The effect of goodness onencoding time in visual pattern discrimination

Previous results have implied that pattern goodness, as defined by rotation/reflection equivalence set size, is a determinant of encoding time. A direct test of this implication was made via a discrete RT task using good and poor dot patterns in a two-stimulus discrimination. The following discrimination conditions were used: (1) good vs good; (2) poor vs poor; and (3) good vs poor. Overall RTs for Conditions 1 and 3 were equal, but each was significantly faster than Condition 2. In the first two conditions, there was no difference in RT within pairs and no consistent transitive ordering of the patterns. In Condition 3, however, the good pattern consistently produced the smaller RT. These results indicate that patterns of equal goodness are equally encodable, and the better the pattern, the faster it is encoded. In addition, there was evidence that pattern similarity affects RT.     

Does implicit speech in same-different decisions extend to nonsense forms?

A previous study (Klapp, 1971) demonstrated that response latencies for same-different decisions involving printed words and numbers depend on the number of syllables needed for pronunciation. In the present experiment, Ss first learned to associate one- or two-syllable words to nonsense form stimuli. After extensive overlearning, the Ss were transferred to a same-different decision task involving these nonsense forms. Latencies were independent of number of syllables in the learned response. This was interpreted as showing that the Ss did not use the responses to mediate their same-different decisions, in contrast to the apparent implicit pronunciation for decisions involving printed words and numbers.     

The Effect of Mugshot Inspections on Eyewitness Identification Accuracy1

This study assessed the effect of commitment to an earlier mugshot identification on the ability to make a subsequent lineup identification. Shortly after viewing videotape of a staged assault some subjects rated a group of 18 photos for attractiveness, whereas other subjects attempted to identify the assailant publicly or privately in the same (target-absent) set of 18 “mugshot” photos. The remaining subjects had no intervening task. Two days later, all subjects attempted to identify the assailant from a six-person target-present photo lineup which contained their mugshot choice (if made) as well as the original assailant. Lineup identifications were significantly less accurate for subjects who had viewed the intervening mugshots (33% accuracy) than those who had only rated the intervening photos for attractiveness (64% accuracy) or had seen no intervening photos (69% accuracy). When viewing lineups, experimental subjects tended to remain committed to their earlier action of choosing or not choosing anyone from the mugshots. More witnesses who had publicly stated their mugshot choice reproduced their (incorrect) choice at the lineup (78%), than did those who made a private mugshot choice (45%), though this difference was not statistically reliable. Witnesses' confidence in their lineup decision was not significantly related to overall accuracy. Contrary to predictions from self-perception theory, confidence in one's decision decreased significantly as further identifications were attempted.     

Sex and achievement domain: Cognitive patterns of success and failure

Subjects (N=439) were asked to write an account of an achievement of failure, and to describe it in terms of locus of standards (internal-external), conceptual focus (process-impact), and initial expectations for success (or failure). Additionally, accounts were classified on the basis of achievement domain (personal, interpersonal, mastery). Analyses of variance [2 (sex)×3 (domain)] for each cognitive measure revealed few sex differences. However, cognitive responses did vary as a function of achievement domain. Main effects for domain were observed under success instructions for locus of control (p<.0002) and under failure instructions for locus of control (p<.05), conceptual focus (p<.05), and expectations (p<.06). Interaction effects of sex and achievement domain were observed on locus of standards for success (p<.0002) and initial expectations preceding failure (p<.025), indicating that women were more responsive to domain differences than were men. Discriminant analyses indicated that cognitions were more readily patterned in terms of achievement domain than sex. Elaboration and incorporation of the concept of domain in cognitive models of achievement is suggested.     

Use of the titles Ms., Miss,or Mrs.: Does it make a difference?

In a study of sexism and language 112 persons at a shopping mall were asked to read a paragraph about an achieving woman who was either given the title Miss, Mrs., or Ms., or not given a title. Persons receiving the paragraph with the Ms. title rated the woman as less honest. No effect of the title variation was obtained on a number of other rating dimensions. The results were interpreted as reflecting public acceptance of the use of the Ms. title.     

Perceptual equivalence of two acoustic cues for stop-consonant manner

The first experiment examined the effects of orthogonal variation in two acoustic cues that are both produced by the articulation of a stop consonant. One component of the articulation produces a temporal cue, the other a spectral cue. In a phonetic identification task, these quite different cues were found to engage in a trading relation: One cue could, within limits, substitute for the other. In a second experiment, the perceptual equivalence implied by that trading relation was put to a stricter test. If the cues are truly equivalent in perception, then they should have their effects on the same perceptual dimension. That being so, it should be possible to combine them in such a way that, working at cross purposes in the perceptual domain, they effectively cancel each other. Pairs of patterns so produced should, then, be harder to discriminate than pairs produced by either cue alone, and still harder than those produced when the (same) two cues are combined in the opposite way and so cooperate. That expectation was confirmed. We suggest that the equivalence thus demonstrated comes about because the two cues are processed by a system specialized to take account of their common origin in speech production. So interpreted, the equivalence may be viewed as an instance of distinctively phonetic perception.     

Random intercept item factor analysis

The common factor model assumes that the linear coefficients (intercepts and factor loadings) linking the observed variables to the latent factors are fixed coefficients (i.e., common for all participants). When the observed variables are participants' observed responses to stimuli, such as their responses to the items of a questionnaire, the assumption of common linear coefficients may be too restrictive. For instance, this may occur if participants consistently use the response scale idiosyncratically. To account for this phenomenon, the authors partially relax the fixed coefficients assumption by allowing the intercepts in the factor model to change across participants. The model is attractive when m factors are expected on the basis of substantive theory but m + 1 factors are needed in practice to adequately reproduce the data. Also, this model for single-level data can be fitted with conventional software for structural equation modeling. The authors demonstrate the use of this model with an empirical data set on optimism in which they compare it with competing models such as the bifactor and the correlated trait-correlated method minus 1 models.     

The effect of perceived parental involvement and the use of growth-fostering relationships on self-concept in adolescents participating in gear up

Adolescence is marked by physical, cognitive, and social changes which affect how individuals perceive themselves. However, individuals do integrate their perceptions with those of significant others. Adolescents' self-concept is influenced by their relationships with family, peers, mentors, and community groups. In this study, the characteristics of these relationships are examined as well as the perception of parental involvement. The effect of perceived parental involvement and the use of growth-fostering relationships on self-concept was examined using 78 adolescents who were participating in GEAR UP (Gaining Early Awareness of Readiness for Undergraduate Programs). Results support the influence of family, peers, mentors, and involvement in community groups on adolescent self-concept.