Sex differences in retention of verbal and spatial characteristics of stimuli

Males and females from Grades 3, 6, and college viewed sets of five or seven letters in a 4 × 4 matrix, and remembered either (a) names of the letters, (b) positions of the letters within the matrix, or (c) both letters and positions. At all grade levels females remembered letters more accurately than positions, while males remembered letters and positions equally well. However, there was also evidence that verbal and spatial information was processed independently by both males and females. Results are discussed in terms of neurological development and sex differences in specific abilities.     

Developmental changes in the semantic processing of pictures and words

Second- and fifth-graders' semantic decision times for pictures and words were analyzed relative to the predictions derived from unitary- and dual-memory models. At both grade levels, word-word response latencies were greater than picture-word latencies which, in turn, were greater than picture-picture latencies. An interaction between Grade and Condition indicated that verbal access times decreased more than pictorial access times. The data fit the predictions of a memory model postulating category storage in a single memory system as opposed to simultaneous representation in verbal and nonverbal memory systems. It was concluded that with increasing experience verbal access to this single semantic system is more rapid.     

The cognitive basis of the comprehension and production of relational terminology

The comprehension of big, little, and same number and the productio of relational terminology was assessed in 168 preschool children. Stimuli were used which varied the relationships of length, number, and density. Language comprehension and production were related to the complexity of cognitive operations required by the task. Specifically, comprehension was easier in the situations in which length and number were positively correlated than when length provided no cue to number. Comprehension was most difficult when length and number were negatively correlated. There was asymmetry in language comprehension such that the positive term big, was comprehended earlier than little in some tasks; there was also asymmetry in production in that the child was more likely to use language related to the positive pole than to the negative pole. These data were interpreted as providing support for theories of the cognitive basis of language acquisition.     

Application of variable criterion theory to choice reaction time

A theory of choice reaction time ICRT is presented which is based on a variable criterion model assuming the decision criterion to be normally distributed. The theory provides functions of time describing the growth of component processes following stimulus onset. For correct responses, these processes are sensory and associative strength. For errors, the processes are sensory strength, generalized associative strength, and associative inhibition. A model for separating the effects of these processes from that of response competition is presented. The theory describes, with great accuracy, the CRT distributions of correct responses and errors, not only for the experiment for which it was derived, but also for a second experiment in which the criterion was experimentally manipulated. It accounts for the basic facts of the speed-accuracy tradeoff, not only with respect to the two experiments with different speed requirements, but also with respect to the variation of speed over trials within each experiment. While derived from group data, the theory also describes the performance of individual subjects. The mean and variability of the criterion distribution and the ability to utilize associative inhibition are identified as the major sources of individual differences. Methodological problems involved in the scaling analysis of group data are also discussed.     

Absolute identification of notes and intervals by musicians

Speech sounds are judged reliably and absolutely, while the judgment of nonspeech stimuli, such as tones, is thought to be unreliable and dependent on contextual cues. Here we demonstrated that the judgment of tonal stimuli may also be reliable and absolute, provided that the subjects are trained musicians. In Experiment 1, musicians with relative pitch identified 21 tonal intervals ranging from unison to major third, and the resulting identification functions were similar to those that have been previously obtained for speech. In Experiment 3, the judgment of intervals by musicians was shown to be free of context effects, since the best subjects gave virtually identical judgments to the same intervals in two stimulus contexts. Similar results were obtained in Experiments 2 and 4 for the judgment of single tones by possessors of absolute pitch. Performance with both notes and intervals by nonmusicians, however, was unreliable and greatly influenced by context. These findings suggest that musicians acquire categories for pitch that are functionally similar to phonemic categories for speech     

Note on the computation of biserial correlations in item analysis

A rapid method is described for machine computation of biserial correlations in item analysis with several criteria. This method has been found to yield biserial correlations from punched IBM cards at the rate of about 41 per hour.     

Plasma glucose and insulin levels in monkeys anticipating feeding

To see whether plasma glucose or insulin changed in anticipation of feeding, we provided seven rhesus monkeys with four-hour access to food every other day. Blood was sampled before and during a 30-minute signal which ended with food availability and before and during a 30-minute signal which was not closely and reliably linked with food availability. Plasma insulin showed no evidence of conditioning. Plasma glucose was higher during the signal than prior to the signal in both experiments. This probably reflects the arousing nature of the signal rather than appetitive-associated learning. However, the differences, while statistically significant, were probably biologically trivial because they fall within the normal fluctuations of meal-fed monkeys. Under the conditions of this experiment, it appears that conditional changes in glucose and insulin do not reliably occur in monkeys anticipating access to food.     

Semantic congruity and lexical marking in symbolic comparisons: An expectancy hypothesis

Lexical marking and semantic congruity effects were investigated in four symbolic size comparison experiments. Predictions followed from an expectancy hypothesis suggested by results of recent comparative judgment studies. According to the present position, lexical marking and semantic congruity should be mutually exclusive effects in such tasks, and the demonstration of either dependent upon the order in which the stimuli and the comparative term are evaluated. When the comparative precedes the stimuli, an expectancy is created whereby the subject is more likely to be prepared for, say, large items following the comparative “larger” and small items following the comparative “smaller.” In addition, the usual advantage of unmarked as compared to marked comparisons should be offset by the initial processing of the comparative. As predicted, the comparative-stimulus presentation order produced a significant semantic congruity effect and no effect of lexical marking in Experiment 1. Conversely, when stimuli precede the comparative, or are presented simultaneously with it, no expectancy should be created, as the items are immediately available to the subject, and the semantic congruity effect should not be obtained. Upon presentation of the comparative, however, unmarked comparisons should be easier than marked comparisons. Experiments 2 and 4 confirmed these expectations, as significant lexical marking effects were obtained and significant congruity effects were not. These findings are contrary to predictions derived from a semantic coding interpretation of the symbolic comparison process.     

The perception of time

The present paper organizes and evaluates selected portions of the time perception literature. Emphasis is on data and theory concerned primarily with judgments of brief temporal intervals. Research concerning the psychophysical law for time, Weber’s law, the time-order error, and the role of nontemporal information is evaluated. This is followed by a consideration of current, quantitatively oriented, theoretical formulations for time perception.