Mechanisms for categorization: Decision criteria and the form of the psychophysical function

The essential features that any satisfactory model of categorical judgement must account for are discussed. The implications of the strong evidence for the Thurstone case V model are drawn out. Then evidence for a linear learning model of criterion setting is presented including new data for isobias functions with either response speed deadlines or physical stimulus difference manipulated. A method for extending linear learning models to encompass joint setting of several criteria is suggested. It is shown that an arcsinh transformation of the Thurstone scale produces a scale which is a linear function of stimulus intensity in decibels. The scale parameter of this transformation remains constant for stimulus ranges greater than 18 dB while changing systematically when sequential presentation is manipulated to improve discrimination.     

A comparison of six methods for assessing the importance of perceived consequences in behavioral decisions: Applications from attitude research

Six different approaches to measuring the importance of perceived consequences in behavioral decisions were compared: (1) an elicitation approach, (2) a subjective probability model, (3) Jacoby's behavioral process technology, (4) a Bayesian model, (5) a direct rating approach, and (6) a correlational approach. The convergence among the methods was evaluated for two different decision topics: (1) emphasizing a career relative to marriage, and (2) use of birth control pills. Results indicated that the six approaches yielded estimates of importance that were, by and large, unrelated to each other.     

A desire to be taught: Instructional consequences of intrinsic motivation

This paper summarizes the results from a series of studies designed to test the hypothesis that making learning more fun will produce corresponding increases both in learning and retention and in subsequent interest in the subject matter itself. Each study examined the effects of two or more versions of an educational activity, each designed to involve identical instructional content, but to differ in motivational appeal. The data from the studies presented provide good general support for the hypothesized cognitive and motivational benefits of appropriately designed motivational embellishments of educational activities. Exceptions to this rule, however, and a more general theoretical analysis of the conditions under which such positive effects are (and are not) expected to occur, are also discussed.This research was supported, in part, by research grant HD-17371 from the National Institute of Child Health and Human Development to Mark R. Lepper.     

An evaluation of the perceived stress scale in two clinical populations

The relation of perceived stress and psychosocial dysfunction was examined in two clinical samples identifying stress as a personal problem. Perceived stress was significantly correlated with self-reported negative affect and physical symptoms. Negative and total major life event scores also were significantly correlated with self-reported negative affect and physical symptoms. However, the perceived stress scale and the life events measures were moderately correlated, indicating that the two scales assess different features of the stress experience. A major finding of this study was that perceived stress scores were significantly correlated with affective and physical symptoms even after the variance associated with life events had been partialed out.     

Family background,sex-role attitudes,and life goals of technical college and university students

Questionnaires that assessed family background, educational goals, career goals, preferred and expected career commitment, and sex-role attitudes were completed by 763 male and female undergraduates. The women expressed significantly more nontraditional goals and attitudes than women in previous studies, but the female respondents' goals and attitudes differ significantly from their male classmates. The correlations between several sex-role-related goals and attitudes are significant for both men and women. Parents' educational attainment, mothers' careers, and religious upbringing are the background variables that most strongly predict traditional/nontraditional goals and sex-role attitudes. The predictive powers of the background traits differ for men and women, and these results are often inconsistent with results of previous studies. Implications for related research are discussed.This article is based in part on the author's doctoral dissertation, submited to The Ohio State University, Department of Psychology, August 1977. The author wishes to thank Susan R. Vogel and Martha Romeskie for their thoughtful criticisms of an earlier draft of this article, and committee members Samuel Osipow, Saul Siegel, Nancy Betz, and Mari Jones for their assistance with the dissertation.     

New Directions for a Classical Paradigm: Human Eyeblink Conditioning

Abstract—The knowledge base on neural substrates an mechanisms involved in classical eyeblink conditioning makes it an ideal paradigm for investigating fundamental issues in learning and memory. New applications for the model system presented here include its use in (a) assessment to evaluate neurocognitive development in infancy, (b) theory building in abnormal psychology to test relationships between obsessive-compulsive behavior and learning rate, (c) evaluation of hypotheses about brain memory systems, and (d) exploration of the role of brain structures such as the cerebellum in learning and timing. Human eyeblink conditioning is a prototype of the utility of a model system that has become well characterized at both the behavioral and the neurobiological levels.     

Multiple reinforcement contingencies to reduce aggression,self-injury and dysfunctional verbal behaviors in an adult who is sensory impaired

Differential reinforcement of other behavior (DRO) and differential reinforcement of low rates of responding (DRL) have been effective techniques in reducing maladaptive behaviors in therapeutic settings. Reported studies of these reinforcement-based procedures indicate that they are usually implemented in isolation, targeting only a single behavior or class of behaviors. In this study, multiple DRO and DRL contingencies were utilized concurrently in reducing two distinct classes of behaviors with a 26 year-old blind man with moderate retardation. One class of behaviors included socially inappropriate verbalizations, while the other included aggressive, self-injurious and environmentally destructive behaviors. Distinct contingencies were established according to the functions of the targeted behaviors and their severity and separate schedules of reinforcement were derived from baseline frequencies. Over a period of 20 months, the differential reinforcement interventions resulted in rapid reduction of behaviors in both classes to near-zero rates and frequencies were maintained at this low level while contingency schedules were systematically lengthened. Collateral effects are discussed including performance in functional academics and participation in community integration activities.     

Facilitation by repetition in recognition memory for tonal pitch

Subjects made delayed pitch comparisons when the standard and comparison tones were separated by a sequence of interpolated tones. In some conditions, a tone of the same pitch as the standard tone was included among the interpolated tones. Recognition performance was superior for sequences where the standard tone pitch was repeated, even compared with control sequences of reduced size. The improvement in performance produced by the repeated tone depended on its position in the intervening sequence. Improvement was substantial and highly significant when the standard tone pitch was repeated in the second serial position of a sequence of six interpolated tones, but small and insignificant when it was repeated in the fifth serial position.     

Octave generalization and tune recognition

An experiment was performed to investigate whether or not we are able to use octave generalization in recognizing tunes. The firat half of the tune “Yankee Doodle” wu chosen as the test sequence. This was universally recognized when played in any one of three octaves. However, when the sequence was played in identical fashion. except that each note was chosen randomly from one of the same three octaves, the percentage correct recognition was not significantly different from that obtained when the sequence was played as a series of clicks with the pitch information omitted but the rhythmic information retained. It is concluded that tune recognition takes place along a channel which is independent from that which gives rise to octave generalization. The relevance of this finding to the theory of music recognition proposed by Deutsch (1969) is discussed.