Ambulatory characteristics of the visually disabled

Ground-reaction force patterns were examined in three groups: sighted, blindfolded, and blind. Fifteen subjects, aged 19 to 41, participated in the study. Ten walking trials were collected over a 5-meter distance. The data were analyzed by normalization for body weight, extraction of specific ground-reaction force parameters through force-time curve analysis routines, and averaging across the ten trials for each subject. Results of a one-way analysis of variance indicated that there were no significant differences when force patterns were analyzed in terms of mediolateral and vertical ground-reaction force components. Blind subjects were shown to have significantly greater (p < 0.05) maximum braking and propelling forces.     

The Misdirected Letter and the Quasi-Questionnaire: Unobtrusive Measures of Prejudice in Northern Ireland

This paper reports on the use of devices derived from the Lost Letter Technique as measures of religious prejudice in sensitive areas within Northern Ireland. Studies were carried out in six urban areas using the Misdirected Letter Technique (Howitt, Craven, Iveson, Kremer, McCabe, & Rolph, 1977), and a further development dubbed the Quasi-Questionnaire Technique. It was found that return rates of letters/questionnaires from traditionally violent Catholic areas were influenced by the assumed religion of the intended recipient/sender, but return rates from other areas were unaffected by these religious considerations. The work is taken as adding further support to the contention that the incidence of forms of religious prejudice in Northern Ireland is highly variable and dependent on the interplay of a range of factors. Further, it is argued that only by using unobtrusive measures such as employed here can these complexities be understood more completely.     

An addendum to the understanding and treatment of individuals with motivational deficits

A brief philosophical addendum to the traditional cognitive-behavioral treatment of individuals with motivational deficits is presented. A distinction is drawn between long-term desire, or motivation, and short-term willpower. It is asserted that willpower deficit is typically self-defined by individuals who report they do not wish to, and therefore believe they are unable to, act upon a previous commitment. In addition to utilizing the already-established strategies for treating these individuals, it is suggested that drawing the distinction between motivation and action can often serve to move unmotivated clients.     

Automated system for acoustic research

An automated system is described for stimulus presentation and response collection in psychoacoustic research. The system is capable of producing rapidly and precisely a wide range of discrete frequencies.     

Visual detection of signals in the presence of continuous and pulsed backqrounds

The detectability of intensity increments in the presence of continuous and pulsed backgrounds was investigated using a two-alternative, temporal, forced-choice procedure. Differences were found in intensity-duration reciprocity relations, the form of the Weber function, and the shape of the psychometric function between continuous- and pulsed-detection conditions. In a second study, signals were added either to a steady background (simple detection) or to background plus pedestal (pedestal detection). Two unusual phenomena were noted, namely, “negative masking” and the “pedestal effect.” The interpretation of the results in terms of a simple, Poisson-detection model is discussed.     

Speed of aiming movements

Fitts' Law describes human movement time in the horizontal and frontal planes, but its application to movement in the sagittal plane has been questioned by Beggs and Howarth. To evaluate the Law in this plane, eight subjects performed a forearm action, similar to dart-throwing without release, moving a stylus through the sagittal plane from a back contact plate forward to a target. Four movement distances, 8, 12, 16 and 20 in, were combined with four target widths, 1/4, 1/2, 1 and 2 in, in 16 experimental conditions. Following practice all subjects were tested in each condition, with visual knowledge of results. The plot of movement time against log 2A/W was essentially linear, accounting for 92.6% of the variance.     

A TOKEN REINFORCEMENT PROGRAM IN A PUBLIC JUNIOR-HIGH SCHOOL1

In recent years, the technology of contingency management has been shown to be of increasing value in regular classrooms and public-school systems with both groups and individual pupils (Ayllon and Roberts, Journal of Applied Behavior Analysis, 1974, 7 , 71–76; Glynn and Thomas, Journal of Applied Behavior Analysis, 1974, 7 , 299–306; Lovitt and Curtiss, Journal of Applied Behavior Analysis, 1969, 2 , 49–53; Lovitt and Smith, Exceptional Children, 1974, 40 , 357–358; Medland and Stachnik, Journal of Applied Behavior Analysis, 1972, 5 , 45–51). In addition, established procedures are being systematically replicated across grade levels and differing subject-matter areas. A series of studies initiated by O'Leary and Becker (Exceptional Children, 1967, 33 , 637–642) form the basis for the present investigation. The token reinforcement program described by O'Leary and Becker (Exceptional Children, 1967, 33 , 637–642) was managed by the teacher of an adjustment class and involved 9-yr-old children described as emotionally disturbed. An elaborate replication of the 1967 O'Leary and Becker study conducted by O'Leary, Becker, Evans, and Saudargas (Journal of Applied Behavior Analysis, 1969, 2 , 3–31) with a grade-two class introduced several variables to examine their separate effects. The authors specified their treatment levels as baseline, classroom rules, educational structure, teacher praise and ignore, token I, withdrawal, token II, and follow-up. The present research modified the general design of O'Leary et al., (Journal of Applied Behavior Analysis, 1969, 2 , 3–31) to study how to maintain treatment effects. In the modification, rules were eliminated as a treatment variable because they are frequently associated with aversive practices in the school system, and it was deemed desirable to have mainly a positive orientation. A second difference was that the present subjects were grade-nine pupils functioning in the regular public-school system. The six students were older (average age = 16.2) and well behind their peers in achievement. They were considered behavior problems and as potential dropouts by teachers and counsellors. They were not considered to be emotionally disturbed. Finally, procedures designed to maintain behavior change generated by the token system were added. The operant level of unacceptable classroom behavior was obtained for six students receiving an individualized program of instruction in mathematics and science in a nonacademic grade-nine class in a public junior secondary school. Initially, two conditions (educational structure and praising appropriate behavior while ignoring inappropriate behavior) were introduced successively. Both procedures reduced inappropriate behavior slightly. When a token system, using backup reinforcers readily available in the school, was introduced in conjunction with the initial two conditions, inappropriate responses declined dramatically in all subjects. Withdrawal of the token program for a three-week period, leaving educational structure and praising and ignoring in effect, increased inappropriate behavior in five of the six subjects. The token program was then re-introduced in conjunction with contingency contracts. The result was a decline of inappropriate behavior below the mean of the first token condition for all subjects. Tokens were thinned and finally removed toward the end of this condition, leaving teacher praise and attention and the contract system in effect. Data obtained during a four-week followup indicated that the low level of inappropriate behavior was maintained in all subjects. This extension of the O'Leary et al., (Journal of Applied Behavior Analysis, 1969, 2 , 3–31) program, designed and implemented by the regular teacher, demonstrates that these procedures may be highly effective within the constraints found in an ordinary classroom in the junior secondary school.     

CLASSICAL CONDITIONING OF DECREASES IN HUMAN SYSTOLIC BLOOD PRESSURE1

Decrease in human systolic blood pressure of 4.35 mm Hg (range: 0 to 12 mm Hg) were classically conditioned in normal and hypertensive subjects using a delayed conditioning paradigm in which a 30-sec auditory stimulus (the conditioned stimulus) was followed immediately by tilting the subject 15° head-down to elicit small decreases in blood pressure. Conditioning occurred within five trials. A control group demonstrated that sensitization of the reflex by repeated tilting could not account for the blood-pressure decreases associated with the conditioned stimulus in experimental subjects.     

Self-awareness and cigarette-smoking behavior

According to the theory of objective self-awareness (Duval & Wicklund, 1972), the concept of generalized drive is unnecessary, its explanatory function having been replaced by the concepts of self-evaluation and desire to be “correct”. An experiment was designed to compare alternative predictions from the drive and self-awarencess theories. Subjects listened to music in the presence of a mirror and, at another time, not in the presence of a mirror. The effect of self-consciousness on several habitual behaviors related to smoking was assessed. It was known that the subjects believed the number of cigarettes one should smoke “ideally” was significantly less than the number they actually smoked. Hence, the theory of objective self-awarencess predicts decreased smoking in the presence of the mirror, while a drive theory interpretation of self-consciousness predicts the opposite. Results generally supported the drive theory.