Minicomputer-administered tasks in the study of effects of sustained work on human performance

Six tasks administered on a MINC-11 minicomputer were used in studying the effects of long, continuous work periods and fatigue on physical and cognitive task performance. Submaximal physiological workload measurement was done during one of these tasks for a subject walking on a treadmill. The MINC-11 system is described, as are the six tasks programs. Four of these tasks measured various types of reaction times, another involved complex information processing, and one appraised moods, physical symptoms, fatigue, and the physiological status of subjects.     

Measurement of social-evaluative anxiety in junior high school students

This paper provides some initial normative and validity data on the Social Avoidance and Distress (SAD) and the Fear of Negative Evaluation (FNE) scales for junior high school students. Findings indicated: the level of social-evaluative anxiety does not significantly vary during the junior high school years or between sexes, junior high school students report similar levels of FNE to college students but less SAD, a significant positive correlation between treatment subjects' SAD scores and peer sociometric ratings of social-evaluative anxiety, and subjects treated for social anxiety reported significantly less SAD and FNE at follow-up assessment. Recommendations for future research and clinical use of the SAD and FNE are offered.     

Relationships between adolescent drug use and parental drug behaviors

The present study examined some previously reported relationships between drug use by adolescents and perceived attitudes and behaviors of their parents. An anonymous questionnaire was administered to the student body of an inner-city secondary school for difficult students. Relationships between parental use of drugs and adolescent use of the same drugs were moderate and roughly equivalent across drugs. However, parental use of marijuana was strongly related to the adolescent's use of other, harder drugs such as opiates, cocaine, amphetamines, and barbiturates. This finding is explained within the framework of Kandel's postulated stages of drug initiation. It points to a need for further study of parental influences, which may be increasingly problematic as more individuals who have grown up in our marijuana-accepting society become parents of adolescents.     

The end phase of analysis: indicators, functions, and tasks of termination

This paper considers the end phase of analysis. Beginning with a brief review of the literature on termination, specifically the indicators for initiating the termination process, we identify the structural attainments necessary for the patient to successfully complete the analysis and to maintain smooth post-analytic functioning. We stress in this regard the significance of self-analytic functions and the relative immutability of the transference neurosis. These points are illustrated with clinical examples. Our paper concludes with a discussion of the tasks and contributions of the analyst during the termination process. We make special reference to countertransference vulnerability resulting from the analyst's own termination experiences.     

Relaxation-induced anxiety: mechanisms and theoretical implications

Literature evidence documenting the occurrence of relaxation-induced anxiety is reviewed, and several hypothesized mechanisms to explain the phenomenon are discussed. Possible avenues for circumventing the problem in therapy are offered. Finally, a theoretical model is presented wherein the phenomenon is viewed with a broader framework designed to explain the development and maintenance of the more generalized anxiety disorders. That framework emphasizes the emergence of fear of somatic anxiety cues and fear of loss of control from more fundamental interpersonal anxieties.     

Time course of visual information utilization during fixations in reading

College students read short texts from a cathode-ray tube as their eye movements were being monitored. During selected fixations, the text was briefly masked and then it reappeared with one word changed. Subjects often were unaware that the word had changed. Sometimes they reported seeing the first presented word, sometimes the second presented word, and sometimes both. When only one word was reported, two factors were found to determine which one it was: the length of time a word was present during the fixation and the predictability of a word in its context. The results suggested that visual information is utilized for reading at a crucial period during the fixation and that this crucial period can occur at different times on different fixations. The pattern of responses suggested that the first letter of a word is not utilized before other letters and that letters are not scanned from left to right during a fixation.     

Automatic aftereffects in two-choice reaction time: a mathematical representation of some concepts

A mathematical model is developed to describe sequential effects in two-choice reaction time experiments with a short response-stimulus interval. Evidence is briefly discussed that in conditions with short response-stimulus intervals, automatic aftereffects dominate sequential effects, and the influence of subjective expectancy can be neglected. In these conditions the model premises three components of automatic aftereffects--facilitation, inhibition, and noise, with a common decay factor. Influence of response-stimulus interval and practice on sequential effects are examined and related to parameter changes in the proposed single-decay model. The decrease of automatic aftereffects with increasing response-stimulus interval is primarily ascribed to an increasing decay factor. The parameter representation of the model also clarifies the issue of the disappearance of automatic aftereffects with practice. It shows a gradual fading of inhibition in the initial stages of practice, together with a slower decrease of the facilitation effect. The single-decay model provides a satisfactory explanation for the processes involved in compatible two-choice reaction time with short response-stimulus interval.     

Awareness of the response after feedback training for changes in heart rate and sudomotor laterality

What is the relation between the ability to control visceral responding on a biofeedback task and the ability to report behaviors actually contributing to this performance? Subjects received biofeedback training for unidentified visceral responses and then gave written reports about what they had done to control the feedback displays. Independent judges were given these reports and, on the basis of knowledge about activities known to contribute to visceral activity, were asked to determine the visceral responses for which the subjects had been trained. The reports of subjects who succeeded at bidirectional control of heart rate (Experiment 1) or sudomotor laterality (Experiment 2) showed awareness of behaviors related to feedback as assessed by this procedure, whereas the reports of subjects who failed at bidirectional control did not. Subsequent experiments indicated that these results did not depend on a learning strategy that might have been specific to the initial studies. These findings call into question the view that people are unaware of what they have done to produce the response after training on biofeedback tasks. Earlier studies reporting lack of awareness in biofeedback are discussed in light of factors that affect the measurement of biofeedback learning and response awareness.     

The recurrence ratio

The rationale for and method of computing a measure of stuttering recurrence that is superior to methods previously developed is presented. This measure, the recurrence ratio, contrasts especially with the traditional measure of “consistency,” the percentage measure, which yields misleading values.