Intelligence and reaction times in the Hick, Sternberg and Posner paradigms

The relationship between psychometric intelligence and reaction times (RTs) in three well-known elementary cognitive tasks (Hick simple and choice reaction time task, Sternberg's short-term memory scanning, Posner's letter matching) was studied in a sample of 116 participants. In conformity with other studies mean RTs and intraindividual variabilities (SDs) of RT were correlated significantly with Raven's Advanced Progressive Matrices (APM). On the basis of the mental speed theory the processing measures or component scores (like slopes in the Hick and Sternberg paradigm and the NI-PI measure in the Posner task) should give the most substantial relationships with intelligence. However, as in other previous studies these measures displayed rather low, albeit significant, relationships with intelligence, which was probably due to the low reliability of these parameters. For the Posner paradigm, we proposed alternative approaches to compute an indicator for long-term memory (LTM) access that gave substantial correlations with intelligence. We conclude that LTM access is significantly associated with psychometric intelligence, whereas up to now there has been no unequivocal evidence for a substantial relationship between short-term memory access in the Sternberg task and intelligence.     

The Tulving-Wiseman law and the recognition of recallable music

Memory for well-known musical phrases was tested first for recognition in the absence of any specific musical context and then for recall given the preceding musical phrase as a contextual cue. Recognition and recall were found to be largely, but not completely, independent. Moreover, there was no evidence of any greater dependency between recognition and recall than that previously observed in the relation between word recognition and recall, as summarized by the Tulving-Wiseman law. These findings significantly extend the range of applicability of this law.     

Prepartum changes in maternal responsiveness and nest defense in Rattus norvegicus

Changes in maternal responsiveness during late pregnancy were traced by exposing females to foster pups (15-30-min tests) under conditions favoring the rapid initiation of maternal behavior. Groups were tested when nonpregnant or on Days 17, 20, 21, or 22 of pregnancy (Day 22 = parturition). Nulliparous females were compared with primiparous and with "experienced breeders." Nest defense was observed by introducing unfamiliar males (2-min tests) on Day 22. Results focused attention on three periods: (a) Days 17-20, when maternal responsiveness was lower than in the nonpregnant condition, (b) Day 21, when maternal responsiveness returned to or rose above nonpregnant levels, and (c) on Day 22, the 3.5 hr prior to delivery, during which 90% of females almost immediately retrieved, gathered, and tended foster pups and during which 92% attacked the unfamiliar intruders. (Attacks were rare earlier.) Maternally experienced females were more responsive to pups than nulliparous females when nonpregnant and throughout late pregnancy, but both groups were equally likely to show prepartum aggression.     

Integration of information during problem solving due to a meaningful context of learning

Ninety-seven subjects memorized nine associations among six interlocking elements that were presented as links among nonsense letters, connections among spies with word code names (after Hayes, 1966), or airline flights among major US cities. On tests of problem solving and true-false judgments, the letters group and the words group performed nearly identically; however, relative to these two groups, the cities group performed worse or about the same on short recall problems and much better on longer problems requiring chunking of learned information. The conditions and effects of a meaningful learning context for problem solving were discussed.     

Private self-consciousness, canned laughter, and responses to humorous stimuli

Sefl-focused attention is hypothesized to (a) intensify emotional responses; (b) diminish susceptibility to suggestion; and (c) increase the consistency of self-report and behavior. These hypotheses were tested by having 82 undergraduates varying in private self-consciousness (PrSC) listen to humorous stimuli presented either with (laugh track group) or without (no laugh track group) canned laughter. Subjects' funniness ratings and overt laughter served as dependent measures. Regression analyses revealed that PrSC and funniness ratings were negatively correlated in the laugh track group, but uncorrelated in the no laugh track group. In contrast, PrSC and overt laughter were positively correlated in both groups. The association between funniness and laughter appeared stronger in high than in low PrSC subjects. Interpreted in light of research indicating that funniness ratings represent affect-free evaluations of humor stimuli, whereas laughter represents amusement, these results suggest that self-focus (a) intensified subjects' amusement; (b) decreased the extent to which their evaluations of the stimuli were biased by canned laughter; and (c) increased the consistency between their (self-reported) cognitive and (overt behavioral) affective responses (although this finding was equivocal).     

Attentional orienting and awareness: evidence from a discrimination task

We used several cue–target SOAs (100, 500, 1000 ms) and three different degrees of cue predictability (Non-predictive-50%, Predictive-75%, Counter-predictive-25%), to investigate the role of awareness of cue–target predictability on cueing effects. A group of participants received instructions about the informative value of the cue, while another group did not receive such instructions. Participants were able to extract the predictive value of a spatially peripheral cue and use it to orient attention, whether or not specific instructions about the predictive value of the cue were given, and no matter their ability to correctly report it in a post-test questionnaire. In the non-predictive block, bad estimators who received no instructions showed regular cueing effects, while good estimators exhibited smaller and non-significant facilitatory effects at the short SOA and an absence of significant IOR at longer SOAs. However, for the instructions group, the pattern of results reversed.     

Contextual effects in a metaphor verification task

The verbal transformation effect, an auditory illusion in which physically invariant repetitive verbal input undergoes perceptual transformation, has traditionally been interpreted as a speech-specific phenomenon. Experiment 1 showed that the effect is not limited to speech, but occurs in non-speech categories such as music and other complex everyday sounds, with transformations being comparable in nature and number to those in speech. Experiment 2 provided evidence for an alternative, broader-based view of the phenomenon, involving spreading activation through a multidimensional associative network of mental representations, by demonstrating that creating or activating pre-existing links between a single complex non-verbal stimulus and other representations by priming led to an increase in transformations.     

Development, gender equality, and suicide rates

A component of the United Nations Development Programme Human Development Index which measures longevity was negatively associated -.55 with suicide rates in 37 nations for men; the correlation with the suicide sex ratio was also negative (r = -.59). Women's access to social, political, and economic power in a subsample of 26 nations, summarized in the UNDP's Gender Empowerment Measure, was positively correlated with suicide rates (r = .36 for both women and men). UNDP measures of attainment in literacy and income showed no individual relationship with suicide rates. In a multiple regression model, life expectancy was negatively related, and the Gender-related Development index was positively related, to suicide rates.     

Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction

The author's thesis is that there is sufficient research evidence to make any reasonable person skeptical about the benefits of discovery learning--practiced under the guise of cognitive constructivism or social constructivism--as a preferred instructional method. The author reviews research on discovery of problem-solving rules culminating in the 1960s, discovery of conservation strategies culminating in the 1970s, and discovery of LOGO programming strategies culminating in the 1980s. In each case, guided discovery was more effective than pure discovery in helping students learn and transfer. Overall, the constructivist view of learning may be best supported by methods of instruction that involve cognitive activity rather than behavioral activity, instructional guidance rather than pure discovery, and curricular focus rather than unstructured exploration.