Does a prototypical argumentative schema exist? Text recall in 8 to 13 years olds

120 students in grades 3 to 7 (aged 8 to 13) heard an argumentative text and were immediately submitted to a free recall task. The results show that before grade 7, the subjects did not view the text as argumentative. The discussion centers on the relevancy of a prototypical argumentative schema in accounting for these findings.     

Developmental changes in the effects of presentation media on noun-pair learning

Interpretations of previous research have indicated that there are age-related increases in the efficacy of pictorial media, relative to verbal, for presenting paired-associate items and elaborative prompts to young children. The purposes of the present study were to replicate these phenomenon and to evaluate two hypotheses advanced to account for them: a semantic encoding hypothesis and a verbal decoding hypothesis. To these ends, 14 treatments conditions were partioned into three independent-groups experimental designs. Each of 504 childrens, sampled from nursery, kindergarten, and second-grade populations, learned a list of 20 pairs of familiar objects. The expected developmental increase in the effectiveness of presenting items in a pictorial medium was not replicated. As predicted, however, the results revealed an increase with age in the effect of presenting elaborative prompts pictorially, but the phenomenon was confined to groups where the sex of subject and of experimenter was the same. It was concluded that the verbal decoding hypothesis accomodated the pattern of results better than did the semantic encoding hypothesis. Throughout the sudy, performance was substantially facilitated by elaborative prompts, that is, across age, presentation media, and testing conditions.     

The control of switching into blackout during extinction

During the extinction component of a multiple variable-interval extinction schedule, four pigeons learned to peck a second key that switched off the keylights. Two experiments attempted to isolate the events that control this behavior. In the first experiment, switching into blackout was equally maintained when switches were restricted to the first minute as when they were restricted to the last minute of the extinction component. When switches could be emitted in the first and last minutes, they occurred more frequently in the first. Restricting switching to the first minute of each component and eliminating the blackout between components had no effect on switching. In the second experiment, when the stimulus correlated with extinction was omitted, switching decreased slightly. Omission of both multiple schedule stimuli decreased the switching rate, but switching was still maintained. Food reinforcement was then omitted and switching by two birds increased. Switching ceased when blackout was no longer the consequence of pecking the switching key. It was concluded that switching was not controlled by the similarity of the blackouts produced by the switching key and those that occurred between components; nor was it maintained by the temporal proximity of switching responses to the onset of the reinforced component. Finally, switching did not appear to be controlled by the main-key stimuli correlated with the components of the multiple schedule.     

Effects of computer-mediated vocational guidance procedures: Accuracy of self-knowledge

To assess the effectiveness of vocational guidance procedures proposed for inclusion in a computer-based vocational exploration system, 128 11th-grade male subjects were randomly assigned to three experimental groups and a control group. One group was given a computer-generated accuracy of self-knowledge feedback, another group was taught on occupational classification scheme, a third group experienced both. Measures of self-knowledge showed increased accuracy about intelligence, but not about interests, after treatments that included the feedback. Increases were largely due to changes in subjects who originally underestimated their intelligence. A delayed posttest indicated that the increases did not persist.     

Subtraction and the solution of open sentence problems

This paper is concerned with the processes used by children in solving open sentence problems of the form x + u = y (Type 1) and u + x = y (Type 2). Three models for reaction times to these problems are proposed. The first assumes they are solved by an incrementing process, the second assumes a decrementing process, while the third assumes that the subject increments or decrements, depending on which is quickest. Two experiments designed to evaluate these models are reported. It is shown, by means of a series of regression analyses that the third model gives the best account of the success latencies to Type 1 problems. This model predicts that times will be a linear function of the minimum of x and y ? x. It is also shown that none of the models give an adequate account of the latency data for Type 2 problems. Some possible reasons for this difference are discussed, together with some evidence that indicates that Type 1 problems and ordinary subtraction problems are solved by the same process.     

A HULLIAN CONSTANT AS AN INDEX OF INTELLIGENCE: TWO EMPIRICAL INVESTIGATIONS

Following Clark Hull, it is widely considered that the asymptote of the learning curve represents motivational factors, but that rate of approach to asymptote ('i') represents associational factors. The suggestion that i may be a measure of intelligence was tested empirically in two studies. An initial exploratory study yielded a positive correlation between i and IQ. A more rigorous replication did not. The results are discussed briefly.     

Measuring violence on television

Television violence has been measured in numerous studies. However the amounts reported vary considerably depending on the definitions provided of violence and the sampling periods adopted. Studies that have followed the methodology of Gerbner are more easily compared and point to rates of around 5-6 violents acts per hour on prime time television in most countries. The rate of violence on British television is considerably lower than this and evidence points to a recent decline. However, traditional content analyses are limited and provide little understanding of television as a narrative art.     

A ROWS is a ROSE: Spelling,sound, and reading

Skilled readers generally are assumed to make little or no use of words’ phonological features in visual word identification. Contrary to this assumption, college students’ performance in the present reading experiments showed large effects of stimulus word phonology. In Experiments 1 and 2, these subjects produced larger false positive error rates in a semantic categorization task when they responded to stimulus foils that were homophonic to category exemplars (e.g., ROWS for the category A FLOWER) than when they responded to spelling control foils. Additionally, in Experiment 2, this homophony effect was found under brief-exposure pattern-masking conditions, a result consistent with the possibility that phonology is an early source of constraint in word identification. Subjects did, however, correctly reject most homophone foils in Experiments 1 and 2. Experiment 3 investigated the source of this ability. The results of Experiment 3 suggest that subjects detected homophone impostors, such as ROWS, by verifying target foil spellings against their knowledge of the correct spellings of category exemplars, such as ROSE.     

Understanding quantified categorical expressions

A model of categorical inference (Revlis, 1975b) claims that a conversion operation participates in the encoding of quantified, categorical expressions. As a consequence, a reasoner is said to interpret such sentences as “All A are B” in a way that permits it to also be the case that “All B are A.” The present study examines this conception of encoding using a sentence-picture verification task. In two experiments, students were asked to judge whether one of five possible Euler diagrams was true or false of a categorical expression (e.g., All A are B, No A are B, Some A are B, Some A are not B). Verification errors support a three-stage verification model whose major component is access to a “meaning stack” representing the progressive analysis of categorical relations; at the top of that stack is a converted reading of the input sentence. These findings have implications for current conceptions of categorical inference and semantic retrieval.     

Proximal velocity change as a determinant of space perception

How and to what degree does proximal velocity change determine perceived translatory motion in depth? This question was studied with a stimulus consisting of a single dot, moving in a straight horizontal path in a frontoparallel plane. Its motion corresponded to distai depth motion with constant speed. Ss reported verbally what they perceived. The results show that proximal velocity changes of this kind are, within certain limits, utilized by the visual system for the perception of translatory motion in depth. The limits were found to be determined by the absolute rate of change in proximal velocity. Further, it was found that the perceived motion track was usually bent, although all stimuli simulated depth motions along straight paths.