Programmed instruction: What it is and how to do it

Five behaviorological features of programmed instruction are outlined: behavioral objectives, reinforcement, activity rate: high and relevant, successive approximation, and mastery progression. Each of these topics is explained, and examples are given to illustrate the differences between programmed instruction and the more common transmission model of teaching. A final section provides suggestions on specific techniques of successive approximation.     

Angular induction is modulated by the orientation of the test segment but not its length

Angular induction is the basic process by which the orientation of line segments can affect the perceived orientation of other segments as well as their alignment. In this laboratory, we have found that the effect on alignment follows approximately linear rules, with the inducing segment having its greatest influence when its orientation is near to that of the segment being judged. Other laboratories, however, have reported peak effects when the relative angle between the two is at 45°, and with the inducing segment being aligned with one of the cardinal axes of the observer. It has been said that the length of the test segment being judged is a critical factor, but the first experiment of the present study shows a similar linear decline of induction strength irrespective of test segment length. The second experiment indicates that the orientation of the test segment relative to the observer modulates the induction to determine the location of peak effects. A two-factor linear model predicts the observed pattern of results.     

An axiomatic formulation and generalization of successive intervals scaling

A formal set of axioms is presented for the method of successive intervals, and directly testable consequences of the scaling assumptions are derived. Then by a systematic modification of basic axioms the scaling model is generalized to non-normal stimulus distributions of both specified and unspecified form.     

AN ATTEMPT AT EXPERIMENTAL MODIFICATION OF HYPNOTIZABILITY THROUGH REPEATED INDIVIDUALIZED HYPNOTIC EXPERIENCE

In an initial attempt to investigate whether the level of hypnotic susceptibility can be experimentally modified, ten subjects of moderate susceptibility were given individualized hypnotic experience in 4–10 sessions and tested with objective hypnosis scales before and after the experience. Some quantitative and qualitative results are presented. They indicate that in most individuals routinely measured hypnotizability can be changed for the better within a certain range, but that dramatic changes as a rule will not take place.     

Trade-offs in detecting letters and comprehending text.

Critics of the letter detection task have questioned whether findings from that paradigm reflect normal reading processes. The present study addresses these questions using a new computerized version of the letter detection task in which reading rate along with letter detection and comprehension accuracy are examined. Previous letter detection findings were replicated with this new computerized task. Different conditions were compared in which detection and comprehension instructions were manipulated as well as the salience of the target letters. The requirement to comprehend had small effects on letter detection accuracy and reading rate, and letter detection only modestly reduced comprehension. Thus, the procedures developed in this study permit examination of the component processes contributing to performance in the letter detection task.     

Wavelet modelling of collinearity judgment error

Prior research has found that participants manifest complex profiles of error when they are asked to judge collinearity of stimulus elements. These studies used harmonic analysis to model the data, and found large departures from accurate collinear judgments, with the amplitude and specific angular position of departures from valid judgment varying from one participant to the next. The models appeared to be a composite of many large‐, medium‐ and small‐scale departures, but this could not be established with any certainty because of the global nature of harmonic model components. Wavelet modelling is better suited to answer the question of whether the error profile is produced by independent sources that vary in size and location. Here, we examined judgments of collinearity of dot pairs across 360° of angular position. A priori and post hoc wavelet modelling strategies were used to identify independent sources of error that could not be attributed to chance, and some new statistical protocols were applied. We found evidence of error sources at several levels of scale, and these results were confirmed by the application of cross‐validation methods that make no assumption about the nature of the error probability distribution.     

Psychological mechanisms underlying the Köhler motivation gain

Sometimes group work conditions lead to motivation gains rather than to social loafing. Two theoretical explanations for the K?hler motivation gain effect are identified, one stressing social comparison and a second stressing the indispensability of one's effort to the group. The results of three new experiments are reported. Experiment 1 suggested that both explanations are valid and contribute to the K?hler effect. Prior studies suggested that there might be gender differences in the relative importance of these two explanatory processes. Experiment 2 confirmed this suggestion. In Experiment 3, the gender difference was eliminated by priming women with a goal (viz., competition) presumed to be chronically more important to men. It is argued that the relative importance of these two motivational processes will depend on the immediate and chronic importance attached to more personal (viz., to achieve a favorable social comparison) versus collective (viz., to contribute to one's group) goals.