Situational-specificity of motivational differences between depressed and nondepressed subjects

Performance on an easy or a difficult coding task for 4 90-sec. repetitions by 15 college women who showed depressive symptoms on the Beck Depression Inventory and the MMPI-Depression Scale and 15 who did not indicated no support for a psychological or motivational deficit in depression. Replication with clinically depressed persons is recommended.     

Detection of missing words in spoken text

Two tests were conducted to examine listeners' detection of missing words in spoken paragraph contexts. Detection was assessed by presenting listeners with normal paragraphs and with paragraphs each containing a single occurrence of a missed word, an inappropriate pause, or a mispronounced word. In the first test, listeners were simply asked whether they detected any abnormalities and to describe them. The results indicated that listeners reported missed words in only 34 to 49% of the paragraphs containing such words. In the second test, a separate group of listeners was given more specific instructions beforehand, indicating the three possible types of abnormality. In this task, the correct detection of missed words rose to 96%. Taken together, the results indicate that listeners do not readily detect occasional missing words under ordinary circumstances but are capable of such detection in a task specifically focused on message abnormalities.This work was supported by NIH Grant NS 20071. We thank Stephen Eady for serving as the speaker for the test recordings and Pamela Mueller for writing paragraphs.     

Retroactive and proactive interference effects in dual learning of blissymbolics and manual sign

Nonspeech systems can be either aided or unaided. Each system possesses its unique learning and memory characteristics. One instructional strategy designed to give learners the advantages of both systems is dual instruction in aided and unaided communication. One problem with this approach, however, might be that of retroactive and proactive interference in learning and memory. The current experiment investigated whether dual instruction in Blissymbolics and manual (ASL) sign would lead to retroactive and proactive interference. Lists of sign/symbol referents in the two systems were taught, to nonhandicapped adults in a controlled setting. No effects of retroactive or proactive interference were found. Additionally, a proactive facilitation effect was found for immediate retention. Results are discussed in terms of the nature of the task, the learning memory attributes of the nonspeech systems, and the effects of sign/symbol translucency.     

Temporal properties of memory for speech in preschool children

The ability of four-year-old children to remember syllables was investigated, both to determine the temporal properties of memory for speech in subjects who do not use sophisticated retention strategies, and to determine what speech memory is available in the late preschool period. In Experiments 1 and 2, children were to remember pairs of nonsense syllables for 5, 10, 15, or 20 sec filled with a silent, manual task. In both experiments there was an apparent decay of one type of speech memory across 10-15 sec. In Experiment 2, strong interference was obtained when there was a final speech suffix item. An additional phase of this experiment verified that children cannot rehearse during the postlist period. However, in Experiments 3 and 4, suffix effects were not obtained with adult subjects in similar tasks. The results suggest that memory for speech persists for at least 10 sec even in preschool children, but that adults, unlike preschool children, engage in an additional type of speech coding that increases the resistance of memory to speech interference.     

Perspectives on contemporary mysticism

Contemporary mysticism is in continuity with religious mysticism of all ages. Mysticism, like all religion, has an ideological and an experiential dimension. Traditional Freudian theory is inadequate for understanding either the ideological or the cognitive aspect, because it does not adequately account for either the cognitive process or the self-conscious I. Categories of both ego psychology and the social scientific approach to religion illuminate contemporary mysticism in ways unavailable to the traditional Freudian psychoanalytic approach. The epistemological implications of the mystical attitude are considered, in both the religious and the scientific enterprises.     

MULTIPLE-BASELINE ANALYSIS OF A TOKEN ECONOMY FOR PSYCHIATRIC INPATIENTS

Twelve behaviors selected for reinforcement among 16 chronic psychiatric inpatients were divided into four classes: (a) personal hygiene, (b) personal management, (c) ward work, and (d) social skills. A token economy program was introduced for each class in a sequential, cumulative, multiple-baseline format. Corrections were included for methodological deficiencies frequently encountered in past studies. Treatment variables were systematically monitored, and target behavior rates, levels of global individual functioning, general ward behavior, and off-ward behavior were assessed during baseline, implementation, and probe periods. Results indicated abrupt and substantial increases in performance of most target behaviors, significant improvements in global individual functioning (p < .025), positive changes in general ward behavior, and increases in social interaction during off-ward activities. The findings provide strong evidence for the efficacy of a token economy and indicate that the multiple-baseline design can be a useful method for evaluating token economy programs.     

The nature of behavioral assessment: A commentary

This special issue of the Journal of Applied Behavior Analysis provides the reader with a sample of current work in behavioral assessment. The purpose of this paper is to present an overview of behavioral assessment and to place the other articles in context of this developing area.     

The development of understanding as an indirect memory strategy

Ten-through 14-year-old children were presented a complex task designed to elicit a variety of memorization strategies. There was a curvilinear relation of age and memory performance on the task; 12- and 13-year-olds took many more trials to memorize the items than did younger or older children. Subjects reported using strategies ranging from attempts at rote memorization through attempts to avoid memorization altogether by deriving some systematic understanding of the task. Differences in reported strategies were related to age and to differences in memory performance. Results are discussed in terms of a general development of the use of understanding as a deliberate, indirect memory strategy.     

Report on blind subjects' tactile and auditory recognition for environmental stimuli.

In two related experiments on recognition-on touch and audition-accuracy rates were obtained from congenitally blind subjects and compared with those for normally sighted subjects. In Exp. 1, 5 blind subjects inspected, i.e., handled, 150 common objects and were tested after a delay of 7 days. In Exp. 2, 9 blind subjects listened to 194 naturalistic sounds and were also tested after a 7-day delay. Accuracy of tactile recognition for the blind was 89.4% while it was 87.9% for the normally sighted. Sound recognition by blind subjects was 76.6% and for the normally sighted it was 78.4%. Neither difference was statistically significant.