Pointing Disrupts Preschoolers' Ability to Discriminate Between Knowledgeable and Ignorant Informants

By 4 years of age, children have been reinforced repeatedly for searching where they see someone point. In two studies, we asked whether this history of reinforcement could interfere with young children's ability to discriminate between a knowledgeable and an ignorant informant. Children watched as one informant hid a sticker while another turned around, and then both informants indicated where they though the sticker was, either by pointing or by using a less practiced means of reference. Children failed to discriminate between the two informants when they pointed, but they chose the location indicated by the knowledgeable informant when the informants used a cue other than pointing. Pointing can disrupt as basic an understanding as the link between seeing and knowing.     

Conditional discrimination of series containing either two or three rewarded trials

Series of trials differing only in the number of rewarded trials (2R or 3R series) were used to test rats' ability to learn conditional numerical discriminations. Although the series were conditionally related to initially non-numerical situations, the rats successfully learned the discrimination. It is concluded that these discriminations can plausibly be conceptualized as conditional counting. A pair of transfer tests given after the discriminations were well established suggested that, under these conditions, numerical information will overshadow other non-numerical sources of discrimination made relevant by the transfer shifts.     

A test for order relevance in a three-element serial learning task

Rats were trained in a straight runway on a simple three-element series of differing reward quantities. The first trial of the series ended with a two-pellet reward, and the second and third trials ended with a 12-pellet reward and a nonreward, respectively (2-12-0). All animals developed accurate anticipation of the terminal nonreward in the 2-12-0 series before it was rearranged for two test days during which the elements appeared in the order 12-2-0. The rats' anticipation of the terminal nonreward did not transfer to the reordered series, a result taken to mean that anticipation had been based upon interitem associations among memorial representations of the differing reward quantities. A second transfer test to 0-0-0, given after anticipation was reestablished to the 2-12-0 series, gave evidence that the ordinal position of the series elements was also a source of anticipation; the animals continued to run relatively slowly on the third trial in extinction. In neither transfer test was there evidence that the rats employed the strategy of enumerating rewarded trials, because counting is an order-irrelevant process.     

The effects of skewness on the interpretation of ITPA scaled scores

Studied the degree to which skewed score distributions can affect the interpretation of Illinois Test of Psycholinguistic Abilities (ITPA) (Kirk, McCarthy, & Kirk, 1968) subtest scores. Indices of skewness were determined for the 10 main ITPA subtests for each of the eight age groups which comprised the normative sample (Paraskevopoulos & Kirk, 1969). The ITPA normative sample was drawn from children, both male and female, having abbreviated Stanford-Binet IQs between 84 and 116 and ranging in age from 2 years 7 months to 10 years 1 month. The results indicate that the following subtests were most seriously affected by scale limitations: auditory reception, auditory association, visual reception, manual expression, and grammatic closure. The results suggest that indices of score variability such as average deviation and standard scores must be interpreted with extreme caution when skewness is a significant factor.     

Accuracy of observational data with whole interval,partial interval,and momentary time-sampling recording techniques

The purpose of the study was to compare the accuracies obtained from whole interval, partial interval, and momentary time-sample recording procedures. Two types of accuracies were defined. Between-methods accuracy is the degree to which an observer using a particular recording method agrees with a standard using a continuous recording method. Within-methods accuracy is the degree to which an observer and a standard agree when both use the same recording method. Fifty-four undergraduate students viewed a videotape of a woman twisting her hair and recorded the occurrence or nonoccurrence of the behavior using one of the three recording methods. Tapes were divided into segments with low, intermediate, and high rates of behavior. Partial and whole interval recording obtained poorer between-methods accuracies than momentary time sampling. Results showed that whole interval and momentary time-sampling procedures yielded higher within-method accuracies than partial interval recording. Thus, momentary time-sampling recording provided the advantages of both greater representativeness and as few or fewer observer errors than whole or partial interval recording procedures. Use of the interval recording methods by researchers must be justifiable within this framework.     

Symbolic functioning in preschool children

An important goal of parents and preschool educators alike is to introduce young children to a variety of symbol systems, and to help children begin to master some of these crucial cultural tools. Our research indicates that, in spite of the importance that adults place on symbolization, adult intuitions about the acquisition of symbolic functioning and how to facilitate it are often poor. In this article we summarize research on toddlers' understanding of two kinds of symbols—models and pictures. We show that the initial insight that something is a symbol or representation of something else is extremely challenging for young children, and it is an insight that must be achieved with each symbol system they encounter. Two factors that contribute to the difficulty children have appreciating symbolic relations are discussed: dual representation (the ability to think about something in two different ways at the same time; specifically, the ability to think of something both as an object itself and a symbol for something else) and representational specificity (understanding that a symbol can stand for a specific reality). Implications of these factors for preschool practice are considered.     

Numerical and sensory categorization of serial information by animals

Rats were trained in a straight runway on a series consisting of 4 elements, each element being defined in terms of the number of .045-gm. Noyes pellets used as reward on 4 runway trials separated by about 20 sec. The series elements were 2, 6, 12, and 0 (2-6-12-0). The animals were trained each day on 3 such series, the series themselves being separated within a day by about 12 min. for 28 days before introducing a new transfer series to assess the relevance of the order of the series elements. In previous experiments with the simpler series, 2-12-0, alterations in order of elements eliminated the animals' tendencies to run much slower to the terminal nonreward element of the series, but transfer was clearly shown here when we shifted from 2-6-12-0 to 6-12-2-0. That is, the animals continued on the transfer test to approach the terminal element slowly, a result which we interpret as supporting the view that the rats either counted the rewarded trials and used that count to predict terminal nonreward, or they behaved on the basis of cues associated with the ordinal position of the trial.     

Semantic integration of verbal information into a visual memory

A total of 1,242 subjects, in five experiments plus a pilot study, saw a series of slides depicting a single auto-pedestrian accident. The purpose of these experiments was to investigate how information supplied after an event influences a witness's memory for that event. Subjects were exposed to either consistent, misleading, or irrelevant information after the accident event. Misleading information produced less accurate responding on both a yes-no and a two-alternative forced-choice recognition test. Further, misleading information had a larger impact if introduced just prior to a final test rather than immediately after the initial event. The effects of misleading information cannot be accounted for by a simple demand-characteristics explanation. Overall, the results suggest that information to which a witness is exposed after an event, whether that information is consistent or misleading, is integrated into the witness's memory of the event.     

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Pastoral Psychology -     

Total number of MMPI-2 clinical scale elevations predicts premature termination after controlling for intake symptom severity and personality disorder diagnosis

Premature termination of therapy by patients is a common phenomenon that can be deleterious to treatment outcome for patients and also negatively affect therapists, treatment centers, and research programs. Therefore, a method of identifying patients at risk for premature termination could have widespread benefits. This study investigated whether patients’ MMPI-2 profiles, including clinical scale elevations and Negative Treatment Indicator (TRT) scores, could predict premature termination in an outpatient sample, controlling for personality disorder diagnosis and symptom severity at intake. Results indicated that while TRT scores were not incrementally predictive of premature termination, the total number of clinical scale elevations was significantly incrementally predictive of dropout. Clinical implications are discussed.