Schematic concept formation: Feature measures and constraint redundancy as predictors

Constraint redundancy (R_c) was varied in order to manipulate the statistical structure of sets of patterns. Measures of pattern features and R_c were related to the categorization by Ss who had experienced different types of preexposure to sets of patterns from the same stimulus domain. Both R_c and pattern measures were related to the categories produced by Ss in a schematic-concept-formation (SCF) task.     

Recognition assessed by D' and by a non-parametric alternative (the A-index) as a function of the number of choices

Freedom from restrictive assumptions and ease of psychological interpretation are two basic criteria for a satisfactory measure of recognition performance. The A-index (Brown, 1965a) comes close to fulfilling these criteria. It is based on the proportion of wrong choices rejected in a multi-choice test as revealed by the number of choices required to select the correct choice. It can be transformed into the d' measure of signal detection theory (SDT) if the standard assumptions of this theory hold, but not in general. Two experiments on the recognition of words-in-noise are described. In the first there were 3, 5, 8 or 16 choices. They were typed on a card which was displayed to the listener during the presentation of a word. On both measures 5-, 8- and 16-choice recognition did not differ significantly, while 3-choice recognition was slightly, but significantly, superior. The second experiment concerned the effect of delaying the display of the card until 2 sec. after presentation. No evidence for an effect was obtained. In both experiments, there was suggestive but not conclusive evidence that the d' measure tended to overestimate recognition efficiency.     

Prior stimulation and the perception of causality

An attempt was made to discover whether, in conditions similar to those of Michotte, the number of causal responses given by subjects was influenced by stimulation during the period just before the main experiment. Time-intervals between the arrival of object A and the departure of object B were systematically varied within the range 60 to 390 msec. Those who had earlier been exposed to shorter time-intervals (60 to 210 msec.) gave fewer causal responses than those who had been exposed to longer ones (150 to 300 msec. and 240 to 390 msec.). A possible explanation is offered in terms of the modification of existing “schemata.”     

d-Amphetamine-chlorpromazine antagonism in a food reinforced operant

Dose effect curves for d-amphetamine and chlorpromazine were obtained with rats on a milk reinforced FR 10 schedule. A dose of d-amphetamine (2.5 mg/kg, i.p.) which completely suppressed all responding for 60 min was administered simultaneously (concomitant with the pretreatment times) with various doses of chlorpromazine. The d-amphetamine-induced cessation of responding was removed by several of the doses of chlorpromazine with maximal antagonism occurring at a dose of 1.5 mg/kg i.p. This dose of chlorpromazine, when administered independently, produced no observable side effects and showed no effect on the FR 10 schedule. One animal appeared to develop tolerance to the repeated dosages of d-amphetamine.     

The Cooling-Out Function of the Junior College

The “disjuncture” between level of aspiration and means of accomplishing it can create serious difficulty for the person. The function of the 2-year college in helping the student to resolve this conflict has been described as a “cooling-out” process. Essentially, it involves a running evaluation of the student's capacities, and guidance in helping him to find the educational and vocational program for which he is best suited. Several ways of facilitating this process are presented. There is need for an integrated guidance program pervading the entire institution as well as the student's career at the institution.     

The effect of prior recall on multiple response recognition

Certain investigators have found that recognition is impaired when a recall test is interpolated during the retention interval. One possible explanation of this finding is that interpolated recall leads subjects to employ a more stringent recognition criterion. In the two experiments reported here, the influence of the recognition criterion was eliminated by using a multiple-response test requiring subjects to rank a recognition list consisting of old and new items. Nevertheless recall impaired subsequent recognition in both experiments, the effect being most marked for lowly ranked items. The recognition test in the first experiment was carried out in two stages. This made possible a direct examination of whether recall has an effect on the recognition criterion. No evidence for such an effect was obtained. Other ways in which recall may affect the recognition criterion are discussed.