The length of the retention interval,forgetting, and subjective similarity

A long retention interval tends to result in the poor retention known as forgetting. A high subjective similarity between stimuli frequently produces their poor retention. Thus, a long retention interval may increase the subjective similarity between stimuli (the RIISS hypothesis), and this increase may produce forgetting. To examine this hypothesis, college students made speeded same-different discriminations between two lines or tones of different lengths or frequencies that were 400 ms or 3,300 ms apart, and they rated the similarity of these stimuli. The long interval produced poorer overall performance as expected, but also produced poorer performance on different than same stimuli, implying that it increased the subjective similarity between the initial and subsequent stimuli, and it also increased rated similarity, in support of the RIISS hypothesis. The position that stored stimuli lose less common information than distinctive information explains RIISS evidence better than does perturbation theory.     

Participation by women in developmental, social, cognitive, and general psychology: A context for interpreting trends in behavior analysis

We examined participation by women in journals devoted to social, developmental, cognitive, and general psychology. Authorship and first authorship by women increased from 1978 to 1997 for most journals. Participation by women on the editorial staff did not keep pace with their increased authorship for social and developmental psychology. Based on these trends, women's participation decreased with increases in the selectivity of the position for social and developmental psychology (a glass ceiling). The development of a glass ceiling suggests that the contributions of men and women are not always treated equally (gender inequity). Because a similar glass ceiling was reported for journals in behavior analysis (McSweeney, Donahoe, & Swindell, 2000; McSweeney & Swindell, 1998), the causes of this inequity appear to be relatively widespread. The failure to find a glass ceiling for general and cognitive psychology suggests that the inequity might be reduced by subtle pressure for diversity in editorial positions and by adopting actions that encourage women to pursue research positions.     

Inter-rater and test-retest reliability of the Revised Diagnostic Interview for Borderlines

The baseline inter-rater reliability, test-retest reliability, follow-up inter-rater reliability, and follow-up longitudinal reliability (interrater reliability between generations of raters) of borderline symptoms and the diagnosis of borderline personality disorder (BPD) were assessed using the Revised Diagnostic Interview for Borderlines (DIB-R). Excellent kappa s (> .75) were found in each of these reliability substudies for the diagnosis of BPD itself. Excellent kappa s were also found in each of the three inter-rater reliability substudies for the vast majority of borderline symptoms assessed by the DIB-R. Test-retest reliability for these symptoms was somewhat lower but still very good. More specifically, one-third of the BPD symptoms assessed had a kappa in the excellent range and the remaining two-thirds had a kappa in the fair-good range (.57-.73). The dimensional reliability of BPD symptom areas was somewhat higher than for categorical measures of the subsyndromal phenomenology of BPD. More specifically, all five dimensional measures of borderline psychopathology had intraclass correlation coefficients in the excellent range for all four reliability substudies. Taken together, the results of this study suggest that both the borderline diagnosis and the symptoms of BPD can be diagnosed reliably when using the DIB-R. They also suggest that excellent reliability, once achieved, can be maintained over time for both the syndromal and subsyndromal phenomenology of BPD.     

Windowed cross-correlation and peak picking for the analysis of variability in the association between behavioral time series

Cross-correlation and most other longitudinal analyses assume that the association between 2 variables is stationary. Thus, a sample of occasions of measurement is expected to be representative of the association between variables regardless of the time of onset or number of occasions in the sample. The authors propose a method to analyze the association between 2 variables when the assumption of stationarity may not be warranted. The method results in estimates of both the strength of peak association and the time lag when the peak association occurred for a range of starting values of elapsed time from the beginning of an experiment.     

The Sexual Desire Inventory as a measure of sexual motivation in college students

The human sexual response consists of at least two phases of behavior, the motivational phase and the consummatory phase, which are difficult to isolate. Sexual motivation questionnaires commonly contain items that assume sexual intercourse or partners' experience and are often difficult to use with sexually inexperienced persons. The Sexual Desire Inventory by Spector, Carey, and Steinberg does not appear to be confounded with consummatory behavior. Our goal was to check whether it can be used to measure sexual motivation. 40 men and 63 women completed the Sexual Experience Scale of sexual motivation by Frenken and Vennix and the Sexual Desire Inventory. Scores on the two inventories were highly correlated with this measure of sexual motivation and may be used with sexually inexperienced individuals.     

Cholinergic agents and the McCollough effect

The strength of the McCollough effect (ME), a pattern-contingent colour aftereffect, has been shown to be inversely related to acetylcholine, being significantly strengthened by (anticholinergic) scopolamine and weakened by (cholinergic) physostigmine delivered before adapting to the ME stimuli. The purpose of the present study was (i) to establish whether the effect of pre-adaptation scopolamine is linearly dose-dependent and (ii) to investigate the effects of scopolamine and physostigmine delivered between adaptation and testing. In experiment 1, ten healthy male volunteers who received placebo, or 0.6 mg, 1.2 mg, or 1.8 mg scopolamine before adapting to ME stimuli showed a significant linear dose-dependence over tests repeated from 10 to 70 min after adaptation. In experiment 2 twelve male volunteers adapted to ME stimuli and then received placebo, 1.2 mg oral scopolamine, or 0.75 mg subcutaneous physostigmine. On subsequent repeated testing, strength of the ME was increased by scopolamine and decreased by physostigmine relative to placebo. Both experiments were double-blind double-dummy repeated measures. These data support the view that the ME is a product of inhibitory mechanisms in the visual system rather than processes involved in associative learning.     

Pain sensitivity and individual differences in self-reported sexual behavior

The relationship between sexual behavior and pain sensitivity was assessed in 27 heterosexual men and 20 heterosexual women. Sexual behavior measures included sexual motivation and ratings of subjective sexual arousal to and enjoyment of an auditory stimulus. Pain sensitivity measures were pain threshold and pain tolerance in a cold pressor task. Participants were tested after exposure to a neutral or a sexual audio stimulus. Exposure to the sexual stimulus increased pain sensitivity in women but not in men. However, sexual behavior measures were correlated with pain threshold for both men and women. Specifically, higher pain thresholds were associated with weaker sexual motivation, lower enjoyment potential for sexual interaction, and increased inhibition during intercourse. These results are consistent with findings in laboratory animals, suggesting that differences in sexual behavior may reflect differences in responsiveness to a variety of stimuli.     

Accuracy and speed of orthographic processing in persons with developmental dyslexia

A group of 39 persons (20 male and 19 female, 11.0 to 32.5 yr.) with developmental dyslexia and 42 controls (21 male and 21 female, 11.2 to 32.3 years) were compared on computerized tests of sight word reading, nonword decoding, and spelling recognition. The subjects with developmental dyslexia performed significantly slower and less accurately than controls on all tasks. Further, the effect size of the group differences was larger for the older group. Within-group analyses showed a significant difference by age group on accuracy. Only the control group showed a significant age difference between groups on response time. Mean accuracy and response times for the reading-disabled subjects resembled shifted versions of the control group means. These results agree with previous reports that phonological deficits persist for reading-disabled adults and suggest a test of whether the discrepancy between reading-disabled and typically achieving readers may actually increase across age groups.