Adaptive reasoning: Componential and eye movement analysis of geometric analogy performance

The present study explored individual differences in performance of a geometric analogies task. Whereas past studies employed true/false or two-alternative items, the present research included four-alternative items and studied eye movements and confidence judgements for each item performance as well as latency and error. Item difficulty proved to be a function of an interaction between the number of response alternatives and the number of elements in items, especially for subjects lower in fluid-analytic reasoning ability. Results were interpreted using two hypothesized performance strategies: constructive matching and response elimination. The less efficient of these, response elimination, seemed to be used more by lower ability subjects on more difficult items. While two previous theories resemble one or the other of these strategies, neither alone seems to capture the complexity of adaptive problem solving. It appears that a comprehensive theory should incorporate strategy shifting as a function of item difficulty and subject ability.Componential models, based in part on past research, revealed that a justification component was activated and deactivated depending upon the nature of the analogy being solved. In addition, two new components, spatial inference and spatial application, were identified as important on some items, suggesting that different geometric analogy items invoke different cognitive processing components. Thus, a comprehensive theory should also describe component activation and deactivation.     

Proposed Values for Guiding and Evaluating Counseling and Psychotherapy

A survey of published and private opinions of mental health professionals revealed a previously hidden consensus concerning certain values that enhance mental health. These values concern Freedom, Love, Identity, Truth, Universals, Symptom Management, and Work. There was disagreement about the effect of many other values on mental health. It is my contention that values permeate counseling and psychotherapy, that the values of conselors and therapists should be more explicit, and that values should be openly used to guide and evaluate treatment.     

Retrieval of item frequency information in a continuous memory task

The accuracy and response latency of absolute frequency judgments were measured as a function of test lag (the number of intervening items between presentations of a test item) in a continuous memory task. Frequency was varied from one to three presentations in Experiments 1 and 2 and from one to five presentations in Experiment 3. The proportion of correct responses decreased as frequency increased, and correct mean response time tended to increase with frequency. Both accuracy and correct mean response time were found to be largely a function of the most recent test lag. The lag-latency functions were best described by piecewise linear functions, with the breakpoint occurring between lags 1 and 2. Continuous frequency estimation was also shown to improve with extended practice. The implications of the results are discussed with reference to trace strength, numerical-inference, and multiple-trace theories of frequency discrimination.     

Selective attention and rehearsal in the auditory short-term memory task performance of poor and normal readers

The performance of poor and normal sixth-grade readers was compared on an auditory short-term memory task in two studies. In the first study, the effects of distraction, list length, and speed of stimulus presentation were investigated to test the hypothesis that the performance of the poor readers is affected by deficits in selective attention. Group differences in performance, however, were obtained for both distraction and no-distraction conditions. The second experiment examined the hypothesis that group differences may reflect differences in the use of rehearsal. In the second experiment, half the reading-disabled children and half the controls were provided with rehearsal training prior to completing the same short-term memory task a second time. Rehearsal training resulted in improved performance relative to children who were not trained; however, there was no rehearsal training x reading group interaction. The poor readers continued to show deficits in performance relative to the performance of control children. The results of these two studies suggest that deficits observed for poor readers on short-term memory tasks may reflect processing difficulties in some area that precedes rehearsal and affects performance under both distraction and no-distraction conditions.The authors wish to express their thanks to the Sachem School District and Betty Gould, Nicholas Opinanate, and Guy Barber for their unlimited cooperation, and to John Neale for very helpful discussions of a number of issues in this paper.     

Coping with a threat to life: A longitudinal study of self-concept,social support,and psychological distress

The relationship of self-concept (self-esteem and mastery) and social support to psychological distress was studied among 68 Israeli women immediately prior to undergoing biopsy for suspected cancer (acute stress) and 3 months later for the noncancer group (everyday stress). It was predicted that women with stronger self-concepts and more social support would experience less state depression and state anxiety during the acute crisis than women with weaker self-concepts and less social support. It was further predicted that self-concept would be more critical than social support due to the acute nature of the event. Finally, self-concept was predicted to be related to psychological distress both during the acute and everyday stress situations (a direct effect), while social support was predicted to be related to psychological distress only during the acute stress situation (a buffering effect). The hypotheses were generally confirmed. However, self-concept and social support were seen as complexly related to psychological distress during the acute phase, one not necessarily being more critical than the other. The selective employment of available resistance resources to fit the situation and implications for preventive intervention were discussed.     

Stimulus selection in passive avoidance learning and retention: weanling, periadolescent, and young adult rats

Periadolescent rats exhibit a number of behavioral differences in comparison with younger or older animals. For instance, periadolescents tend to show enhanced acquisition of simple active avoidance tasks, but impaired acquisition of more complex appetitive and aversive discriminations. In this experiment, rats were trained on a simple passive avoidance task at one of three ages, as weanlings (25 days), periadolescents (35 days), or young adults (45 days). Training occurred in the presence of both a redundant discriminative stimulus and a specified, redundant contextual stimulus. The periadolescents did not differ from either younger or older rats in rate of learning the passive avoidance task. The retention performance of these animals was then tested following a change in either, neither, or both of the redundant cues. When a measure of performance that controls for baseline activity was used, it was observed that periadolescents were not disrupted by a change in the redundant discriminative stimulus, a cue change that clearly disrupted performance in 25- and 45-day-old animals, and tended to be more disrupted by the contextual change than younger or older rats. It is hypothesized that the alterations in performance exhibited by periadolescents may be related to an ontogenetic alteration in stimulus selection modulated by the catecholaminergic systems.