The reliability of three visual perception tests used to assess adults

Summary.-The reliability of three adult visual perceptual tests was investigated. Participants aged 20 years and older (N = 221; 49 adults with neurological impairment, 172 adults without) completed the Developmental Test of Visual Perception-Adolescent and Adult (DTVP-A), the Motor-Free Visual Perception Test-3 (MVPT-3), and the Test of Visual Perceptual Skills (non-motor) Third Edition (TVPS-3). Participants (n = 46) without neurological impairment completed these tests twice. Cronbach's alpha for the DTVP-A, MVPT-3, and TVPS-3 total scales were .86, .74, and .80 and test-retest correlations .51, .71, and .72, respectively.     

Depression or anxiety: which is best able to predict patterns of lateralisation for the processing of emotional faces?

Previous research has shown that both anxiety and depression are associated with strength of lateralisation for the processing of emotive faces, although these clinical measures have always been considered in separate studies. In the present study, we measure depression and anxiety, within the same non-clinical sample, and consider whether these variables can predict strength of lateralisation, measured using the chimeric faces test. There are two key findings from this study. First, for females only, anxiety is negatively associated with right hemispheric superiority for processing of negative emotional expressions. Second, there was only one finding for depression, showing a relationship with strength of lateralisation for the processing of fearful faces that differed according to sex.     

Memory seeding: representations underlying quantitative estimations

N. R. Brown and R. S. Siegler (1996) found that training participants on a subset of country populations improved estimations for novel transfer country populations, an effect called seeding that remained intact over time. They attributed this effect to the abstraction by participants of a general metric framework for estimating populations not dependent on specific country anchors. In a series of 3 follow-up experiments, the authors found that training on seed populations produces both general metric information and durable specific country information. Moreover, minimal amounts of general (mean or range of populations) or specific (1 or 3 countries) information made available for inspection while estimating produced a significant seeding effect. Retention over long intervals was facilitated by both presenting 3 seed countries as opposed to 1 and providing names for the seed countries.     

Retention and transfer of morse code reception skill by novices: part-whole training

The training of composite skills requiring differential responding to a large set of stimuli raises issues about how to break down the whole task into parts and which parts should be trained first. Components of Morse code reception skill were identified, separated, and used to test whether initial training on a difficult part was more effective than initial training on an easy part. Initial training on a difficult subset of stimuli and on a difficult subtask both yielded disadvantages rather than the advantage implied by recent findings with different tasks. Incremental training should begin with the part yielding the most effective strategic skills, which appear to depend on characteristics of the task. In both present experiments, easy initial training led to adoption of an effective unitization strategy for representing codes. The hypothesis that procedural reinstatement at delayed testing leads to better retention was supported and extended.     

Facilitating text memory with additional processing opportunities in rapid sequential reading

Previous research indicates that during conventional reading, readers pause at particular loci within a text, presumably for the purpose of higher level processing and integration. If such pausing is necessary for efficient text comprehension and memory, then providing readers with equivalent processing opportunities with strategically placed pauses in rapid sequential visual presentation (RSVP) text displays should facilitate comprehension and memory. Three experiments are reported in which various time parameters of RSVP displays are manipulated. The results indicate that memory for specific text is facilitated when additional processing time is provided. However, how and where the additional time is distributed within a text, over broad limits, is not important. We use a method of text memory assessment that is not typically used in RSVP research and that is more sensitive to text presentation manipulations than the commonly used multiple-choice questions. This fill-in-the-blank technique also provides evidence that memory representations for texts are structured as meaningful subsentence units.     

Intention to respond in a special way offers some protection against forgetting associations

In a continuous memory-updating paradigm, subjects studied name-color associations and were tested later for the color associate given the name. The default color response was made in one location, but on predesignated trials the response was required to be made in a special location. Memory for the color associated with a given name was assessed after short and long retention intervals when both default and special responses were required. Separate measures were examined of memory for the intention to respond in a particular way (default or special) and of memory for the color associations paired with the names. Memory for color associates was better overall with short than with long retention intervals and was better when special (rather than default) responses were required, especially at the long retention interval. These results imply that the requirement to respond in a special way protects associations from loss due to forgetting.     

The influence of stimulus array on training of a speeded response

We conducted two experiments to study the training of speeded responses to stimuli in a clock face array. Participants were trained on one clock face and later tested on either the same or a different clock face. The clock faces varied along 3 dimensions of change (left-right flip, up-down flip, and 180 degrees rotation). Skill acquisition was reflected in decreases in overall, initiation, and movement response times in the training and test phases except that movement time reached an asymptote during training and did not decrease further during test. Test performance was best when training and test used the same clock face and worst when the training to test change involved an up-down flip. The transition to different clock faces was consistent with an interpretation based on the violation of expectations about target positions acquired during training. Consistent trial-by-trial feedback led to better initiation time but not movement time during training than periodic feedback, but this effect did not persist into the test phase.