The associative learning of the deaf: The effects of word imagery and signability

In two experiments, deaf and hearing subjects learned paired associate lists in which rated visual imagery and signability (a measure of the ease with which a word can be represented as a gestural sign) were orthogonally varied. Visual presentation of three alternating study-recall trials resulted in significant positive effects of imagery for both deaf and hearing subjects, whereas signability facilitated recall only for deaf subjects. Examination of the relation between item attributes and reported learning strategy indicated that both deaf and hearing subjects used imaginal mediators more frequently for high-imagery than low-imagery pairs. A gestural sign strategy was reported almost exclusively by deaf subjects, particularly for high-signability pairs. These results suggest that an examination of the effects of sign language variables will contribute to an understanding of the qualitative differences in the associative learning of the deaf and hearing.     

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.     

William James: a contradiction.

The author describes a contradiction in William James's Principles of Psychology and traces some of its consequences. In particular, he calls attention to the question of dating certain aspects of this work, and to the ambivalence toward Helmholtz expressed therein.     

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.     

Critical-band effects in two-channel auditory signal detection

Two-channel auditory signal detection was investigated with 50-msec sinusoidal signals masked by binaurally uncorrelated noise. In the two-channel tasks, the signals in each earphone channel were presented with an independent probability during the single observation interval and the observers were required to detect the inputs in a single earphone (selective-attention condition) or in both earphones (divided-attention condition). When the signals in each earphone were within the same critical band (the assumed singled processing unit in frequency domain), there was a decrement in detection performance in both the selective- and divided-attention (i.e. dichotic) conditions compared with the monaural condition. However, when signals were separated in frequency by several critical bands, a decrement in dichotic performance, as compared with monaural performance, occurred only in the divided-attention condition. These findings are discussed in terms of their implications regarding models of multichannel signal processing and the definition of input channels in terms of earphones.