Search reaction time for single targets in multiletter stimuli with brief visual displays

The same set of Ss was run In an LT (single late target letter followed an earher multiletter display) and an ET (single early target preceded a later multiletter display) condition. On one-half the trials, the multiletter set included the target. and on the other half, the target was absent. The task of S was to push the “yes” (“no”) button if the target was present (absent), and reaction times were recorded. The most plausible processing model assumed that LT comparisons took place in a verbal-acoustic store and that ET comparisons took place in a visual store. It further assumed that processing within these stores was self-terminating, with rates that differed on “same” and “different” comparisons and which changed as the multiletter set increased. Classes of serial and parallel models that are falsified or supported by the present and similar data are discussed.     

The psychophysics of the kinesthetic aftereffect in the Petrie block experiment

Kinesthetic size is reported in the Petrie experiment by a simultaneous size comparison in which a standard block held between the thumb and forefinger of one hand is matched in size by moving the thumb and forefinger of the opposite hand along a wedge until the proper width is reached. After a baseline is obtained, a kinesthetic aftereffect is produced by rubbing a block of contrasting size followed by a return to the standard block. Experiments with 22 male Ss and 20 female Ss, tested in separate cycles, show that augmentation following stimulation with a block smaller than standard and reduction following stimulation with a block larger than standard are both statistically significant, and, at least for augmentation, the aftereffect persists for at least 48 h. When the data are corrected for regression there is no significant relationship between initial baseline and the amount of augmentation or reduction; reasons why such a relationship has been reported are indicated. The results suggest that when this kind of experiment is used for the study of individual differences (a) it is satisfactory to derive augmentation and reduction scores by subtracting the baseline from the absolute scores, provided the scores are corrected for regression, and (b) a counterbalanced order of presentation is not advisable in view of the carryover of augmentation from one day to the next, which is likely to make the two orders incommensurate.     

A structure common to sweet-evoking compounds

It is hypothesized that the property common to all sweetevoking compounds is that of being a proton acceptor. Furthermore, the initial step of this mechanism is suggested as being the removal of protons from gustatory receptor sites.     

A self-adjustment procedure for measuring the visual acuity of rhesus monkeys

A visual acuity testing procedure is described which uses a self-adjustment procedure combined with shock avoidance and punishment. The S adjusts the size of the gap opening in Landolt rings by pressing levers. Correct trials decrease the size of the gap opening and are followed by a tone; incorrect trials increase the size of the gap opening and are followed by shock. The number of correct and incorrect trials needed to change the gap-opening size can be varied.     

Visual imagery ability and the recognition of verbal and nonverbal stimuli.

High and low visual imagers, defined as such primarily on the basis of spatial manipulation test performance, were required to identify tachistoscopically-presented pictures, concrete words, and abstract words varying in familiarity. Two recognition paradigms were employed, recognition threshold and recognition latency. High imagers were faster in picture recognition under both paradigms when a nonverbal set or strategy was primed and when pictures were relatively unfamiliar in the threshold paradigm. No relationship was found between imagery ability and word recognition in the visual modality, nor was visual imagery ability related to the auditory recognition of verbal and nonverbal stimuli, such as words and environmental sounds. Commonalities between these findings and others in the imagery ability literature were noted.     

Assumptions underlying psychological testing

Tests purporting to reflect the learning aptitudes of school children differ much more than generally is recognized. However, error in assesing such learning aptitude inheres much more in the users of the tests than in the tests themselves. Assumptions fundamental to such assessment, or even testing, are considered. It is particularly important that the assessor, or tester, constantly be sensitive to the nature of the relationship between the psychological demands of test items or tests and the learning demands confronting the child. Even tests that generally are grossly or crudely used often can yield psychoeducationally meaninful information if their results are differentially perceived in terms of the light they throw on the psychological operations fundamental to learning, “process,” as contrasted with that thrown on the results of the functioning of such operations, “product.”     

Acute pain in a clinical setting: Effects of cognitive-behavioural skills training

The present study evaluated the efficacy of cognitive-behavioural skills training, patterned after stress-inoculation training, as a preventive intervention for the attenuation of acute clinical pain during a noxious X-ray procedure—the knee arthrogram. Thirty-six adult male outpatients were randomly assigned to one of three groups: Skills Training. Attention-Placebo, and No-Treatment Control. An experimental pain test was administered before and after the interventions, as a generalization measure. Arthrogram pain was assessed by three dependent measures: patient's ratings, radiologist's ratings and videotape ratings completed by two‘blind’ raters. The results failed to support the efficacy of skills training for the attenuation of acute clinical pain, or its generalization to the experimental pain test. Although Skills Training subjects reported using significantly more coping strategies during the arthrogram. many subjects in the two control groups also reported using their own spontaneous strategies. Equivocal data were obtained on the role of ‘self-efficacy’ expectancies in mediating pain behaviour and experience. Experimental pain threshold but not pain tolerance was significantly related to acute clinical pain experienced during the arthrogram.