Interpersonal Mediation of Perceived Crowding and Control in Residential Dyads and Triads

The role of interpersonal relationships in mediating the experience of crowding and loss of personal control was investigated in dormitory environments housing two or three students in bedroom units. A combination of survey, observational, and laboratory techniques was used to explore the formation of 2-person coalitions in tripled housing and subsequent problems created for the third, "left-out" roommate. Data strongly suggested that the aversiveness and loss of control previously associated with tripled residential settings may be more plausibly attributed to the inherent instability of 3-person groups and the loss of control associated with being excluded from group activities. In most of the tripled rooms studied, 2-person coalitions formed and most of the crowding and negative affect reported were expressed by the third roommate, who felt left out by the others. Residents of doubled rooms and members of coalitions in tripled rooms did not differ from one another on most dimensions.     

Coordinating visual and kinaesthetic memory codes.

Four experiments examined the Connolly & Jones (1970) model which postulates that translation between modalities in the cross-modal paradigm occurs before storage in short-term memory. In general, the results provided no support for the translation notion. Delaying until the end of the retention interval knowledge of the reproduction mode failed to produce a matching performance decrement. Subjects were able to maintain the code of original presentation through the retention interval even when they did not expect reproduction to be in this mode. In addition, the asymmetry in the cross-modal matching of visual (V) and kinaesthetic (K) information, whereby K-V performance is more accurate than V-K performance, was found to occur only under certain visual display conditions. The implications of these findings for general models of cross-modal translation were discussed.     

Transfer of effort across behaviors

A series of experiments investigated the effects of required force and number of responses per reinforcer upon the subsequent performance of a second behavior. In the first experiment, a group of rats required to complete five round trips in an alley per food pellet subsequently bar-pressed for food at a greater rate than a group rewarded for each round trip or a control group that did not receive the alley experience. In the second experiment, a group required to apply a 70-g bar-press force subsequently shuttled for food at a greater rate than a group required merely to touch the lever or a control group that did not undergo the lever-press manipulation. The third experiment found that the force effect persisted across all five test sessions and was attributable to differences both in response speed and interresponse time. The fourth experiment found that both the necessary bar-press force and number of bar presses per reward affected subsequent shuttling in extinction. Two alternative interpretations of these results were compared: (a) the degree of accustomed effort per reinforcer becomes a generalized component of instrumental behavior or (b) high effort increases the habituation frustration-produced disruptive responses.     

Letter detection with rapid serial visual presentation: evidence against word superiority at feature extraction

Letter detection typically is faster and more accurate in words than nonwords. Experiments 1, 2, and 3 tested the robustness of the word superiority effect using rapid serial visual presentation of words or nonwords. Letter detection was better in words even when the six-letter items were presented one after the other at rapid rates, up to about 10 items per second. At yet faster rates, however, the word advantage vanished. Experiments 4 and 5 tested whether word context aids feature extraction or the subsequent interpretation stage. In Experiment 4, subjects had to discriminate whether a mutilated A or mutilated E was present; in Experiment 5, subjects had merely to decide whether a mutilated A was present. Mutilation discrimination in Experiment 4 was better on words than nonwords; once a mutilation was detected, the word context revealed whether it was an A or an E. Mutilation detection in Experiment 5 did not differ between words and nonwords, though on words there was a response bias toward not reporting a mutilation as present. The results indicate that familiarity aids the interpretation process alone: Letters are not seen any more clearly or rapidly in words, but are simply filled in or inferred more accurately from the familiar context.     

THE TIMEOUT RIBBON: A NONEXCLUSIONARY TIMEOUT PROCEDURE1

Recently, the use of timeout rooms has been questioned by various agencies, and some have adopted policies that prohibit or greatly restrict exclusionary timeout. The present study developed a timeout procedure that did not require removal of the misbehaver from the learning environment. The procedure was applied to the disruptive behaviors of five severely retarded children in an institutional special-education classroom. An observer prompted all teacher behaviors related to the procedures to assure their precise implementation. After baseline, a reinforcement-only condition was implemented. Each child was given a different colored ribbon to wear as a tie and received edibles and praise every few minutes for good behavior and for wearing the ribbon. When timeout was added, a child's ribbon was removed for any instance of misbehavior and teacher attention and participation in activities ceased for three minutes or until the misbehavior stopped. Reinforcement continued at other times for appropriate behavior. An ABCBC reversal design was used to demonstrate control of the behavior by the conditions applied. On average, the children misbehaved 42% and 32% of the time during the baseline and reinforcement conditions respectively but only 6% of the time during the timeout conditions. A followup probe during the new school year revealed that the teacher was able to conduct the procedure independently and that the children's disruptive behaviors were maintained at low levels. The practicality and acceptability of the procedure were supported further by the successful implementation of the procedure by a teacher in another state and by responses to a questionnaire given to 40 mental health professionals. The ribbon procedure appears to be a viable form of timeout, provided that disruptive behaviors during timeout can be tolerated within the setting, or a backup procedure such as exclusionary timeout is available when needed.     

Multimethod assessment of depression in sexually abused girls

This study measured depression in sexually abused Black girls using the Children's Depression Inventory (Kovacs & A. T. Beck, 1977), the Internalization scale of the Child Behavior Checklist (Achenbach & Edelbrock, 1983), and the Rorschach Depression Index (Exner, 1986). There were no significant correlations between these self-report, behavior observation (by parental report), and projective measures. The abused subjects had high scores on the behavior observation and Rorschach scales. Consistent with past research, negative results were obtained with the self-report instrument. We suggest that the low scores on self-report measures of distress produced by sexually abused children may be the result of guardedness or defensiveness rather than a genuinely low level of dysphoria in this population. There were no significant relations between abuse characteristics and scores on the depression measures. Scores on Rorschach measures of organizational activity (Zf) and available coping resources (EA) were generally positively related to depression within the abuse group and negatively related to depression within the control group.     

The Walter Reed palm-held psychomotor vigilance test

This field-portable reaction time test and analysis software run on devices using the Palm operating system. It is designed to emulate a test and commercial device widely used in sleep deprivation, shift work, fatigue, and stimulant drug research but provides additional capabilities. Experimental comparisons with the standard commercial device in a 40-hour total sleep deprivation study show it to be comparably sensitive to selected experimental variables. A Pocket PC-compatible version is under developement.     

On the inseparability of reasoning and virtue: Madame de Maintenon's Maison royale de Saint-Louis

This paper engages with the curriculum at Madame de Maintenon's school for girls at Saint-Cyr to raise and address a set of questions: What is it to teach someone to reason? The curricular materials of Saint-Cyr suggest that learning to reason is a matter of practice. How is one to distinguish autonomous reason giving from habituation or automatic trained responses? How can practices in reason giving informed by social mores have objective validity? Moreover, if we think of the role of a philosopher as the cultivation of rational faculties and recognize that how this role is played is bound up with social norms, by what standards ought we to evaluate whether a philosophical educator is good or bad? Intertwined with the discussion is also a question about the limits of philosophy for the question.