Is it smart to play the horses? Comment on "A day at the races: a study of IQ, expertise, and cognitive complexity" (Ceci & Liker, 1986)

Ceci and Liker (1986b) presented data that they contended shows two things: (a) Handicapping harness races is a cognitively complex undertaking that can be captured by a multiple regression model, and (b) neither overall skill at handicapping nor the complexity of the mental model used is related to standard measures of intelligence. The first contention is not at issue. But the second contention, that handicapping performance is unrelated to IQ, is not supported by the data presented; in fact, the opposite conclusion seems more likely. The purpose of this comment is to point out errors frequently made in individual-differences research concerning population definition, sample selection, dependent and independent variable reliability and validity and interpretation of results.     

Nonverbal communication as a compensative strategy for severely nonfluent aphasics? A quantitative approach

Seven severely nonfluent aphasics and one relative or close friend were investigated in an interview situation. The conversation was videotaped and analyzed for the use of nonverbal communication between aphasic and partner. The results indicate that the group of aphasics used significantly more frequently and for a significantly longer period of time nonverbal channels of communication than their healthy partners. The aphasic patients also used significantly fewer speech-focused movements and significantly more codified gestures. Nonverbal elements were more frequently used as speech substitutes by the group of aphasics.     

Some tests of the interactive-activation model for word identification

Summary The interactive-activation model postulates (a) that activation at the letter level leads automatically to activation at the word level, (b) that the word-superiority effect reflects reactivation of letters by the word they spell, and (c) that subjects identify words on the basis of information obtained from separate letter-position channels. In the first two experiments, we showed words in upper, lower, or mixed case: the word-superiority effect was reduced when words were presented in mixed-case letters, presumably because extra-letter information is lost with mixed-case presentation; i.e., postulate (c) is wrong. The third experiment showed that when the letters of a word are rotated 180° subjects can identify the letters without producing a word-superiority effect; i.e., one of postulates (a) and (b) is wrong. In Experiments 4 and 5, we trained subjects to name words presented in inverted letters; training was more effective when subjects could exploit bigram information in addition to letter-channel information; i.e., reading inverted text is based on extra-letter-feature information, not on a general skill in rotating letters. Taken together, our data deny three of the interactive-activation model's major postulates. We offer some suggestions for future versions of the model. Electronic mail: Userid: MEWHORTD; Nodeid: QUCDN; Domain: BITNET     

A developmental-genetic analysis of aggressive behavior in mice (Mus musculus): III. Behavioral mediation by heightened reactivity or immobility?

This research was designed to investigate development and behavioral mediation in lines of ICR mice that have been selectively bred for aggressive behavior. General behavioral reactivity and behavioral immobility have been implicated as potential mediators by prior analyses of preattack interactions. To evaluate the separate roles of these dispositions, the emergence of attacks in genetically selected lines was tracked for 11 years by three levels of analysis: over successive generations, over development, and over dyadic interactions. Convergent outcomes were observed in all three levels with respect to two findings: (a) Robust line differences were obtained in attack behaviors, and (b) strong associations were found between line differences in attacks and line differences in behavioral immobility. Conversely, all three levels of analysis indicated a weak and inconsistent association between line differences in attacks and measures of social and nonsocial reactivity.     

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.     

Expert knowledge as mnemonic cues

It is proposed that expert knowledge can operate as a cognitive cueing structure for the acquisition and retention of new information in memory. Two experiments are reported which demonstrate that expert knowledge about football and clothing can act as mnemonic cues for the recall of information newly associated with that knowledge. In Experiment 1 expert terms from the domains of football and clothing and those neutral nouns paired with them were both better recalled by experts than by non-experts. In Experiment 2 passages containing information contrary to factual knowledge about football and clothing were recalled better by experts than by non-experts, in spite of the fact that information in the passages contradicted what the experts already knew. The results of the two experiments were interpreted as showing that expert knowledge provides mental cues that have desirable mnemonic properties such as constructibility, associability, discriminability and invertibility. Also, the interpretation of expert knowledge as a cognitive cueing structure is compared to Ausubel's ideas regarding advance organizers.     

An Assessment of the Job Relevance of the National Board for Certified Counselors Examination

The authors discuss the results of a study designed to assess nationally certified counselors' perceptions of the relevance of elements of the National Board for Certified Counselors examination to their work as counselors. Support for the validity and appropriateness of the examination in regard to perceived relevance and lack of differentiation on the basis of respondent characteristics were found.     

UCLA's Career Counseling Center: A Dialogue About a Unique Service

In this interview, two counseling psychologists describe aspects of a relatively unique career counseling service that has been validated by 40 years of success in the marketplace. Composed of 3 intensive individual interviews and 15 to 25 hours of educational and psychological testing, the service assists clients in identifying and beginning pursuit of suitable educational and occupational goals. The counselors describe how they organize and sift through test results to formulate recommendations for a client's unique career circumstances, why they accept responsibility for developing and presenting concrete recommendations, and what the changes in their clients' concerns suggest about the evolution of work in the United States. Their specificity and professionalism will help counselors understand the craft of career counseling.