Two visual mechanisms underlying the behavior of fish

Summary Studies of motion-detection by fish reveal two separate processes, which are hypothetically linked to different kinds of behavior. Furthermore, studies of interocular transfer with mirror-image shape discriminations also indicate two distinct mechanisms for the representation of visual directions. From these two kinds of experiment, it seems that visual processes subserving orientation of the fish to a moving object should be clearly distinguished from processes by which the fish evaluates the identity or activity of the object.

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Zusammenfassung Untersuchungen der Bewegungswahrnehmung von Fischen zeigen zwei verschiedene Prozesse auf, die mit zwei verschiedenen Verhaltensweisen in Beziehung gesetzt werden. Eine Analyse des interokularen Transfers mit Unterscheidung spiegelbildlicher Formen läßt außerdem erkennen, daß zwei verschiedene Mechanismen für die Repräsentation visueller Richtungen verantwortlich sind. Aus diesen Experimenten wird geschlossen, daß jene visuellen Prozesse, welche der Orientierung des Fisches in bezug auf ein sich bewegendes Objekt dienen, scharf unterschieden werden sollten von denen, durch welche der Fisch die Identität oder Aktivität des Objektes beurteilt.

     

Intake and Walk-in Procedures in a College Counseling Setting

Modifications of the intake procedure usually employed in counseling settings were adopted in order to provide students the opportunity for immediate contact with a counselor. Elimination of the waiting list, reduction in number of missed appointments, and reduction of length of counseling came about. Staff satisfaction with the new approach has been high and there would be opposition to reverting to the scheduled initial interview. Possible changes in the type of problem or clients' readiness for problem-solving were observed.     

Effects of an Accelerated Reading Course on SAT-V Scores

3 groups of university freshmen took the SAT-V before and after a course in Accelerated Reading. The mean post-test scores for 2 groups increased slightly less than 10 points, while the mean post-test score for the third group decreased significantly. It is concluded that for the type of students used in this study, a course emphasizing speed and accuracy of reading is not of value in increasing scores on the verbal part of the Scholastic Aptitude Test.