Cover, Copy, and Compare: A Self-Managed Academic Intervention Effective Across Skills, Students, and Settings

Cover, Copy, and Compare (CCC) is a simple, efficient, self-managed academic intervention that can be used to improve accuracy, fluency, and maintenance across students, curricula objectives, academic skill domains, and settings. In it's simplest form CCC requires students to look at an academic stimulus (e.g., for spelling the stimulus would be a written a word) cover the stimulus, respond by copying the stimulus (e.g., writing the word), and evaluate the responses by comparing it to the original stimulus. The CCC procedure and research that supports the generalizability and ecological validity of this procedure is described and analyzed. Following this analysis, recommendations for implementing Cover, Copy, and Compare in educational settings are provided.     

A simple system for monitoring the timing of infant gaze to stimuli at specific locations

A system for monitoring the timing of infant gazes to specific locations is described. Infants sit on a parent’s lap in a dark room and observe videotaped stimuli presented on one of four monitors. Infrared (IR) light sources provide illumination for an IR-sensitive video camera and are positioned so that the infant’s direction of gaze can be readily apprehended on the basis of the reflections of the IR light sources relative to the infant’s pupil. The parent monitors the infant’s eyes through a headmounted display and keeps the infant in view of the video camera. Direction and timing of gaze shifts can be coded from frame-by-frame inspection of the videotape. We demonstrate that this coding is relatively accurate and that the present system provides some advantages over coding gaze direction on the basis of an unembellished video recording.     

Maslow's hierarchy,moral development,and prosocial behavioral skills within a child psychiatric population

Maslow's assertions concerning conative needs and prosocial/antisocial behavior among disturbed children were examined in a psychiatric population of children 9 to 14 years old. Controlling for age and Piagetian cognitive development, it was found that among the participants in the midrange of moral reasoning (for this age group, as measured by Kohlberg's interview) there was a positive and highly significant relationship between prosocial behavior ratings and conative development. Clarity of the needs for belongingness was predictive of higher prosocial peer ratings, over and above the predictive utility of moral reasoning level. These results also supported Eron's observations about the potential for healthy dependency needs to deter aggressive behavior.We wish to acknowledge the invaluable aid of Scott R. Vezina in the processing of the data reported herein, and we also wish to express our gratitude to Anne Cartelli for her untiring and superb secretarial assistance.Ordering of authors' names was determined by random procedure and is not indicative of disproportionate contributions to the overall research.     

Attention and preattention in theories of automaticity.

The theoretical relation between preattentive processes and automatic processes is different in different approaches to attention and automaticity. In the modal view, automatic and preattentive processes are one and the same; automatic processing is preattentive. In recent views that treat automaticity as a memory phenomenon, automatic processing is postattentive. These views are described and evidence for them is discussed. Two experiments are reported that test whether the training that makes processing automatic also makes it preattentive. The data suggest a dissociation between automatic and preattentive processes that is more consistent with the memory view of automaticity than with the modal view.     

Shapes of reaction-time distributions and shapes of learning curves: a test of the instance theory of automaticity.

The instance theory assumes that automatic performance is based on single-step direct-access retrieval from memory of prior solutions to present problems. The theory predicts that the shape of the learning curve depends on the shape of the distribution of retrieval times. One can deduce from the fundamental assumptions of the theory that (1) the entire distribution of reaction times, not just the mean, will decrease as a power function of practice; (2) asymptotically, the retrieval-time distribution must be a Weibull distribution; and (3) the exponent of the Weibull, which is the parameter that determines its shape, must be the reciprocal of the exponent of the power function. These predictions were tested and mostly confirmed in 12 data sets from 2 experiments. The ability of the instance theory to predict the power law is contrasted with the ability of other theories to account for it.     

Sexual free behavior in male rats (Rattus norvegicus).

Male rats (Rattus norvegicus) were given continuous access to estrous female rats for 24 hr each day for 10 days. During the first 12 hr, the rats achieved an average of 10 ejaculations, followed by a 1- to 2-day recovery period with little sexual activity. During the last 7 days, the rats maintained a reasonably stable equilibrium level of 3 ejaculations per day. These occurred predominantly during the dark phase of the diurnal cycle, they frequently occurred in a cluster, and they usually occurred shortly after the introduction of a novel estrous female. Except for quantitative differences, these results are generally consistent with conventional research but systematically extend the generality of the results to the context of the free behavior situation. The availability of sexual activity had no appreciable effect on food and water intake, but it did decrease the amount of running activity.     

Relationships between scores on Wechsler Preschool and Primary Scale of Intelligence--Revised and Stanford-Binet IV

The Wechsler Preschool and Primary Scale of Intelligence--Revised and the Stanford Binet-Intelligence Scale: Fourth Edition were given to 51 preschool, kindergarten, first, and second grade students. Twelve of 15 Pearson correlations between Wechsler IQs and composite and area scores of the Stanford-Binet IV were statistically significant. It is apparent that the two tests measure similar, but not identical, concepts.     

On the relation between identifying and locating masked targets in visual search

Three experiments were designed to determine whether naming is contingent on locating in a visual search task. Subjects were required to identify a masked target whose location was known (I|L) or unknown (I) and to locate a masked target whose identity was known (L|I) or unknown (L). The location-contingent hypothesis predicts a relationship among the tasks such that P(L) P(I|L) = P(I), since P(I) and P(L) P(I|L) both estimate the joint probability of identifying and locating the target (i.e. P(IλL)). This relationship held in Experiment I where targets were presented alone, and in Experiment II where targets were presented with dots as noise elements, but not in Experiment III where Xs were noise elements. The results are discussed in terms of the generality of the location-contingent hypothesis.     

Sex role as a mediator of achievement in task performance

Participants in a test of the influence of sex role on performance in a masculine task were 96 male and female undergraduates. Subject sex, norm (challenging or not challenging), and experimenter (male, female, or no experimenter present) were varied in a 2×2×3 design. When challenged, subjects worked more successfully in the presence of a female than before a male or with no experimenter present. Results support the hypothesis that the arousal of achieving tendencies may depend in part on the importance and conspicuousness of role cues. Implications for industrial performance and for future research are discussed.The authors would like to acknowledge the thoughtful assistance of Barbara Moely and Beverly Jafek, who commented on earlier drafts of this paper.All correspondence should be sent to Dr. Laurie Larwood, Claremont Men's College Claremont, California 91711. Portions of this paper were presented at the meeting of the American Psychological Association, Chicago, August 1975.