Generality of a strength model for three conditions of repeated recall

A Markovian model of repeated recall is presented that is based on four memory processes: (a) a presentation increment that strengthens the memory trace of a word when the word is shown to a subject, (b) a recall increment that strengthens the trace when the subject successfully recalls the word, (c) a cueing decrement that weakens the trace as contextual cues for retrieving a word change over successive trials of attempted recall, and (d) a sampling rule that translates the strength of a memory trace into a probability of recall. Mathematically, the model predicts the relative frequencies of the recall patterns that are defined by sequences of recalls and forgets for individual words over trials. According to the model, the recallability of a word depends on its state, which is a function of (a) whether the word has been recalled for the first time, and if so, then (b) how many consecutive forgets of the word immediately precede the current trial, (c) how many successful recalls of the word have accumulated, and (d) how many previous trials of attempted recall have elapsed. Paradigms that were well described by the model were (a) no reminding, in which words were presented once and then recalled repeatedly without additional presentations; (b) restricted reminding, in which words were presented before each trial of attempted recall up to their first successful recall but not thereafter; and (c) complete reminding, in which all words were presented befor each attempted recall, whether previously recalled or not. Differences in recall among these conditions were explained in terms of differences in values of the model's parameters.     

Structure of intelligence in intellectually precocious children and in their parents

Students representing the top 0.03% of their age group in intellectual ability, who were identified by the Study of Mathematically Precocious Youth (Benbow & Stanley, 1980), were tested along with their parents using a battery of specifically designed cognitive tests. These highly intelligent children had less intelligent, but yet quite bright parents. Vernon's (1961) model of intelligence best fits our results. His following two factors explained most of the variance in the performance of the students and parents: verbal-educational and practical-spatial-mechanical. Moreover, there was potential evidence for a general factor. Among the children, who were mostly past puberty, age related to development of verbal abilities, but not spatial or mechanical abilities. Sex differences favoring the males were found on the spatial ability and mechanical comprehension tests.     

Factors within the 1969 SVIB for women and relationships to Holland's theory

The Basic Interest Scales (BIS) and the Occupational Scales (O-S) of the revised Strong Vocational Interest Blank for Women (TW 398) were assigned Holland codes, and component scores for the BIS and O-S were separately developed, intercorrelated, and evaluated along with standardized composite scores representing each of the 11 O-S Groups on the profile. The dimensionality of the BIS and O-S was similar, and similar in number to Holland's theory, but the components were only partially congruent. Some profile Groups provided relatively good representations of BIS and/or Occupational scale components, and the grouping of the O-S provided important information not otherwise readily available. Holland's dimensions are not uniformly represented in either the BIS or O-S, and despite some similarities, fundamental problems of compatibility appeared to exist in relating the structure of this instrument to Holland's formulations. Women's interests are in need of independent study.     

A COMPARATIVE STUDY OF INSTRUMENTAL LEARNING BY PRESCHOOL CHILDREN IN PAPUA NEW GUINEA AND AUSTRALIA1

Instrumental learning of preschool children in Papua New Guinea (PNG) and Australia (AUST) was compared using two tasks (imitative and nonimitative) and two rewards (social and nonsocial). There were no differences between the two groups in the rate of acquisition measure of trials to criterion. PNG children made more late responses during acquisition and, for nil responses, there were group x task and group x reward x task effects. In the extinction phase, there were two main effects for trials to criterion: PNG children were more resistant to extinction than AUST children, and there was greater persistence in responding after social reward regardless of nationality. Reward x group, reward x task, and reward x group x task interactions also were observed in the extinction trials to criterion. In addition, there were three main task effects during extinction for other responses: on the imitative task, more wrong responses were made, and on the nonimitative task, more extra responses and more paired responses were made. A subsidiary analysis compared the two culturally different but educationally similar groups comprising the PNG sample: no major differences were isolated in acquisition or extinction.     

Semi-automated desensitization : a controlled clinical trial

A clinical trial of semi-automated desensitization on phobic patients. Twelve received treatment with a therapist present and 12 received treatment from pre-recorded tapes. Therapy lasted a maximum of 16 weekly sessions. Assessment of progress was by means of self-ratings of phobic behaviour and more global fear ratings, made by the referring psychiatrist. Both treatments produced beneficial results. Both ratings agreed in finding no significant differences between the two methods of administration, thus confirming results from existing non-clinical trials of automated desensitization. Regardless of treatment group, agoraphobics and social phobics tended to improve less markedly, and less rapidly than simple phobics. Some implications of automated therapy for clinical practice are discussed.