Children's perception of certain musical properties: scale and contour

Children's perception of scale and contour in melodies was investigated in five studies. Experimental tasks included judging transposed renditions of melodies (Studies 1 and 3), discriminating between transposed renditions of a melody (Study 2), judging contour-preserving transformations of melodies (Study 4), and judging similarity to a familiar target melody of transformations preserving rhythm or rhythm and contour (Study 5). The first and second studies showed that young children detect key transposition changes even in familiar melodies and they perceive similarity over key transpositions even in unfamiliar melodies. Young children also are sensitive to melodic contour over transformations that preserve it (Study 5), yet they distinguish spontaneously between melodies with the same contour and different intervals (Study 4). The key distance effect reported in the literature did not occur in the tasks of this investigation (Studies 1 and 3), and it may be apparent only for melodies shorter or more impoverished than those used here.     

Developmental changes in attentional skills: the effect of irrelevant variations on encoding and response selection

The present experiments examine how irrelevant variations within a stimulus set interfere with performance in a selective attention task. Second graders, fifth graders, and adults were administered a discrete trial version of a selective attention task in which they were required to search for an object that matched the prime on the targeted dimension. The stimuli in the first experiment were constructed from spatially integrated dimensions whereas the second experiment used spatially separated dimensions. The results indicated that while the spatially separated dimensions were perceived independently by all age groups, developmental differences in perceived structure were evident with the spatially integrated dimensions. Problems associated with response selection were a major source of interference with both types of stimuli, but the severity of the interference varied with the age of the perceiver and the nature of the stimuli. The developmental implications of these findings were considered.     

The functional role of preschoolers' verbalizations in the generalization of self-instructional training

We examined the functional role of verbalizations in the generalization of self-instructional training with preschoolers. Children learned to overtly self-instruct during classroom work periods prior to covert training. Data were collected on children's acquisition of verbal regulation during training and on overt use of self-instructions in the classroom generalization setting. Results of a multiple baseline design across subjects indicated that treatment effects were evident in the training setting but did not generalize to the classroom until children were emitting overt self-instructions in the classroom itself. The production of self-verbalizations in the generalization setting was related to changes in correct responding, on-task behavior, and efficiency in completing academic work.     

BEHAVIORAL MOMENTUM IN THE TREATMENT OF NONCOMPLIANCE

Behavioral momentum refers to the tendency for behavior to persist following a change in environmental conditions. The greater the rate of reinforcement, the greater the behavioral momentum. The intervention for noncompliance consisted of issuing a sequence of commands with which the subject was very likely to comply (i.e., high-probability commands) immediately prior to issuing a low-probability command. In each of five experiments, the high-probability command sequence resulted in a “momentum” of compliant responding that persisted when a low-probability request was issued. Results showed the antecedent high-probability command sequence increased compliance and decreased compliance latency and task duration. “Momentum-like” effects were shown to be distinct from experimenter attention and to depend on the contiguity between the high-probability command sequence and the low-probability command.     

Attempts to train novices for beer flavor discrimination: a matter of taste

Inexperienced beer-drinkers who could not pass a beer-flavor discrimination test were divided into a taste group, which received additional perceptual experience with beer flavors; a verbal group, which received instruction in beer flavor terminology; a taste/verbal group, which received both additional experience and instruction; and a control group. Before and after training, all subjects participated in a similarity rating task involving beer flavors and flavor-related adjectives. Additional taste experience--but not increased experience with beer-flavor terminology--improved novices' ability to detect identical beer flavors. Results are discussed in terms of the trainability of flavor discrimination and the role of cognitive factors (both flavor-related and flavor-independent) in marketing beverages.     

Does order of letter analysis contribute to the parafoveal identification asymmetry?

A parafoveally presented target character usually is identified more accurately when flanked by a nontarget character to its foveal side than when flanked by one to its peripheral side. An outside-in process of analysis produced by uncertainty about the target's position could contribute to this asymmetry. Current results revealed a greater asymmetry with relative target position blocked than with it mixed over trials, suggesting that target position uncertainty leads to inside-out, rather than outside-in, analysis.     

The impact of the therapeutic environment

This paper emphasizes the impact of the setting, space, and general physical properties of the clinic upon the difficult patient's profound neediness and absence of inner regulatory structure. Moreover, the clinic's administrative style and requirements often related to fiscal restraints, demands for accountability for both how funds are spent and treatment outcome, all impinge upon the patient. Humanizing clinics so they have the capacity for psychotherapeutic holding and provision of safety for difficult patients are discussed in detail in this contribution.     

Preventing Substance Abuse Among American-Indian Adolescents: A Bicultural Competence Skills Approach

Tobacco, alcohol, and drug use are problems for American-Indian people. We reviewed these problems and the explanations for them and described a bicultural competence skills approach for preventing substance abuse with American-Indian adolescents. Data from a study of that approach suggest its efficacy with American-Indian youth. At posttest and a 6-month follow-up, American-Indian subjects who received preventive intervention based on bicultural competence skills concepts improved more than did American-Indian subjects in a no-intervention control condition on measures of substance-use knowledge, attitudes, and interactive skills, and on self-reported rates of tobacco, alcohol, and drug use. Our findings have implications for future substance-abuse prevention research with American-Indian people.