The psychological representation of speech sounds

If one listens to a meaningless syllable that is repeated over and over, he will hear it undergo a variety of changes. These changes are extremely systematic in character and can be described phonetically in terms of reorganizations of the phones constituting the syllable and changes in a restricted set of distinctive features. When a new syllable is presented to a subject after he has listened to a particular syllable that was repeated, he will misreport the new (test) syllable. His misperception of the test syllable is related to the changes occurring in the representation of the original repeated syllable just prior to the presentation of the test syllable.     

Effect of response task on taste adaptation

Two experiments studied whether subjects reported complete adaptation of a taste sensation. Three tasks were chosen based on their use in other laboratories: hand lowering to connote stimulus absence, magnitude estimation, and cross-adaptation of a brief stimulus following a prolonged stimulus. In the first experiment, different groups of 9 subjects received the three different tasks; in the second experiment, all 20 subjects received all three tasks. In both experiments, subjects failed to demonstrate complete taste adaptation in at least 50% of adaptation trials. Response task did affect the likelihood of observing complete taste adaptation.     

Identification,discrimination, and match-to-sample as instances of comparative judgment

Identification, discrimination, and match-to-sample paradigms are discussed in the context of a comparative judgment between an external stimulus and a memorial representation. An experiment comparing the paradigms at different levels of stimulus dimensionality is described. The absence of clear-cut interactions of the paradigms with dimensionality differences is offered as support for the contention that the three seemingly diverse procedures may be considered as part of a comparative judgment continuum,with performance differences reflecting increased memorial demands.     

Prevalence and structure of behavior symptoms among children in special education and regular classroom settings

Studied the factor structure of the Behavior Problem Checklist using children from a middle to upper-middle-class suburban school system, determined the extent to which factors generated from children in regular classrooms approximated those generated from children in special education, and examined the effects of class placement, sex, and the interactions of these variables on the average rating children receive on the generated factors. One hundred children from 12 classes for the emotionally disturbed or learning disabled and 527 children from regular forst-through seventh-grade classes were rated by their teachers on the Behaviors Problem Checklist. Following a varimax factor rotation, coefficients of factor congruence and analysis of variance were conducted to test the hypotheses. Results indicated that although teacher ratings of special education and normal children are structurally similar, special education children scored higher on all three factors than did their regular class counterparts. Furthermore, almost all percentages of occurance for individual items were higher for special education children. Further research is suggested to deal with a possible expectancy effect in teacher ratings of problem behaviors.     

Position,direction, and their perceptual integrality

Subjects were shown an arrow inside a rectangle and were asked to decide on either its vertical direction (up vs. downl or its height (high vs. low) as quickly as possible. Whenever vertical direction was criterial, height was irrelevant, and vice versa. In four conditions, the irrelevant dimension (1) did not vary, (2) covaried positively with the criterial dimension, up with high and down with low, (3) covaried negatively with the criterial dimension, up with low and down with high, or (4) varied orthogonally with the criterial dimension. Height and vertical direction satisfied one of W. R. Garner’s prerequisites for “integral” dimensions in that Condition 4 took longer than Condition 1. But Condition 2 was faster than 1, and 3 was slower than 1, a pattern unlike those of other known integral dimensions. The positive correlation in Condition 2 facilitates, and the negative correlation in 3 interferes, it is argued, because height and vertical direction have interpretations with components in common or in conflict. This research was supported in part by Grant MH 20021 from the National lnstitute of Mental Health.     

Failure of instructional set to affect completeness of taste adaptation

The effect of task instructions on taste adaptation was investigated in two experiments. In the first experiment, three groups of subjects received a 3-min flow of salt solution, over the anterior dorsal tongue surface and periodically gave magnitude estimates of its intensity. Each group had previously received different instructions suggesting the appropriate outcome of the adaptation experiment. Not all subjects showed adaptation, and the instructions had no significant differential effects. In the second experiment, subjects who were practiced in judging pulsatile taste stimuli were instructed to rate the intensity of a continuous salt stimulus as it disappeared, but this produced no increased adaptation. Several possible hypotheses are presented to account for this repeatedly observed failure of many subjects to completely adapt to taste stimuli.     

Infant visual fixation: The effect of concentricity,curvilinearity, and number of directions

The goal of the study was to define certain of the effective dimensions of visual stimulation in the infant's visual environment by analyzing the well-documented preference for the bullseye over a pattern of horizontal stripes. The stimuli were ten black and white patterns, including the bullseye and the stripes, designed to vary along three dimensions: concentricity, curvilinearity and number of directions within the stimulus. The dependent measure was total fixation time corrected for position bias. The subects, 18 three-month-old infants, were tested three times each in order to present them with the ten stimuli in all possible combinations with positions reversed.All three dimensions were found to be effective in varying degrees. The results were discussed in terms of underlying mechanisms and the infant's ability to process information from a multidimensional stimulus.     

Kaplan on quine and suspension of judgment

Journal of Philosophical Logic -