binding, confirming the hypothesis. The results support new applications of procedural fairness theory and research and encourage testing of process control-like variables in nonlegal settings.     

Psychofamilial correlates of school disorders

A model for understanding relationships between family functioning and children's school disorders is presented. The model is based upon the work of Minuchin, Rosman, and Baker (1979) with psychosomatic children and on the author's experience as clinical coordinator of a center for children and adolescents with academic and behavioral disorders. Five transactional patterns are identified as supporting the presence of a school disturbance: enmeshment, overprotectiveness, rigidity, lack of conflict resolution, and child intrusion in marital conflict. Each of these patterns is illustrated with case examples in order to highlight how the child's school symptoms often have an important impact on the family's organization. Some treatment suggestions are provided, with special emphasis made for those practitioners working with Hispanic families.