Pupillary attributions of college students to happy and angry faces.

As evidence for an hypothesis that pupil size plays an important role in nonverbal communication, Hess (1975) has reported that adults draw in appropriately sized pupils on his happy and angry faces task. However, he did not report a statistical test of his data. In this study, we replicated Hess' research and found congruent with his hypothesis that college students (n = 223) draw in significantly larger pupils on the happy face.     

Monocular asymmetries in recognition after an eye movement: Sighting dominance and dextrality

Although monocular recognition scores for targets presented immediately after an eye movement do not differ, the two eyes show marked recognition asymmetries when both eyes are receiving inputs but a specific target is only presented to one. In general, the right eye performs better than the left, although there are interactions with sighting dominance and the direction of eye movement.     

A multi-element analysis of the effect of teacher aides in an "open"-style classroom

Open classrooms with few rules, individualized instruction, and informal class organization present new problems for the application of behavior principles. The effects of three types of teacher aides on student achievement and on-task behavior were studied. Each was compared with a standard no-aide condition. Subjects were 54 third graders in two "open"-style classrooms. The three types of aide, helping adult, disciplinary adult, and helping fifth-grade aide, were compared in a multi-element design with a no-aide control. The helping-adult aide significantly affected the academic output of the class, when compared with the no-aide condition. All aide conditions produced more academic work and on-task behavior than did the standard no-aide condition.     

Development of an on-line problem-oriented system for the evaluation of mental health treatment services

Current on-line assessment applications are limited to mimicking instruments designed for paper and pencil. The development of an instrument designed specifically for on-line technology is described. The instrument provides research data on treatment effectiveness, clinical information for treatment planning, and management information for resource allocation.     

The perception of stop consonant voicing by Spanish-English bilinguals

The performance of Spanish-English bilinguals in two perception tasks, using a synthetic speech continuum varying in voice onset time, was compared with the performance of Spanish and English monolinguals. Voice onset time in speech production was also compared between these groups. Results in perception of bilinguals differed from that of both monolingual groups. Results of bilingual production in their two languages conformed with results obtained from each monolingual group. The perceptual results are interpreted in terms of differences in the use of available acoustic cues by bilingual and monolingual listeners of English and Spanish.     

Short-term retention of response outcome as a determinant of serial reversal learning

The correlation between short-term retention of the outcome of the preceding response and overall learning proficiency was investigated for serial reversal learning. Pigeons were trained to asymptote on a serial reversal problem and then were presented a percentage reinforcement schedule where only some correct trials were rewarded. Nonrewarded correct trials were treated exactly as incorrect trials. The difference in error probability following the two types of correct trials was then used as a measure of short-term retention. When intertrial intervals (ITI) were short (6 sec), substantial differences occurred. When the ITI's were increased, the difference in accuracy declined regularly to no difference at an ITI of 60 sec. This demonstration of a short-term retention gradient, coupled with the finding that overall reversal learning was much better with the shorter ITI's, suggests that a primary mechanism of improvement in serial reversal learning is the acquisition of a conditional discrimination based on the outcome of the preceding response.     

Behavioral contrast as a function of the temporal location of reinforcement

Pigeons were trained on a multiple variable-interval variable-interval schedule of reinforcement. One component was then changed to a variation of a fixed-interval schedule in which the same rate of reinforcement was obtained as previously but the location of the reinforcer was fixed within the component. The effects of different temporal locations were compared. An increase in response rate for the unchanged variable-interval component (behavioral contrast) occurred when the reinforcer was located in the middle or at the end of the FI component, but response suppression occurred when it was located at the beginning of the component. The pattern of results cannot be explained by any previous theories of contrast. The overall response rates, and the pattern of local rates within the components, were consistent with the hypothesis that the major determinant of the contrast effect was the transition to a lower reinforcement rate following the unchanged component.     

Effects of schedule and magnitude of reinforcement under conditions of thirst motivation

In contrast to a recent finding (Macdonald, G. E., & De Toledo, L. Learning and Motivation, 1974, 5, 288–298.) the results of three experiments investigating various partial reinforcement (PRF) manipulations under conditions of thirst motivation demonstrated strong similarity to analogous manipulations involving food reward. Specifically, for animals receiving water reinforcement, PRF was shown to generate greater resistance to extinction than continuous reinforcement (Expt 1 & 3), the schedule of reinforcement was shown to interact with level of acquisition (Expt 1 and 2), and the magnitude of the partial reinforcement extinction effect was shown to be a function of reward magnitude (Expt 3). These results provide strong evidence that mechanisms which operate in partial reinforcement situations are highly similar, regardless of the type of appetitive reinforcement.