Sacro-coccygeal meningocele--a case report on differential diagnosis of urinary incontinence in adulthood

The case of a 38-year-old woman is reported who developed manifest incontinence of urine following spontaneous parturition on two occasions. An extensive sacrococcygeal meningocele was identified. The paper refers to special features of such clinical after-manifestations.     

What mediates the impact of response alternatives on frequency reports of mundane behaviors?

Previous research demonstrated that respondents assume that the range of precoded response alternatives reflects the researcher's knowledge of the distribution of opinions or behaviours in the population. This assumption may influence respondents' reports in two ways: respondents may either use the range of the response alternatives as a frame of reference in estimating their own behavioural frequencies, or they may be reluctant to report frequencies that appear extreme in the context of the scale. Three experiments using reports of mundane behaviours, namely watching TV and drinking beer, were conducted to differentiate between the frame of reference and the self-presentation hypothesis. The results of all studies favour the frame of reference hypothesis, and suggest that the impact of response alternatives is the more pronounced the less episodic information about the behaviour is accessible in memory. Specifically, proxy-reports were found to be more affected by the range of response alternatives than self-reports (Experiments 1 and 2), and respondents with dispositionally low access to self-related information were found to be more affected than respondents with dispositionally high access to self-related information (Experiment 3). Implications for questionnaire construction are discussed.     

An investigation of people's metamemories for naturally occurring events

Three studies investigated the role of event salience in the validity of metamemory reports for naturally occurring events. Two studies investigated metamemory for daily forgetting behaviours as recorded on memory diaries for either 10 days (Study 1) or a month (Study 2). A third study examined metamemory for remembering recent events (consisting of the first day of class, the most recent weekend, and the first experimental session). The results indicated that metamemory validity was higher for the more salient memory events, e. g. rote memory failures and memory of the first day of class.     

Commercial memory aids

This article examines the psychological properties of commercial memory aids, i. e. products whose primary purpose is either to facilitate performance (a memory prosthetic), correct memory errors (a memory-failure corrective device) or perform a memory task (a memory-task robot). An analysis of 74 kinds of commerical memory aids indicated that they help memory in a specific manner, i. e. by assisting performance of a particular task (e. g. remembering what to buy, when to meet someone) which arises in a certain context (e. g. shopping, making phone calls, keeping obligations) and which involves a certain type of content (e. g. knowledge, event, intention, location, possession). Thus, commercial memory aids apear to vary in effectiveness according to the appropriateness of an aid for the task and content to which the aid is applied. It remains for clinical observation and validity tests to determine whether the effectiveness of these aids is broader or narrower than what advertisements claim for them.     

Locus of control and achievement in child psychiatric inpatients

The relationship between the Nowicki-Strickland Locus of Control Scale for Children (Nowicki & Strickland, 1973) and academic achievement was examined in a sample of 66 child psychiatric inpatients. Previous studies had suggested that this measure correlated with achievement in normal samples (Nowicki & Strickland, 1973) but not in populations of male juvenile offenders (Little & Kendall, 1978). The product-moment correlation between the Nowicki-Strickland Scale and the Peabody Individual Achievement Test was significant. However, when the effect of IQ was controlled for in a partial correlation, there was no significant correlation. Discussion focuses on the relationship between these results and other findings in the area of locus of control, intelligence, and achievement.     

Completeness of instruction and strategy transfer

Three experiments assessed the effects on strategy transfer of supplements to keyword method instruction. One supplement consisted of more comprehensive instructions regarding how, when, why, and where to apply the strategy. A second supplement involved additional practice with the strategy during instruction. The combined effects of more elaborate directions and practice were also examined. With grade-school children, the supplements generally increased transfer of the keyword strategy, but transfer was most successful when training included comprehensive information about the strategy. In contrast, with adults high transfer was obtained regardless of keyword instructional variation. The results are related to other developmental data and are particularly germane to claims that with more complete instruction younger children are capable of intellectual feats carried out by older individuals given minimal prompting.     

Language habits and detection in very short-term memory

Target letters in briefly presented word displays are known to be better detected than when they are presented in anagram arrangements of the words’ letters. Target detection may have been higher for word displays either because Ss identified the words and then determined if a word possessed the target or because, in word displays, Ss could anticipate letters from the transitional probabilities (TRP) of letters in the language (TRP hypothesis). Detection in Experiment I was identical for words and for pseudowords, stimuli which were meaningless rearrangements of the words’ letters but which presented the words’ level of interletter TRP. Randomly rearranged displays, with lower TRP values, yielded lower detection rates. Experiment II showed that detection increased with TRP levels in nonword displays. The results support the TRP hypothesis and thus are consistent with a serial-scanning process in very short-term memory, but are also consistent with a special variant of a parallel process.     

Pattern redundancy and detection in very short-term memory

A tachistoscopically presented target letter is detected better in a background of redundant items than in nonredundant material. The present experiment extended this finding by showing that detection rate increased systematically across three levels of background letter redundancy. A conclusion based on the earlier findings was that a serial process of letters in memory could not account for the effects of background redundancy on detection accuracy. Contrary to this conclusion, the present analysis showed that detection for semiredundant displays was successfully predicted by two variants of a serial process model. One model assumed that the scan of a letter is faster when the letter is the same as any prior letter scanned in the matrix. The other model assumes that nonredundant letters are processed serially and that redundant letters are processed all at once, i.e., in parallel.     

Positive und negative Rückmeldung bei Alternativdiskriminationen

Zusammenfassung Die Untersuchungen befassen sich mit dem Einfluß der verbalen Rückmeldungen richtig und falsch auf das Erlernen von Alternativdiskriminationen in Blank-trial-Experimenten. Dabei wird insbesondere die Wechselwirkung der Rückmeldungskombinationen (richtig/fehlende Rückmeldung vs. falsch/fehlende Rückmeldung) mit der Rückmeldungsproportion untersucht. Die Rückmeldungsproportion ist definiert als das Verhältnis der Anzahl der S-R-Verbindungen einer Lernliste, auf die eine verbale Rückmeldung erfolgt, und der Anzahl der S-R-Verbindungen, bei denen die verbale Rückmeldung fehlt. Die Rückmeldungsproportion wird zwischen 119 und 191 systematisch variiert. Unsere Experimente ergeben u. a., daß bei kleiner Rückmeldungsproportion die Kombination richtig/fehlende Rückmeldung und bei großer Rückmeldungsproportion die Kombination falsch/fehlende Rückmeldung die Lernleistung erhöhen. Dieser Befund wurde nach theoretischen Annahmen über die Lernstrategie der Vpn erwartet. Eine alternative theoretische Interpretation der Befunde wird nach einem Zusatzexperiment verworfen. Insgesamt bestätigen die Untersuchungen, daß (a) die relative Wirksamkeit von Rückmeldungskombinationen stark von den jeweiligen experimentellen Randbedingungen abhängt, daß (b) von einer automatischen Wirksamkeit verbaler Rückmeldung keine Rede sein kann und daß (c) theoretische Annahmen über die kognitive Verarbeitung verbaler Rückmeldungen und über entsprechende Lernstrategien für die Interpretation der untersuchten Lernvorgänge erfolgversprechend sind.

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Positive and negative feedback in discrimination between alternativesFeedback proportion and learning strategy

Summary This study is concerned with the influence of the verbal feedback modes of right and wrong on the acquisition of alternative discriminations in blank-trial experiments, with special reference to the interaction between the feedback combinations (right/non-feedback as against wrong/non-feedback) and feedback proportion is investigated. Feedback proportion is defined as the ratio of the S-R connections of a learning list succeeded by verbal feedback to the S-R connections succeeded by non-feedback. Feedback proportion was systematically varied between the ratios of 119 and 191.Results showed that at a low feedback proportion learning score is increased with the combination right/non-feedback while in contrast at a high feedback proportion learning score is increased with the combination wrong/non-feedback. These results are in accordance with theoretical expectations on learning strategies of Ss. An alternative interpretation was not confirmed by the results of an additional experiment.In general, our investigations showed that (a) the relative effectiveness of feedback combinations is strongly dependent on the particular experimental conditions; (b) an automatic effect of verbal feedback cannot be assumed; (c) a cognitive interpretation of verbal feedback effects in terms of learning strategies seems very promising.