Serial learning: Identification of subjective subsequences

Learning of fixed arbitrary sequences proceeds by idiosyncratic subsequencing and assembly of the resulting subsequences. An error item that just precedes a subjective subsequence is a closely constrained member of that subsequence. Identification and characterization of subjective subsequences were accomplished by analyses of forward serial learning, free recall, and backward serial learning. We conclude that ordinary serial learning cannot be represented by traditional continuous-process theories, but instead must be treated by an organizational model.     

ETHICS CONCERNING LEISURE

In the United States, non-work, or non-productive activity can produce ego anxiety within a person who considers work as the primary index of self-worth. This anxiety can become extreme when a person retires or is forced into unemployment. One cause of this anxiety is society's standards concerning acceptable activity; particularly the work-oriented attiude formulated in the “Protestant Ethic.” However, the “Protestant Ethic” is neither Protestant nor religious. Rather, it is a set of national mores, which justify our work-oriented economy in religious terms. Situational ethics, which reflect both sound counseling practice and contemporary theology, can be formulated concerning the problem of leisure. And, we propose a guideline for such an ethic.     

Serial learning: A multilevel access analysis

In Experiment I the lists were 36 and 48 unrelated words. Each was divided into successive groups of four words and learned to a perfect criterion. In Experiment II the lists were made up of six categorical groups of five exemplars each. Degree of learning was varied. In both experiments serial anticipation learning was followed by ordinary free recall and free recall under speed stress. Analyses of acquisition and of both recall tests indicate that group access is a marked function of serial position but that within-group retrieval given group access is constant over serial position. It is argued that serial learning proceeds simultaneously at different levels of representation.     

Changes in factor structure of a complex psychomotor test as a function of practice

Scores obtained at eight different stages of practice on the Complex Coordination Test together with scores on 18 reference tests were subjected to a Thurstone Centroid Factor Analysis. Nine meaningful factors were identified in the experimental battery. The results indicated considerable, but systematic, changes in the factor structure of the Complex Coordination Test as practice on the task was continued. The test became less complex (factorially) as practice was continued. Moreover, there was a change in thenature of the factors contributing variance at early and later stages of practice. Implications of the findings are related to certain problems of learning theory, psychomotor test development, and criterion analysis. Skill Components Research Laboratory. The opinions or conclusions contained in this report are those of the authors and do not necessarily reflect the views or indorsement of the Department of the Air Force. The writers are indebted to Dr. Jack A. Adams for the basic data on which this analysis is based.     

Words and meaning

Pastoral Psychology -     

Some Developmental Implications of Structural Aspects of Preschoolers' Relations with Classmates

To gain insight into children's peer relations and their developmental significance, it is important to know not only how many relations children have but also to consider the structure of these relations. To demonstrate this, we used a multiple-study design in which we applied social network analyses to sociometric ratings and nominations from 1,082 4- to 5-year-old children in 83 school classes. Results showed that isolation in the classroom was more strongly associated with the choices that were given than those that were received. Gender plus the negative behavioral characteristics, aggressiveness and rejection, were the most important cues for social clustering. The structure of positive choices reflected the formation of friendship networks, whereas negative choices tended to be given directly to individual “problem” children. Finally, structure indices tapped aspects of children's relations that were not reflected in the traditional two-dimensional classification system and provided additional explanatory power for predicting developmental outcomes.     

Motivation, Cognition, and Action: An Analysis of Studies of Task Goals and Knowledge

This paper begins by analysing the nature of cognition and of motivation, especially as they relate to the operation of the subconscious. The interdependence of cognition and motivation is demonstrated. This interdependence is then illustrated through an analysis of studies on goal setting and task strategies (task knowledge) in relation to task performance. Three types of relationships have been found: direct, separate effects of goals and strategies; interactions between goals and strategies (moderation); and the mediation of goal effects by strategies. It is argued that there is really one underlying model that accounts for all of these findings. There are two paths to performance, one motivated by goals and another motivated by other factors. Each is or can be associated with relevant task knowledge. 'Direct' goal effects occur when the subjects already possess relevant task knowledge, but that knowledge is not measured. (If it were measured, there would be mediation.) Direct strategy effects occur when subjects are motivated to discover or use relevant strategies by (unmeasured) motives that are not a product of the performance goal. Moderation occurs when there is no task knowledge tied to the goals but knowledge derives from other sources, which combines with goals to produce performance. Mediation occurs when goals produce measured task knowledge, which, when controlled, vitiates the goal effect. This model suggests ideas for further research.     

Theology, Science, and Postmodernism: Responding to Stanley Grenz

This article responds to Stanley J. Grenz's Templeton Lecture, “Why Do Theologians Need to Be Scientists?” published in the June 2000 issue of Zygon (Grenz 2000). In the first part I outline my reasons for finding the kind of theological reflections in which Grenz engages worthy of attention by noting my disagreement with the view that a sufficient response to theological issues can be formulated on the basis of an examination of our biological nature. I assert, in that connection, the autonomy of reason as a way of investigating and understanding the world. In the second part I respond directly to Grenz by explaining my disagreement with the postmodern critique of science upon which he relies and his adherence to Christian eschatology as an answer to the conundrums into which, he posits, we are drawn as a result of that critique. I note that I agree with Grenz, however, that the activity of valuing is necessarily a forward‐looking Godlike endeavor that is not derivable from science. In the third part I suggest that we must be open to the investigation of the possible existence of an objective realm of value and that, in any case, rejection of the postmodern critique of science in many cases pro‐vides a sound basis for the disciplined resolution of factual questions that frequently lie at the base of disagreements about values.