Topographic electroencephalographic alpha in recovered depressed elderly

Late-middle-aged and elderly normal volunteers with past histories of Major Depression according to the Diagnostic and Statistical Manual of Mental Disorders (third edition-revised) criteria were compared with sex- and age-matched control subjects using topographic electroencephalographic (EEG) indices. Healthy, euthymic recovered depressed subjects showed greater alpha amplitudes than controls. Delta, theta, and beta amplitudes did not reliably distinguish the groups. Considered in the context of previous research indicating that actively depressed subjects exhibit elevated EEG alpha compared to controls, these findings raise questions concerning state and trait conceptualizations of depression and EEG alpha.     

The development of structural complexity in the child's concept of family: the effect of cognitive stage, sex, and intactness of family

Twenty-eight boys and 28 girls at each of the Piagetian preoperational, concrete operational, and formal operational cognitive stages were given an interview focusing on their concepts of family. Half of each group were from intact families, and half were from divorced families. Interviews were scored for two structural aspects of the concept of family: conceptual level, and use of dimensions that structure the concept. The complexity of children's concepts was strongly related to cognitive stage and, to a lesser degree, to sex. Frequency of use of concept dimensions was strongly affected by general developmental level, though not specifically cognitive stage, and by intactness of family, but to a lesser degree by sex. Specific information is provided on the effect of these factors on perceptions of family composition, parental roles, and breadth of family activities.     

CO-WORKER IMPLEMENTED JOB TRAINING: THE USE OF COINCIDENTAL TRAINING AND QUALITY-CONTROL CHECKING ON THE FOOD PREPARATION SKILLS OF TRAINEES WITH MENTAL RETARDATION

In two studies, co-workers of persons with disabilities were taught to use coincidental training procedures while completing their own jobs. In Study 1, the effects of coincidental training on the salad-making skills of 3 trainees with mild and moderate mental retardation were evaluated. Coincidental training by co-workers resulted in improved accuracy of the salad-making skills of the trainees. In Study 2, trainees were also coincidentally taught to make quality-control checks of their salads. An alternating treatments and multiple baseline design indicated that the trainees more readily acquired the skills when taught to check the correctness of their work.     

Eyewitness accuracy and confidence: within- versus between-subjects correlations

Previous researchers using between-subjects comparisons have found eyewitness confidence and accuracy to be only negligibly correlated. In this study, we examined the predictive power of confidence in within-subject terms. Ninety-six subjects answered, and made confidence ratings for, a series of questions about a crime they witnessed. The average between-subjects and within-subject accuracy-confidence correlations were comparably low: r = .14 (p less than .001) and r = .17 (p less than .001), respectively. Confidence is neither a useful predictor of the accuracy of a particular witness nor of the accuracy of particular statements made by the same witness. Another possible predictor of accuracy, response latency, correlated only negligibly with accuracy (r = -.09 within subjects), but more strongly with confidence (r = -.27 within subjects). This pattern was obtained for both between-subjects and within-subject comparisons. The theoretical and practical implications of these results are discussed.     

Interactive braille output for blind computer users

Blind readers were tested using two methods of reading text displayed by an Apple microcomputer. The first method employed an Optacon system, a device that displays tactile representations of single characters, and the second used an interactive single electronic braille cell that displayed grade 1 braille characters. The results demonstrated no difference in accuracy or reading speed between these two methods. Thus, the serial presentation of braille characters at a single position appears to be a viable method of information transfer between computers and braille readers.     

Development of organization in recall: A stages-of-learning analysis

An experiment is reported in which the effects of taxonomic organization on 7-year-old and 11-year-old children's free and cued recall of two- and four-category lists were examined. The data were analyzed using a stages-of-learning model that simultaneously delivers estimates of the impact of these manipulations on storage and retrieval components of recall. The results indicated that for the Grade 2 children providing a category label at the time of recall primarily enhanced storage whereas increasing the number of categories primarily enhanced retrieval. For Grade 6 children, on the other hand, the use of category labels to cue recall primarily enhanced retrieval, whereas increasing the number of categories affected both storage and retrieval in free recall, but only retrieval in cued recall. In addition, while older children were superior to younger children at both storing and retrieving information, age differences at retrieval were generally larger than those at storage.     

Children's affective,behavioral, and cognitive responses to social comparison

Relative outcomes in social commerce with peers are potent determinants of cognitions and behavior in young children. Although there has been considerable attention given to the behavioral consequences of social comparisons following the receipt of rewards, there has been less concern with cognitive or affective consequences. Additionally, little is known about the accrued effects of multiple social comparison experiences that may be consistent or inconsistent with one another. In the present study, young children received a constant level of reward but the amount they saw a peer receive was varied. There were two sequences of reward distribution, and in a given sequence children received either the same number of rewards as the peer (=), more (+), or fewer (?). In a 3 × 3 factorial design all possible combinations occurred. A negative inequality in reward distribution, no matter where it fell in a sequence, made children sad and inclined children to distribute fewer rewards to peers. When a sequence contained an initial experience of positive inequality, children decreased subsequent levels of self-reward. Experiencing a comparison that revealed a negative inequality in reward distribution also disrupted children's accuracy in appraising the overall distribution of rewards: even when an initial negative inequality was completely offset by an equivalent experience of positive inequality, children inaccurately concluded that they had received fewer rewards than their peers.