Positive interaction (induction) in multiple variable-interval, differential-reinforcement-of-high-rate schedules

The effect of increases in the rate of responding in one component of a multiple schedule upon the rate of responding in a second component was investigated. Pigeons were exposed to a multiple schedule where both components were initially variable-interval schedules having the same parameter value. After rate of key pecking stabilized, one component was changed to a schedule that differentially reinforced high rates of responding. Rate of reinforcement in this varied component was adjusted to remain equal to rate of reinforcement in the constant (variable-interval) component. Four of five pigeons showed a maintained increase in rate of responding during both the constant and varied components, even though rates of reinforcement did not change.     

A comparison of five methods of illusion measurement

The relative efficiency of five techniques of illusion measurement were tested on parametric variations of the Mueller-Lyer and Ebbinghaus figures. The methods of average error, reproduction, and selection from a graded series all showed significant effects of configurational variations. The subjective scaling techniques each failed to measure adequately changes in illusion magnitude for one illusion configuration. The suitability of the tested measures for group administration is also discussed.     

The capacity for rapid shifts in level of mental concentration

This investigation continues the exploration of a largely neglected topic in the field of attention, levels of mental concentration, by ascertaining under optimal conditions the capacity for shifting quickly from one level to another. Previous research in our laboratory had applied a set of five post-hypnotically cued levels of concentration or “cognitive arousal”, covering a very wide range, to a variety of perceptual and cognitive tasks. In the present study two highly trained undergraduate hypnotic subjects, one male and one female, were given progressively shorter time durations in which to respond to the post-hypnotic cues before viewing tachisto-scopically flashed consonants under cue influence. The results indicate a striking capacity to shift degrees of cognitive arousal very rapidly to one extreme or the other, on the order of 100 ms or less.     

Rehearsal strategy as a function of recall expectation

The subjects were divided into three groups with respect to their expectations concerning a recall task given after the final trial of the usual STM distractor procedure. Group 1 were told only that they would have to recall during each trial's recall interval, thus did not expect to have to recall again. Group 2 were told that they would have to recall all the words presented in the experiment at the end of the last trial, in addition to the trial-by-trial recall. Group 3 were told only that they would have to recall after all words had been presented and they sat passively through the presentation trials. In addition to their recall expectations, half of the subjects in each group received a 2-s presentation and half received a 5-s presentation interval. It was found that the length of the presentation interval had an effect on the number of words recalled at the end of all trials, but recall expectancy did not. However, expectancy did determine the rehearsal strategies of subjects and hence the serial positions from which items were recalled.     

An apparatus for apparent conditioning ofOctopus cyaneus Gray

An ann-out-of-water response was conditioned as an operant inOctopus cyaneus Gray. The response was limited to a vertical tube, 2.54 em i.d, Photoresistive sensors, illuminated with modulated light arranged around the tube above the waterline, detect the presence of an opaque object in the tube. The signal from this response detector is amplified and used to initiate a commercial motor-driven universal feeder according to the reinforcement schedule maintained by the logic control circuit. A sample cumulative record for perfonnance on a CRF schedule is given.     

The counselor: who? what?

The author examines the criticisms of counselors which center on such factors as age, sex, race, and elitism. Areas of confusion regarding the functions of the counselor are related to the teacher-counselor issue, the professional functions of the counselor, and the basic purpose of counseling. The counselor is seen primarily as doing psychological counseling with individuals and groups, rather than teaching or advising.