Effect of the interintromission interval on lordotic response and attack latency in golden hamsters (Mesocricetus auratus)

After 12-15 ejaculatory series, each consisting of several short intromissions (2- to 3-s vaginal penetration) and an ejaculation, male golden hamsters adopt an altered copulatory pattern consisting of long intromissions (5- to 25-s penetration with intravaginal thrusting). Receptivity declines and the tendency for the female to attack the male increases at about the time of this shift in copulatory pattern. Because the mean interintromission interval (III) between short intromissions is about 8 s compared to 100 s between long intromissions, it is possible that females detect this difference and adjust their mating accordingly. When the III between short intromissions from a rested male was experimentally increased to 100 s by use of a halter and lead device, the duration of lordosis was significantly less than that displayed by females paired with control males (8-s III) and virtually the same as that displayed by females paired with males that produced only long intromissions. This suggests that the female uses the temporal patterning of intravaginal stimulation as one criterion for terminating mating with a particular male.     

Rodents' (Rattus, Mesocricetus, and Meriones) use of learned caloric information in diet selection

When given a choice between two mashes of equal caloric density but differing flavors, rats (Rattus norvegicus) show a robust preference for the flavor previously associated with a higher calorie food. This finding suggests that rats may identify food quality by sensory cues such as taste. Our initial attempt to show this effect in the golden Syrian hamster (Mesocricetus auratus) failed, apparently because of this species's tendency to store both high- and low-calorie mashes in their cheek pouches during conditioning trials. Initially we attempted to circumvent this seeming morphological constraint on learning by presenting low- and high-calorie mashes on alternate days. This procedure too failed to produce evidence of flavor-caloric learning, although this procedure produced robust learning in another rodent, the Mongolian gerbil (Meriones unguiculatus). Another method of preventing cheek pouching--concurrently presenting low- and high-calorie liquid diets--was more successful; then, hamsters showed clear evidence of flavor-caloric learning. Thus, although flavor-caloric learning is demonstrable in species of rodent besides the rat, the circumstances under which it occurs vary.     

Perceptual organization of acoustic stimuli by budgerigars (Melopsittacus undulatus): III. Contact calls

We trained budgerigars by operant conditioning to discriminate among a set of contact calls in a same-different task and analyzed response latencies from this task by using multidimensional-scaling (MDS) and cluster-analysis procedures. Humans listened to the same calls and indicated the similarity between pairs of calls by a direct rating procedure. An MDS program (sindscal) was used to arrange these complex acoustic stimuli in multidimensional space reflecting perceptual organization. Multiple regression techniques were used to identify the acoustic characteristics of contact calls that were correlated with the perceptual dimensions obtained from MDS. A number of spectral characteristics (e.g., peak frequency, rate of frequency modulation, and concentration of spectral energy) emerged as important for both budgerigars and humans, but the relative salience of these cues differed for the two species. Additional tests with two groups of budgerigars--cagemates and noncagemates--showed that experience with calls can change the salience of various acoustic characteristics used for perceptual organization and individual recognition.     

Learning from lectures: The effect of varying the detail in lecture handouts on note-taking and recall

Previous research on the effect of lecture handouts on student learning indicates that students who are given skeletal handouts usually perform better in course examinations than students who take all their own notes. The present study investigates whether the amount of detail in the handout is a critical factor in this. A randomized groups experiment was conducted in the context of a course on dental surgery. Four lecture handout conditions (headings and full text; headings and key points; headings only; no supplementary materials) were compared on tests 2 days and 2 weeks after the lecture. The significant differences between conditions were: ‘headings only’ better than ‘headings and key points’ on the first test; ‘headings only’ better than ‘no supplementary materials’ on the second test; and ‘headings and full text’ better than ‘no supplementary materials’ on the second test. These results indicate that the amount of detail is a critical factor in handout effectiveness.     

Computerized Career Information and Guidance Systems: Caveat Emptor

Computerized career information and guidance systems, although now commonplace, have received little psychometric scrutiny. The authors argue for examining these systems in the same way in which paper and pencil instruments are assessed. Consideration is also given to issues related to programming, technical-service problems, and staffing.     

Coping with the exposure to torture

This paper describes approaches taken at the International Rehabilitation and Research Centre in Copenhagen to helping torture victims and their families cope with the exposure to and aftermath of torture.     

Information presentation format preferences of art museum visitors

Behavioral differences between infrequent and frequent art museum visitors, in the absence of demographic differences, suggest the need to investigate information presentation format styles. Four formats were tested in the present study. Results indicate that infrequent and frequent visitors do prefer different formats. Implications of the obtained results for exhibit labels and broader consumer research are discussed.This study was part of a larger study conducted in partial fulfillment of the requirements for a Master of Science in Psychology from the University of Wyoming.The author wishes to thank Roseanne Foti and Phil Bobko for their help in reading earlier versions of this paper.     

Applying cognitive theory to the testing and teaching of intelligence

This article describes how cognitive theory can be applied to the testing and teaching of intelligence. The article is divided into three main parts. The first part describes how the study of intelligence, traditionally an area that has been viewed as under the purview of differential psychology, has come squarely into the purview of cognitive psychology. The second part describes how the testing and teaching of intelligence, which in the past have been largely atheoretical, have been transformed into theoretically based enterprises guided by the theories of cognitive psychology. The last part describes a particular theory of intelligence, the triarchic theory, and how it has been applied to the problems of testing and teaching intelligence. It is concluded that cognitive psychology has given the study of intelligence a ‘new lease on life’, and that the testing and teaching of intelligence can and should be viewed as a primary focus of application for the principles of cognitive psychology.