Microprocessors: Their impact on real-time computing in psychology

This paper attempts to evaluate the impact of microprocessors and other products using large-scale integrated circuit technologies with a set of examples of past, current, and proposed computer applications in psychological research. I first discuss a number of developments in real-time computing that have taken place during the last 10 years. The major part of this paper describes future developments in the Computer Laboratory for Instruction in Psychological Research. We are developing an intelligent high-speed communication network that will enable computers and terminals to communicate with each other. In addition, we are developing a microprocessor-based real-time computer system. The network, the real-time system, and the general assumption underlying the development of the next generation of CLIPR facilities are described.     

Perceptual invariance for stop consonants in different positions

The basis for the invariant perception of place of articulation in pre- and postvocalic stops was investigated using the selective adaptation paradigm. Experiments 1 and 2 considered the role of identical bursts, mirror-image formant transitions, and similar onset and offset spectra in the invariant perception of place of articulation in CV and VC stimuli, and Experiment 3 considered the importance of the second two cues in a VCV context. The results of these experiments suggest that, at the level of processing tapped by selective adaptation, neither identical bursts, mirror-image formant transitions, nor similar onset and offset spectra are the basis for the invariant perception of place of articulation in initial and final position. The vowel portion of an adapter was found to affect perception of the consonant portion of a stimulus, and the direction of this effect was predictable from the acoustic characteristics of the consonant and vowel. The implications of these findings for the nature of selective adaptation are discussed.     

An investigation of the perceptual basis of redundancy gain and orthogonal interference for integral dimensions

Redundancy gain and orthogonal interference for height and width were demonstrated in two experiments using a relative coding task with number of intertrial repetitions controlled. Orthogonal interference was shown to be perceptually based rather than simply an intertrial repetitions effect as suggested by Felfoldy (1974). These results from a relative coding task were discussed in terms of the previous multidimensional processing literature. It was concluded that Lockhead’s (1972t model has been applied too generally. An alternative model (a parallel, dimensional analysis stage followed by a stage in which dimensional information is integrated) was suggested.     

Attribute models and the effect of frequency and imagery values on word recognition

Recent explanations of the word frequency effect in recognition studies (Gregg 1976; Glanzer and Bowles 1976) state that this effect occurs because words of high and low frequency differ in encoding variability and number of associative relations. These models suggest that the different recognition scores of high and low frequency words are the result of both more hits and less false positives on words that have a low frequency of occurence. As Morris (1978) showed, these models can also be applied on the effect of word imagery values on recognition performance.In the first experiment to be reported here the differential effects of words of high and low frequency and imagery values on hit and false positive rates were examined. The predicted results concerning high and low imagery values were indeed found, but the predictions with respect to high and low frequency words were not completely substantiated. However, it was shown that this deviation can be explained by a response bias effect.In a second experiment an assumption concerning the underlying distributions of high and low imagery ‘old’ and ‘new’ items was tested. In accord with the expectation it was found that the distributions of ‘old’ high and low imagery words did not differ, but that there was a clear difference in the distributions of ‘new’ high and low imagery words.     

Memory for movement: Interaction of location and distance cues and imagery ability

The present experiments examined the role of imagery ability in recall of either the terminal location or the distance of a preselected horizontal linear movement following changes in the recall starting position. Subjects were selected on the basis of their scores on a shortened version of the Betts Questionnaire upon Mental Imagery (Betts Q.M.I., Sheehan 1967). Both high and low imagers were assigned to one of four groups, HIL, LIL, HID, LID, the last letter indicating the movement cue (terminal location or distance moved) to be recalled. Recall of the appropriate movement cue from one of four new recall starting positions occurred after either a 5-sec or 30-sec unfilled retention interval. Analysis of constant error indicated all groups were unable to recall the specified movement cue independent of the other source of information, even when subjects were given explicit instructions to utilise an imagery strategy. The data corroborate our earlier findings that memory for self paced movements is based on an interaction of location and distance cues derived from the criterion movement.     

Sensory modality and method of item information presentation in memory

Investigated were differences in paired-associate learning for auditory versus visual modalities and within each modality the anticipation and study test methods of item presentation were compared. Extant reports re these two sensory modalities and of the two learning methods had been inconsistent. In this study of 40 university students, the learning of CVC-CVC nonsense syllable pairs was significantly better with the visual than with the auditory modality. The study-test method was significantly superior to the anticipation method in the visual mode. With auditory presentations, however, acquisition levels for both methods were the same. Significant interactions were observed between sensory modalities and methods of presentation. At present the retention interval theory (Izawa 1972–1979b) appears to account best for the varied findings with respect to the two methods of presentation.     

Occupational change in mid-career: An exploratory investigation

Twenty-five people who had made voluntary, radical occupational changes in mid-career were interviewed and compared and contrasted with people remaining in matched occupations. Four categories of factors emerged from the data as being important to mid-career occupational change: factors associated with the first occupation, factors associated with the second occupation, obstacles to change, and personal factors. Dissatisfaction with the first occupation and attraction to a second occupation are both necessary for change to occur but do not in all cases cause change. Dissatisfaction results from a lack of congruence between a person's work orientations and the rewards of an occupation, and attraction results from a perceived congruence between the two. Obstacles to change are most financial in nature and can deter or delay change even when dissatisfaction and attraction exist. Differing personal beliefs about the control one has over one's life and one's ability to succeed in new areas in large part determine whether obstacles deter change or not.     

Habit reversal vs. negative practice treatment of nailbiting

A previous study of the habit reversal treatment of nailbiting was extended by using more subjects (97) and a comparison with an alternative method (negative practice). Negative practice reduced nailbiting episodes by about 60% whereas habit reversal reduced nailbiting episodes by about 99% throughout the 5-month follow-up.     

Treatment of obsessive-compulsive patients: The contribution of self-instructional training to the effectiveness of exposure

Fifteen obsessive-compulsive patients were given treatment consisting of ten sessions of gradual exposure in vivo. For half of the patients gradual exposure in vivo was preceded by self-instructional training.Treatment resulted in significant improvement on anxiety and avoidance scales, Leyton Obsessional Inventory, Self-rating Depression Scale and on ratings for anxious mood and depression. Neither the post-test nor the follow-ups 1 month and 6 months later indicated a difference between the effects of the two conditions. Self-instructional training did not enhance the effectiveness of gradual exposure in vivo.