Spatial and temporal processing in the auditory and visual modalities

Three experiments tested the idea that auditory presentation facilitates temporal recall whereas spatial recall is better if the input modality is visual. Lists of words were presented in which the temporal and spatial orders were independent, and instructions to the subjects determined whether recall would be given in a spatial or temporal order. In all three experiments, a significant interaction between the input modality and the type of recall was found, such that visual presentation resulted in superior recall over auditory presentation in the spatial conditions and auditory presentation yielded superior recall to visual in the temporal conditions. The present results contradict an earlier study by Murdock that showed that auditory presentation resulted in better performance than visual presentation in a nominally spatial task. An explanation for the discrepancies between the results of that study and the present one is presented.     

S.I.M.P.L.E. control and measurement of auditory events

A SIMPLE interactive programming language is shown to be useful for psychological research involving auditory stimuli and responses. It is helpful in recording spoken stimulus tapes with program control of event sequencing and timing; it can control on-line interactive auditory and bisensory experiments; and it can calibrate the stimulus durations and pause times for auditory events.     

The emergent father role

Using data collected before and after birth of a couple's first child, change in each parent's view of men as fathers was investigated in a short-term longitudinal study. Semantic differential scales tapped the man's image of self as father, the woman's image of husband as father, and each parent's rating of the baby's adjustment. Interview questions provided information on circumstances of the birth, the father's early child care activities, and parents' previous child care experience. Men's judgments of their own effectiveness as fathers declined from before the birth to afterward. Wives' judgments of their husbands' effectiveness as fathers also declined over that same period, but wives rated husbands higher than husbands rated themselves at both times. A single-equation multiple regression model, adapted from a structural model, was estimated to explain change in both spouses' ratings of the man's paternal role competence. It revealed that working-class spouses agreed on the basis for their judgments of the father's role performance, in that both judged him mainly in terms of how much he participated in child care. Middle-class spouses disagreed on the basis for their judgments of fathers, however. The middle-class men rated their own performance in the father role mainly in terms of the baby's adjustment; if they judged the baby to be happier, they judged themselves to be more competent as fathers. The middle-class women did not rate fathers on that basis. Instead, the middle-class women's ratings responded to the circumstances of the birth and to the father's participation in child care chores. Findings are discussed in terms of family role theory, social-class differences in the father's role, and recent change in expectations for men's parental role.This research was supported by NIMH Grant No. MH15735 and earlier by NICHD Grant No. HD 13103.     

Parent perceptions and attributions for children's math achievement

From junior high school on, girls report lower estimations of their math ability and express more negative attitudes about math than do boys, despite equivalent performance in grades. Parents show this same sex-typed bias. This paper examines the role that attributions may play in explaining these sex differences in parents' perceptions of their children's math ability. Mothers and fathers of 48 junior high school boys and girls of high, average, and low math ability completed questionnaires about their perceptions of their child's ability and effort in math, and their causal attributions for their child's successful and unsuccessful math performances. Parents' math-related perceptions and attributions varied with their child's level of math ability and gender. Parents credited daughters with more effort than sons, and sons with more talent than daughters for successful math performances. These attributional patterns predicted sex-linked variations in parents' ratings of their child's effort and talent. No sex of child effects emerged for failure attributions; instead, lack of effort was seen as the most important, and lack of ability as the least important, cause of unsuccessful math performances for both boys and girls. Implications of these attributions for parents' influence on children's developing self-concept of math ability, future expectancies, and subsequent achievement behaviors are discussed.This paper is based on a master's thesis by the first author. This research was funded by grants to Jacquelynne S. Eccles from the following agencies: the Foundation for Child Development, the National Institute of Mental Health, and the National Institute of Child Health and Development.We wish to express our thanks to Linda Buford, Sandra Hamman, and Samuel D. Miller, who helped collect and code these data, and especially to the parents, students, and teachers in the Ann Arbor Public School district, whose cooperation made this project possible.     

The SIMPLE T-scope

The SIMPLE system for a computer-based tachistoscope is reviewed, and features of its structure are described. An example is explained in detail.     

1979 joint DEC and microprocessor users group report

A summary is provided of the format and results of a meeting involving users of microprocessors and of Digital Equipment Corporation computers.     

Input-specific long-term potentiation in the rat lateral amygdala of horizontal slices

Long-term potentiation (LTP) at input synapses to the lateral nucleus of the amygdala (LA) is a candidate mechanism for memory storage during fear learning. Cellular mechanisms of LTP have been nearly exclusively investigated in coronal brain slices. In our experiments, we used a horizontal brain slice preparation of rats that preserved most of the connections to cortical areas and the hippocampus. The stimulation electrodes were located either within the external capsule (EC) or the LA. The aim of the present study was to investigate the mechanisms of LTP induced either by weak theta burst stimulation (TBS) or strong high frequency stimulation (HFS) using the two different stimulation sites. Whereas both TBS and HFS of afferences running through the LA induced stable LTP, TBS failed to induce LTP of EC-inputs to the LA. The present findings also show that LTP in the LA exhibits vulnerability at different time windows after induction. The time window was dependent on the kind of stimulated afferences. Later LTP becomes resistant to disruption by low frequency stimulation. We could show that both used inputs depended on NMDA receptors for LTP-induction. LTP induced by stimulation of fibers within the LA was not altered by nifedipine (10 microM). In contrast, EC-induced LTP was dependent on L-type voltage-gated calcium channels (VGCC). Finally, we found a higher magnitude of LTP in females using TBS, whereas HFS did not cause gender-specific differences. Our study supports the conclusion that the form of LA-LTP depend on which afferences are activated and what pattern of stimulation is used to induce LTP.     

What's so special about the average face?

The past few years have seen a marked increase in our understanding of how faces are represented in the brain, with the discovery of new anatomical structures and new algorithms for representing faces. Still, the basic computational mechanism used by the primate visual system to identify faces remains a topic of intense debate. Are faces represented by matching to a set of stored exemplars, or by measuring the distance from a standard prototype along a set of different axes? A recent article by Rhodes and Jeffery provides compelling psychophysical evidence in favor of the latter 'axis' model.     

The Relationship Between Multicultural Counseling Training and the Evaluation of Culturally Sensitive and Culturally Insensitive Counselors

In a study, multicultural counseling training contributed significantly to the variance in ratings of a culturally sensitive counselor. No significant contribution was made to the variance in ratings of the culturally insensitive counselor. Possible explanations and implications of these results in multicultural counseling supervision are discussed.