The changing pattern of perceptual analytic strategies and response selection with practice in a two-choice reaction time task

In the experiment reported here the primary hypothesis proposed, which was supported by the data, was that subjects performing a two-choice self-paced serial RT task would learn to change their strategy of perceptual analysis of signals presented to them as they became progressively more practised. Early in practice each signal is identified as a particular state of the display and an appropriate response is then made. Well practised subjects, however, select their responses by reference to the change or constancy between successive displays. This strategy implies that the assumptions made by the generally accepted simple S-R connectionist model of two-choice serial RT may be quite misleading, since the choice of any particular response must be determined not only by the display state but also by what the previous response had been.     

Interviewee perceptions of an organisational careers guidance scheme

A study was carried out during the early stages of the introduction of a career development scheme in a large government department. Information relating to aspects of various careers counselling issues was gathered from staff who had received such counselling and from personnel staff responsible for its provision. The study shows, amongst other things, that the interviewers were perceived to use some counselling skills, that the interviewers claimed they experienced few problems of role conflict, but that the staff tended to identify the interviewers with management. The findings are discussed relation to the appropriateness of interviewing style and to the broader context of how individuals might influence their career development within the opportunities provided by the organisation.     

Alphanumeric category effects: Evidence against the sufficiency of a localization explanation

The Hatfield Polytechnic, Hatfield, Herts ALIO 9AB, England The experiment utilized a serial choice reaction time (RT) paradigm in which only one alphanumeric stimulus was presented per trial, and the target set consisted of a single identified item. The categorical relationship between the target and nontarget items was varied as a property of blocks of trials. Target and nontarget RTs were smaller when the specified target item (e.g., the number 6) was categorically distinct from the nontargets (e.g., letters) than when it was from the same category (e.g., digits). The processing of catch-trial stimuli (items from the alternate category to the nontargets) and homographie category-ambiguous items was inhibited only in the former, between-category, condition. The results are contrasted with those obtained in visual search tasks. They suggest that a “locational-cue” explanation of alphanumeric category effects is inadequate.     

Community applications of instructional technology: teaching writers of instructional packages

A community education program, to develop a variety of performance competencies in large numbers of neighborhood residents, requires a technology for preparing learning units administerable by community members themselves. The effects of a writing manual, designed to teach nonprofessionals to prepare such instructional packages, were analyzed in two experiments. Experiment I employed a multiple-baseline design across three university student trainees. The results showed that appropriate program writing increased by 75% after completion of the manual. The results of Experiment II, with two low-income neighborhood residents serving as trainees, showed that packages produced by trained writers resulted in a greater increase in skill activities than sets of training stimuli produced by untrained writers.     

The Analysis of Verbal Explanations for Marital Separation: Implications for Attribution Theory1

The main purpose of this study was to analyze the structure and content of real-life attributions, using these data to examine some important theoretical and empirical issues in attribution theory. The causal attributions examined came from free-response verbal protocols of explanations for marital separation of 29 males and 33 females living in New Zealand. Respondents gave causal importance weghts to the attributions from their verbal protocols, utilizing the technique of subjective magnitude estimation. Ipsative data, representing perceived causal responsibility for different attribution targets (self, ex-spouse, external factors, etc.), were derived from these weights, and the impact a range of independent variables exerted on these derived free-response attribution percentages was examined. Evidence is presented which supports the validity and reliability of this technique. The normative data gathered was found to be both consistent and inconsistent with different aspects of attribution theory. The implications for attribution theory are discussed.     

The persistence of attention-deficit/hyperactivity disorder into young adulthood as a function of reporting source and definition of disorder

This study examined the persistence of attention-deficit/hyperactivity disorder (ADHD) into young adulthood using hyperactive (N = 147) and community control (N = 71) children evaluated at ages 19-25 years. ADHD was rare in both groups (5% vs. 0%) based on self-report but was substantially higher using parent reports (46% vs. 1.4%). Using a developmentally referenced criterion (+2 SD), prevalence remained low for self-reports (12% vs. 10%) but rose further for parent reports (66% vs. 8%). Parent reports were more strongly associated with major life activities than were self-reports. Recollections of childhood ADHD showed moderate correlations with actual parent ratings collected in childd hood, which suggests some validity for such recollections. The authors conclude that previous follow-up studies that relied on self-reports might have substantially underestimated the persistence of ADHD into adulthood.