Secondary task modality, expectancy, and the measurement of attentional capacity

Previous studies have obtained conflicting evidence regarding the effect of probe modality when a secondary probe task is used to measure attentional demands of a primary letter-matching task. The present experiments found no difference in the shape of the probe reaction time functions for auditory and visual probes as long as probe modality was known. When probes "unexpectedly" occurred in the modality that was different from the majority of the probes, differences were obtained. Only the unexpected auditory function changed, shape relative to the others, with reaction time to probes that occurred early in the matching task sequence being increased. The results are interpreted as supporting a role of attentional capacity in the activation of structures that accept relevant sensory input.     

A demonstration of selection of analyzers for integral dimensions

Three experiments investigated the integrality of height and width of rectangles and the ability of observers to selectively attend to only one dimension. In Experiment 1, redundancy gain and orthogonal interference were demonstrated in a same/different task. Orthogonal interference was due to the output of the "irrelevant" analyzer interfering with the output of the "relevant" analyzer. These results indicated that height and width are integral, but they can be most parsimoniously explained by assuming that rectangles are initially processed by separate dimensional analyzers. Experiment I demonstrated that with sufficient practice (160 trials), observers are able to selectively attend to the more frequently relevant dimension. Performance for the stressed dimension increased, whereas performance for the unstressed dimension declined. Experiment 3 also demonstrated that with sufficient practice (192 trials), observers are able to selectively attend to the relevant dimension and ignore the irrelevant dimension. Orthogonal interference disappeared. The results are discussed in terms of the ability of observers to modify the perceptual process.     

Patterns of figurative language competence in adult speakers

Summary In an attempt to discover patterns of adult figurative language use, preference and comprehension, 30 Ss were asked to complete 4 different tasks: a composition, a test of simile preference, a test of simile production, and a test of metaphoric comprehension. Each test provided scores for both novel and clichéed usage. The composition task was also scored for total words while preference and production tasks were scored for literal usage, thus producing a total of 11 dependent variables across the complete set of tasks.Results revealed that Ss selected a higher number of novel figures under choice relative to production conditions. Correlational results revealed relationships across all 4 tasks for the categories of novel and frozen usage although certain tasks (i.e., simile preference and production) were more sensitive to novel diction while others (comprehension) were more sensitive to frozen diction. Within-task correlations, on the other hand, showed unique patterns for each of the tasks. Factor analyses of these correlations were found to produce a series of consistent three-factor solutions with the first of these factors concerned primarily with novel diction, the second with both novel and frozen comprehension, and the third primarily with frozen diction.Taken in combination, present results were interpreted to mean that while the distinction between novel and frozen is a meaningful one, specific task requirements can and do moderate the pattern of relationships obtained. This suggests that figurative language competence may not be a unitary process but one that is strongly affected by specific task and situational constraints and that future work, both methodological and theoretical, must take these factors into account.     

KIM and the rabbit: The use of the KIM-1 microprocessor to control classical conditioning of the rabbit’s nictitating membrane response

The KIM-1 microprocessor combined with a plug-board interface provides an inexpensive and highly flexible system for controlling classical conditioning of the rabbit’s nictitating membrane response. The system is described in the context of a program for differential conditioning.     

A machine-level software program for the generation of aversive conditioning schedules using the KIM-1 microprocessor

A microprocessor system can be used both to control aversive conditioning (classical, signaled and Sidman avoidance, and conflict) experiments and to acquire behavioral data in multiple subjects at a fraction of the cost of solid state systems. The software described in this paper can be used to program tones and shocks and count responses, independently, in up to 12 animals simultaneously.     

A preparation for the experimental analysis of human cigarette smoking behavior

A preparation for the experimental analysis of cigarette smoking is described in detail. The preparation permits the intensive study of cigarette smoking in individual subjects under controlled laboratory conditions. A variety of behavioral and physiological measures used include rate and pattern of puffing, duration of each puff, time spent smoking cigarettes, expired air carbon monoxide levels, cigarette butt weights, and subjective rating scales of various aspects of smoking. The preparation is reliable and permits relatively unobtrusive monitoring of smoking performance. Cigarette smoking occurs in orderly patterns, within subjects; it varies as a function of number of cigarettes provided and hours of smoking deprivation.     

Community applications of instructional technology: teaching writers of instructional packages

A community education program, to develop a variety of performance competencies in large numbers of neighborhood residents, requires a technology for preparing learning units administerable by community members themselves. The effects of a writing manual, designed to teach nonprofessionals to prepare such instructional packages, were analyzed in two experiments. Experiment I employed a multiple-baseline design across three university student trainees. The results showed that appropriate program writing increased by 75% after completion of the manual. The results of Experiment II, with two low-income neighborhood residents serving as trainees, showed that packages produced by trained writers resulted in a greater increase in skill activities than sets of training stimuli produced by untrained writers.     

The use of teachers as behavioral observers

The effect of using teachers as behavioral observers on both student and teacher behavior was examined with eight teachers and 32 elementary school children. The frequency of prompts (but not praise or criticism) to those students observed by the teacher increased significantly from nonobserver to teacher observed experimental phases. In addition, students observed by the teacher showed more change in appropriate behavior than students who were not observed. The significance of these findings for research and therapy is discussed.