Finite-state recall revealed by backward learning curves constructed from confidence ratings

Two experiments were carried out to show that the constancy of Type II d’ in recall is not an artifact, but is due to finite-state processes as suggested by Bernbach (1967). The following conclusions were reached: (1) The constancy of Type II d’ is not an artifact due to the inclusion of intralist intrusions in the class of incorrect responses; (2) backward learning curves constructed from confidence ratings gave clear evidence of all-or-none recall; (3) recall appeared to be all or none whether the subjects learned by rote or with a mnemonic; (4) the discriminability index derived from Luce’s (1959) choice theory did not exhibit constancy over trials, unlike Type II d’ and despite the fact that backward rating curves indicated all-or-none processes.     

AN INDEX FOR ASSESSING WEIGHT CHANGE IN CHILDREN: WEIGHT/HEIGHT RATIOS1

Weight and height data from two studies were recomputed, and original data were computed using a Weight Index formula that accounts for the interaction of actual weight/height changes in growing children and compares this ratio with that of normed weight/height ratios for equal-aged children. Recomputing the data of one study showed that the Weight Index is a more sensitive procedure for assessing long-term behavioral treatment of obesity for girls than weight alone. Recomputing the data of a second study showed that the Weight Index formula is consistent for boys and girls and is a more sensitive procedure for assessing long-term effects of a variety of medical treatments for obesity than the Ponderal Index or weight alone. Computation of the data for 17 “normal” children in a preschool class showed a zero Weight Index score before and after a six-month interval elapsed without treatment. The procedure may be useful in assessing ponderosity or anorexia over intervals of six months or more with growing children or difference between actual and normed weight over shorter intervals.     

A house divided? Cognitive functioning with callosal agenesis

An anatomical and behavioral review of 29 reported cases of corpus callosum agenesis is presented. This review addresses itself to two questions: (1) Do acallosals manifest split-brain symptoms? (2) Is the corpus callosum necessary for the establishment of lateralization? Unlike the commissurotomy cases, acallosals show few symptoms of hemispheric disconnection. Behavioral strategies, use of noncallosal commissures, elaboration of ipsilateral pathways, and bilateral representation of function are discussed and evaluated as possible mechanisms of compensation. An impairment in spatiomotor functioning often accompanies callosal agenesis. Results of acallosal lateralization testing are examined and problems in interpretation are discussed. Current evidence does not conclusively establish that the corpus callosum is needed for lateralized development of some functions. However, the corpus callosum may play a role in the satisfactory performance of “lateralized” (i.e., spatial, linguistic) functions.     

Toward a further understanding of the intuitive personologists: Some critical evidence on the diabolical quality of subjective psychometrics

Despite significant advances over the past three decades in our understanding of the implicit dangers in ad hoc psychometric procedures, some important questions remain, particularly as regards the nature of the underlying reasoning process by which subjectively meaningful theoretical impressions are formulated and expressed. The present article seeks to address this issue, with particular attention being given to the distinction between demonstrative and dialectical reasoning. Evidence is offered to show that, at least under certain conditions, intuitive psychometricians formulate and express theoretical impressions on the basis of a reasoning process that is essentially dialectical in nature. Some major implications of this point of view for the study of personality theory are discussed. The limitations of the evidence presented, and the need for further research, are forgone.     

Construction of new scales for the Multiple Affect Adjective Check List

Factor analyses were used to develop new scales for the Multiple Affect Adjective Check List (MAACL) measuring anxiety, depression, hostility, positive, and sensation-seeking affects. Anxiety, depression, and hostility scales were moderately intercorrelated and a combined score called “dysphoria” was formed from their addition. Positive and sensation-seeking affects were also correlated and combined in a summary score (PASS). The dysphoric and PASS scores were not highly correlated. The number of items checked correlated highly with the positive affect scale, moderately with sensation seeking, and relatively low with the negative affect scales. Internal reliabilities were high and retest reliabilities were low, in conformance with the model for state scales. The anxiety score increased and the positive affect score and number of items checked decreased just prior to a classroom examination. Further plans for scale development are discussed.     

Sociolinguistic contexts of the preschool

Two studies were conducted to determined the effects of specific learning centers on preschoolers' functional uses of language. In Study 1, preschoolers in three separate same-age classrooms (2-, 3-, and 5-year-olds) were observed on a time sampling scheduling during their free play periods for four weeks. Preschoolers' individual utterances were coded as serving one or more than one function; functions were defined following Halliday. The housekeeping and block centers tended to elicit the most individual and multifunctional utterances. The fantasy play and social interaction among children in these centers were thought to be responsible for this mature use of language.In Study 2, same-age and same-sex dyads from two age groups (4- and 5-year-olds) were observed in experimental settings playing with blocks alone and with dramatic props alone. Both contexts elicited a predominance of imaginative language, though the dramatic context elicited more imaginative language than the blocks. With age, children generated more individual functions and multifunctional utterances.