Infants’ sensitivity to familiar size: The effect of memory on spatial perception

Two experiments investigated infants’ sensitivity to familiar size as information for the distances of objects with which they had had only brief experience. Each experiment had two phases: a familiarization phase and a test phase. During the familiarization phase, the infant played with a pair of different-sized objects for 10 min. During the test phase, a pair of objects, identical to those seen in the familiarization phase but now equal in size, were presented to the infant at a fixed distance under monocular or binocular viewing conditions. In the test phase of Experiment 1, 7-month-old infants viewing the objects monocularly showed a significant preference to reach for the object that resembled the smaller object in the familiarization phase. Seven-month-old infants in the binocular viewing condition reached equally to the two test phase objects. These results indicate that, in the monocular condition, the 7-month-olds used knowledge about the objects’ sizes, acquired during the familiarization phase, to perceive distance from the test objects’ visual angles, and that they reached preferentially for the apparently nearer object. The lack of a reaching preference in the binocular condition rules out interpretations of the results not based on the objects’ perceived distances. The results, therefore, indicate that 7-month-old infants can use memory to mediate spatial perception. The implications of this finding for the debate between direct and indirect theories of visual perception are discussed. In the test phase of Experiment 2,5-month-old infants viewing the objects monocularly showed no reaching preference. These infants, therefore, showed no evidence of sensitivity to familiar size as distance information.     

Infants’ sensitivity to the depth cue of shading

Five- and 7-month-old infants were tested for sensitivity to the depth cue of shading. Infants were presented with two displays: a surface in which a convexity and a concavity were molded and a photograph in which shading specified a convexity and a concavity. Each display was presented under both monocular and binocular viewing conditions. Reaching was observed as the dependent measure. Infants in both age groups reached preferentially for the actual convexity in both the monocular and binocular viewing conditions. In the monocular photograph condition, the 7-month-olds reached preferentially for the apparent convexity specified by shading, indicating that they perceived it to be an actual convexity. These infants showed no significant reaching preference in the binocular photograph condition. This finding rules out interpretations of the infants’ reaching not based on perceived depth. The results therefore suggest that the 7-month-olds perceived depth from shading. The 5-month-olds showed no significant reaching preferences when viewing the photograph; thus, they showed no evidence of depth perception from shading. These findings are consistent with the results of a number of studies that have investigated infants’ sensitivity to pictorial depth cues. Together, these studies suggest that the ability to perceive depth from pictorial cues may first develop between 5 and 7 months of age.     

Changes in self-stimulatory behaviors with treatment

For four of six autistic children who underwent intensive behavioral treatment, the nature of their self-stimulatory behavior changed from initial lowlevel motor behaviors (such as rocking, spinning, twirling) to differing kinds of higher-level behaviors (such as lining of objects, echolalic speech, and preoccupation with spelling and numerical values). The children who changed to the highest levels of self-stimulatory behavior also showed the largest gains in treatment (as determined by IQ scores, school placement, etc.). The changes in self-stimulatory behaviors were attributed to the intense teaching of appropriate social behaviors and the explicit therapeutic suppression of low-level, self-stimulatory behaviors. The long-term therapeutic effects of changing from lower-to higher-level forms of self-stimulatory behavior were discussed.This study was supported by a grant from the National Institute of Mental Health (grant MH 11440). We want to express our thanks to the parents who allowed us to study their children. We gratefully acknowledge the assistance of Maria Audero with the design of the weighted measure, and Tracee Parker with the collection of the data.     

Response selection strategies and realism of confidence judgments

Two studies were conducted to examine how response selection strategy is related to confidence ratings and to performance on general knowledge questions. In both studies subjects were asked to answer 80 general knowledge questions and to rate their confidence in the correctness of the answer selected. A pilot study, in which subjects thought aloud while answering general knowledge questions, was carried out to identify different response selection strategies. In the first study, 40 subjects were asked to indicate which of four strategies (immediate recognition, inference, intuition, or guessing) they used for selecting an answer. In Study 2, think aloud reports from 20 subjects were coded into the same four strategies. The distribution of strategies differed between the studies, but there were very similar relations among strategy, confidence, and correctness of answer in the two studies. Response selection strategy was related to correctness of answer when confidence was partialed out. More specifically, immediate recognition was associated with higher proportion correct than with the other strategies. It was also found that ratings of how difficult the knowledge questions were to fellow students of the subjects were on a much more realistic level than the confidence ratings were. It is concluded that people could improve their confidence judgments by taking into account (a) how difficult a question is to other people, and (b) the response selection strategy used for answering the question.     

Toward the more efficient use of assessment center technology in personnel selection

Empirical research has consistently supported the validity and business utility of the assessment center method as a selection instrument. Nonetheless, the method as typically applied may be unnecessarily costly and inflexible. This paper begins by describing how the model for assessment center design that is widely used today came to be accepted as a standard. Then modifications in design and operation are discussed. These suggested modifications are intended to enhance the utility and flexibility of assessment centers, while at the same time maintaining, or even increasing, the validity of the process.Seymour Adler is Associate Professor of Applied Psychology at Stevens Institute of Technology, Hoboken, New Jersey, and Vice President of Assessment Systems Incorporated, a New York-based consulting firm.     

The impact of pre-employment integrity testing on employee turnover and inventory shrinkage losses

A major home improvement chain located primarily in the western United States initiated the use of thePersonnel Selection Inventory, a written integrity test, as part of its pre-employment hiring process. For two years only, those job applicants who passed this test and other pre-employment criteria were hired by the chain. Following the introduction of the inventory, there was: (1) a 50% reduction in the number of employee terminations for theft, illegal drug use, and violence over a five year period and (2) a savings in shrinkage losses that amounted to over two million dollars over a two year period.     

Psychoanalytic supervision and the larger truth

If one asks, then, what is the larger truth in supervision and where is it to be found, the answer is that it is to be found in the history and character of the student; in the intersubjective encounter between the student and the supervisor; in the secret use of supervision by the student as he creatively searches for himself. However one chooses to define truth or to speak to a theory of supervision, it is important to note that supervision is not purely an educational activity nor a therapeutic one. It lies somewhere in between and therefore requires some unique theoretical formulations.     

Visual and auditory attention performance in hyperactive children: Competence or compliance

The effect of self-control and compliance on the attentional performance of hyperactive children was assessed. Visual and auditory attention tasks were presented in conditions in which the experimenter was either absent and therefore not imposing external control, or present and therefore imposing some degree of control. There was no difference in performance between hyperactives and controls when the experimenter was present, but the hyperactives' performance showed a greater deterioration than controls when the experimenter was absent. The amount of movement displayed during the tasks was greater for hyperactives and increased more for this group during experimenter-absent conditions. The results support the contention that noncompliance is a major contributor to the poor performance of hyperactive children, which can be seen as an application deficit rather than an ability deficit. These findings have relevance for the current debate on the association between hyperactivity and conduct disorder, and from an applied perspective they serve to stress the importance of situational contributors to the problem behaviors of hyperactive children.     

The process of scapegoating in a neonatal nurses' group

This paper reviews the literature on scapegoating, elaborating on the underlying mechanisms before describing the process of scapegoating as it occurred in a neonatal nurse support group. Illustrative vignettes are used to discuss how scapegoating was used by group members to avoid painful feelings arising from their care of extremely ill infants. Group process is related to the stages of the group's development as feelings were addressed more directly and the need to use scapegoating as a defense decreased.