Behavioral discrimination of click intensity in cat

Avoidance conditioning procedures were used to train cats to discriminate intensity differences between successive clicks. The discriminative behavior was applied in a modified method of adjustment to determine a difference limen (DL) for click intensity. The obtained DLs were consistent within and between subjects, and averaged 4.4 db. This value is greater than previously reported intensity DLs for pure tones in cats.     

Satiation effects in the perception of single letters’

When single letters were presented for five flashes, with S making a clarity judgment after each exposure, initial potentiation and subsequent satiation effects were found. A processing task and complete prior knowledge led to an increased probability of a “clear” response on the first exposure and to an earlier onset of the satiation effect. The results are discussed in terms of the neural network model underlying this research.     

Calvinism and psychoanalysis: A comparative study

Summary Although the title of this essay suggests a comparison of psychoanalysis and Calvinism, I have chosen to compare primarily the two leaders of these movements. On many points they shared similar beliefs. Certain of these areas have been highlighted and discussed briefly: ascetic tendencies, work, religion, concepts of God and of man, actions as symptoms, and predestination and determinism.     

Variable-interval escape from stimuli accompanied by shocks

Individual performances of three rats were examined under a procedure in which steady rates of bar pressing were maintained by conditioned aversive stimulation. Originally neutral visual and auditory stimuli were accompanied by widely and irregularly spaced pulses of shock; they were terminated on a variable-interval schedule by pressing a bar. The contingencies between behavior and shock were also duplicated in a control procedure in which no visual or auditory stimuli were provided. Pressing observed under the control procedure was attributed to differences in the aversiveness of pressing and nonpressing behavior engendered by differences in the incidence of shock following the two classes of behavior. Increased rates with visual and auditory stimuli were attributed to termination of conditioned aversive stimulation. Control rates declined more rapidly than did experimental rates as the mean interval between successive shocks was lengthened; both rates tended to decline when less than 60 sec was allowed as time out from shocks following the successful response. In the control procedure, discrimination between the continuation and discontinuation of the shock series, as measured by relative rates, depended on the relative length of the interval between shocks and the time-out period. Regular warm-up accelerations in rate were noted following an initial delay in responding at the beginning of each session. The length of time required for the warm-up depended on the length of the mean interval between shocks, indicating that exposure to a certain amount of shock was required to establish a supporting state for the observed performance.     

A method of determining unbiased distribution in the latin square

The paper describes a method of constructing Latin-square designs in which treatment sequences are unbiased with regard to serial order as well as position of treatment. The procedure is useful for those Latin squares in which the number of cells in each column (or row) is an even number, which, when written in ascending and descending series, contain corresponding ordered numbers prime to each other. Such numbers are 2, 4, 6, 10, 12, 16, 18, 22, 28, 30, 36, etc.     

Regional Differences in Junior Colleges

This study examines the geographical distribution of various junior college characteristics. Scores for 6 factors or categories of college characteristics, identified in earlier ACT research, were computed for each of 581 accredited junior colleges. When these junior colleges were classified and analyzed by geographical region, significant differences were found among regions on all 6 factors—Cultural Affluence (or Private Control), Technological Specialization, Size, Age (or Conventionalism), Transfer Emphasis, and Business Orientation (or High Cost). The regional differences are discussed and implications are suggested for research and counseling as well as for junior college planning.