Imposed vibration influences perceived tactile smoothness

According to the duplex theory of tactile texture perception, detection of cutaneous vibrations produced when the exploring finger moves across a surface contributes importantly to the perception of fine textures. If this is true, a vibrating surface should feel different from a stationary one. To test this prediction, experiments were conducted in which subjects examined two identical surfaces, one of which was surreptitiously made to vibrate, and judged which of the two was smoother. In experiment 1, the vibrating surface was less and less often judged smoother as the amplitude of (150 Hz) vibration increased. The effect was comparable in subjects who realized the surface was vibrating and those who did not. Experiment 2 showed that different frequencies (150-400 Hz) were equally effective in eliciting the effect when equated in sensation level (dB SL). The results suggest that vibrotaction contributes to texture perception, and that, at least within the Pacinian channel, it does so by means of an intensity code.     

Psychophysical design influences frequency discrimination performance in young children

We investigated how different psychophysical procedures affect frequency discrimination performance in children. Four studies used a design in which listeners heard two tone pairs and had to identify whether the first or second pair contained a higher frequency target tone. Thresholds for 6- and 7-year-olds were higher than those for 8- and 9-year-olds and adults. Two manipulations led to lower (better) thresholds in young children: (a) moving the standard comparison tone before the target tone and (b) using three target comparison tone pairs. It is suggested that young children benefit from designs that help cue them to when they need to attend to a target tone. The two-interval, forced-choice procedure that is widely used in studies of developmental disorders led to variable performance even in adults and did not give a realistic picture of the perceptual capabilities of children under 8 years of age.     

Rejected bullies or popular leaders? The social relations of aggressive subtypes of rural african american early adolescents

Teacher assessments of interpersonal characteristics were used to identify subtypes of rural African American early adolescents (161 boys and 258 girls). Teacher ratings of interpersonal characteristics were used to identify popular and unpopular aggressive subtypes for both boys and girls. Unpopular aggressive youths did not have elevated levels of rejected sociometric status but were more likely to have lower levels of peer-perceived social prominence and social skills. Conversely, popular aggressive youths were more likely to be disliked by peers even though they were perceived by peers as socially prominent and socially skilled and were identified by teachers as highly involved in extracurricular activities. Both popular and unpopular aggressive youths tended to associate with others who had similar levels of peer-perceived popularity.     

A Survival Analysis of Communal-Living, Self-Help, Addiction Recovery Participants

We examined individual and group characteristics associated with the duration of community involvement (i.e., length of residence) in 11 Illinois Oxford Houses for 129 male recovering addicts. Survival analyses indicated that the best predictor of duration of community involvement from demographic items was age (i.e., older age and older age of fellow residents were associated with being more likely to continue residence). Among psychological measures, the best survival predictor was lack of pessimism of the future. Although the relationship between longer length of residence and treatment outcomes are complex, because it is often difficult to keep people involved in treatment programs, knowledge that we can gain about those factors that might lead to greater lengths of stay are of importance.     

Combining Counseling and Career Services: Conflicts and Choices

This article describes some of the administrative issues in merging counseling and career services in institutions of higher education. Discussion focuses on the major kinds of problems that can be anticipated and the eventual choices that administrators must make.     

Further investigation of increasing vocalizations of children with autism with a speech-generating device

We replicated and extended the findings of Gervarter et al. (2016) by using prompting and reinforcement to produce increased vocal speech with 3 young children diagnosed with autism spectrum disorder (ASD) who used a speech generating device (SGD). We extended Gervarter et al. by adopting a more robust experimental design, conducting session-by-session preference assessments, and measuring the emergence of novel vocalizations. The frequency of vocalizations increased for all 3 participants after the introduction of an echoic prompt. These results suggest that SGD-based interventions may lead to increased vocal output for children with ASD.     

Counterfactuals cannot count: a rejoinder to David Chalmers

The initial argument presented herein is not significantly original--it is a simple reflection upon a notion of computation originally developed by Putnam (Putnam 1988; see also Searle, 1990) and criticised by Chalmers et al. (Chalmers, 1994; 1996a, b; see also the special issue, What is Computation?, in Minds and Machines, 4:4, November 1994). In what follows, instead of seeking to justify Putnam's conclusion that every open system implements every Finite State Automaton (FSA) and hence that psychological states of the brain cannot be functional states of a computer, I will establish the weaker result that, over a finite time window every open system implements the trace of FSA Q, as it executes program (P) on input (I). If correct the resulting bold philosophical claim is that phenomenal states--such as feelings and visual experiences--can never be understood or explained functionally.