Visual proprioceptive control of standing in human infants

Human infants learning to stand use visual proprioceptive information about body sway in order to maintain stable posture. Moreover, the visual proprioceptive information is more potent than the nonvisual. This is shown by an experiment in which infants were caused to sway and even fall forward or backward in response to appropriate visual stimulation.     

Second-order schedules with fixed-ratio components: variation of component size

Key pecking by pigeons was reinforced with food under second-order schedules with fixed-ratio units. A constant total number of key pecks was required for reinforcement under each condition, but the size and, inversely, number of fixed-ratio components were varied. The total response requirement of 256 pecks was divided into fixed-ratio units of 128, 64, 32, 8, and 2 responses. A brief stimulus, which always preceded food reinforcement, was presented upon completion of each fixed-ratio unit. Under most conditions, the pattern of within-unit responding was typical of that under simple fixed-ratio schedules. Overall response rate was an inverted U-shaped function of component size. That is, response rates were highest under moderate sized units (fixed ratio 128 and 64). This relationship is consistent with previous determinations of rate as a function of fixed-ratio value for simple fixed-ratio schedules.     

Binocular stereopsis without spatial disparity

Binocular stereopsis has traditionally been studied mainly under static viewing conditions. There has consequently been the tendency to view binocular stereopsis only in terms of the pickup of purely spatial (time-frozen) disparity. However, whenever there is movement of objects or the 0, the structure of the light entering each eye undergoes continuous change, and so a different type of disparity—kinetic disparity—is made potentially available to the binocular system. That kinetic disparity can, in fact, be picked up is shown by the present experiment, in which there was no spatial disparity information available about the three-dimensional motion path of an object; only kinetic disparity information was available. This suggests that a clear distinction should be made between binocular-static and binocular-kinetic space perception.     

Temporal grouping, rehearsal and short-term memory

The effects of temporal grouping on auditory short-term memory are investigated, using pauses of different lengths to indicate the groups. No quantitative or qualitative differences were found between the shorter and longer pauses. This result, in conjunction with an analysis of the order errors, is used to suggest what kind of processing occurs during the pauses. This processing is selective, recoding the information about order according to position within a group.     

Factorial effects in the categorization of externally distributed stimulus samples

On each trial a sample point randomly drawn from one of two normal probability distributions was exhibited to S, who had to guess whether the sample was a “1” or a “2.” He was then given feedback, which was determined by which of the two distributions the sample point derived from. Two continua were employed: dot position on a file card, and groyness of square in. patches. Three levels of d’ were employed. The function giving the probability of a response “1” for different sample values was sharper for the higher d’ conditions, and for the dot position continuum. Cessation of feedback resulted in improved performance for the low d’ condition. Incentive payoff, confidence ratings, and experimenter had virtually no effects on task performance.     

Autonomy in children's learning: an experimental and individual difference investigation

Ninety-one fifth-grade children participated in a study that assessed the effects of motivationally relevant conditions and individual differences on emotional experience and performance on a learning task. Two directed-learning conditions, one controlling and one noncontrolling, were contrasted with each other and with a third nondirected, spontaneous-learning context. Both directed sets resulted in greater rote learning compared with the nondirected-learning condition. However, both the nondirected and the noncontrolling directed-learning sets resulted in greater interest and conceptual learning compared with the controlling set, presumably because they were more conducive to autonomy or an internal perceived locus of causality. Furthermore, children in the controlling condition experienced more pressure and evidenced a greater deterioration in rote learning over an 8-(+/- 1) day follow-up. Individual differences in children's autonomy for school-related activities as measured by the Self-Regulation Questionnaire (Connell & Ryan, 1985) also related to outcomes, with more self-determined styles predicting greater conceptual learning. Results are discussed in terms of the role of autonomy in learning and development and the issue of directed versus nondirected learning.     

Intrinsic motivation and the effects of self-consciousness, self-awareness, and ego-involvement: An investigation of internally controlling styles

This study explored the relationships among dispositional self-consciousness, situationally induced-states of self-awareness, ego-involvement, and intrinsic motivation Cognitive evaluation theory, as applied to both the interpersonal and intrapersonal spheres, was used as the basis for making predictions about the effects of various types of self-focus Public self-consciousness, social anxiety, video surveillance and mirror manipulations of self-awareness, and induced ego-involvement were predicted and found to have negative effects on intrinsic motivation since all were hypothesized to involve controlling forms of regulation In contrast, dispositional private self-consciousness and a no-self-focus condition were both found to be unrelated to intrinsic motivation The relationship among these constructs and manipulations was discussed in the context of both Carver and Scheier's (1981) control theory and Deci and Ryan's (1985) motivation theory     

Automatic and strategic effects in semantic priming: An examination of Becker’s verification model

Becker’s (1980) verification model, in conjunction with a two-strategy hypothesis, is cited as an alternative to a dual-process model (e.g., Posner & Snyder, 1975) of word recognition and semantic priming. Becket’s approach suggests that individuals can use either an “expectancy” or a “prediction” strategy in word recognition, and maintains that the verification model successfully predicts certain patterns of facilitation and inhibition in a semantic priming task that a dual-process model cannot. The present study demonstrated that when a long stimulus-onset asynchrony (SOA = 1,000 msec) is used between prime and target, support is given to Becker’s findings, and to the verification model approach. However, at a short SOA (200 msec), no evidence is found for the hypothesized difference between strategic processes. The results are consistent with other findings (e.g., Neely, 1977) in showing that strategic factors in semantic priming are largely inoperative at short prime-target SOAs, and suggests that Becker’s model is not general enough to rule out some type of dual-process model.