Transfer of training following discrimination learning with two reinforced responses

Pigeons were given errorless discrimination training between chromatic stimuli with a specific reinforced response associated with each discriminative stimulus. These Ss subsequently acquired a successive go/no-go auditory discrimination (utilizing one response class) faster than Ss given single stimulus training. These results are more compatible with an explanation of transfer of training in successive operant discrimination learning based on general attention than one based on withholding responses.     

Rhythmic groups and subjective chunks in memory for melodies

Memory for brief melodic phrases was tested using a short-term recognition-memory paradigm. The five-note phrases were rhythmically separated from each other and presented in lists four phrases in length. A single five-note test item followed each list and either corresponded rhythmically to one of the phrases as presented in the list (within items) or to the last three notes of one phrase and the first two notes of the next (across items). Within items were easier than across items. Slow presentation (3 notes/sec) was slightly easier than fast (6 notes/see). The J-shaped serial position curve typical of short-term memory for verbal material was obtained. The results support the position that rhythmic grouping of input determines subjective chunking and memory storage, facilitating the recognition of test items chunked in the same way as list items.     

Conditioned adaptation to prismatic displacement

Adaptation to prismatic displacement was conditioned to the wearing of a pair of goggles in 240 min of training by employing Taylor’s alternation training technique. The alternation was between training exposures with both the prism and the goggles presented to S and with both absent. After the training, both the pointing to a visual target test and the pointing straight ahead test measured more adaptation and more aftereffects of adaptation when the goggles were     

Conditioned adaptation to prismatic displacement with a tone as the conditional stimulus

Adaptation to prismatic displacement was conditioned to a tone in 72 min of training by employing Taylor’s alternation training technique. The alternation consisted of two training conditions. In one, S was exposed to the prism and tone; in the other, S was exposed to neither. After training, the pointing to a visual target test measured more aftereffects of adaptation when the tone was present than when it was absent. Conditioning was obtained in two testing situations: (1) with the training goggles still worn by S, and (2) with the goggles removed.     

Scoring difficulty of the WPPSI geometric design subtest

The study investigated the level of agreement among graduate students (N = 14) and school psychologists (N = 18) in scoring drawings for the 10 designs on the WPPSI Geometric Design subtest. Considerable scoring disagreement occurred within each group. Unanimous agreement was found for only 11 out of 50 drawing items among the graduate students and for only 7 out of 50 drawing items among the school psychologists. While the raters were generally confident of their ratings, there also was a significant positive relationship between level of scoring agreement and confidence ratings (rho = .76, p < .05). Scoring disagreement was greater for the drawings on designs 6 through 9 than on other designs. The results suggest that careful study of the WPPSI scoring criteria is needed in order to achieve scoring proficiency.     

Recognition of inversions of melodies and melodie contours

Inversions of brief melodies are more difficult to recognize than are transposed repetitions of those melodies. Distinguishing between transposed repetitions and repetitions in which only the melodie contour (the pattern of ups and downs) is repeated is very difficult, as is distinguishing between exact inversions and inversions of the melodie contour.     

Risk status of adolescent children of problem-drinking parents

These studies assessed the risk status of children of untreated alcoholics. In Study 1, a cross-sectional survey of 208 high school students identified 18% as having serious concern about their parents' drinking. In Study 2, 32 children of problem-drinking parents and 39 others who participated in self-help groups were surveyed. Children of problem-drinking parents were more at risk of depression, low self-esteem, and heavy drinking than their peers in the general high school population. Within self-help groups, however, children's symptomatology was not related to their parents' drinking status. The results support the need for preventive intervention for children of problem-drinking parents and for developing strategies for improving the participation rate of such children in the intervention programs that are available.