Learning to achieve perfect timesharing: architectural implications of Hazeltine, Teague, and Ivry (2002)

E. Hazeltine, D. Teague, and R. B. Ivry have presented data that have been interpreted as evidence against a central bottleneck. This article describes simulations of their Experiments 1 and 4 in the ACT-R cognitive architecture, which does possess a central bottleneck in production execution. The simulation model is capable of accounting for the emergence of near-perfect timesharing in Experiment 1 and the detailed data on the distribution of response times from Experiment 4. With practice, the central bottleneck in ACT-R will be reduced to a maximum of 50 ms (1 production cycle) and can often be much less, depending on timing of stages and variability in their times. The authors also show, with a mathematical analysis of E. Hazeltine et al.'s Experiment 2, that the expected dual costs for these kinds of highly practiced tasks will be small in many circumstances, often under 10 ms.     

Factor analytic models: viewing the structure of an assessment instrument from three perspectives

The overarching purpose of this article is to present a nonmathematical introduction to the application of confirmatory factor analysis (CFA) within the framework of structural equation modeling as it applies to psychological assessment instruments. In the interest of clarity and ease of understanding, I model exploratory factor analysis (EFA) structure in addition to first- and second-order CFA structures. All factor analytic structures are based on the same measuring instrument, the Beck Depression Inventory-II (BDI-II; Beck, Steer, & Brown, 1996). Following a "walk" through the general process of CFA modeling, I identify several common misconceptions and improper application practices with respect to both EFA and CFA and tender caveats with a view to preventing further proliferation of these pervasive practices.     

Reinforcement in an in vitro analog of appetitive classical conditioning of feeding behavior in Aplysia: blockade by a dopamine antagonist

In a recently developed in vitro analog of appetitive classical conditioning of feeding in Aplysia, the unconditioned stimulus (US) was electrical stimulation of the esophageal nerve (En). This nerve is rich in dopamine (DA)-containing processes, which suggests that DA mediates reinforcement during appetitive conditioning. To test this possibility, methylergonovine was used to antagonize DA receptors. Methylergonovine (1 nM) blocked the pairing-specific increase in fictive feeding that is usually induced by in vitro classical conditioning. The present results and previous observation that methylergonovine also blocks the effects of contingent reinforcement in an in vitro analog of appetitive operant conditioning suggest that DA mediates reinforcement for appetitive associative conditioning of feeding in Aplysia.     

The use of an escape contingency and a token economy to increase food acceptance

Escape (termination of a meal) and token-based differential reinforcement of alternative behavior were used as reinforcement to increase acceptance of food. Using a changing criterion design, the number of bites accepted and consumed was gradually increased to 15 bites per meal. These data suggest that, in some cases, escape may be a potent reinforcer for food acceptance.     

Deductive reasoning with factual, possible, and counterfactual conditionals

We compared reasoners' inferences from conditionals based on possibilities in the present or the past (e.g., "If Linda had been in Dublin then Cathy would have been in Galway") with their inferences based on facts in the present or the past (e.g., "If Linda was in Dublin then Cathy was in Galway"). We propose that people construct a richer representation of conditionals that deal with possibilities rather than facts: Their models make explicit not only the suppositional case, in which Linda is in Dublin and Cathy is in Galway, but also the presupposed case, in which Linda is not in Dublin and Cathy is not in Galway. We report the results of four experiments that corroborate this model theory. The experiments show that reasoners make more inferences from conditionals based on possibilities rather than on facts when the inferences depend on the presupposed case. The results also show that reasoners generate different situations to verify and falsify conditionals based on possibilities and facts.     

Response acquisition with delayed reinforcement: a comparison of two-lever procedures.

Groups of 8 experimentally naive rats were exposed during 8-hr sessions to resetting delay procedures in which responses on one lever (the reinforcement lever) produced water after a delay of 8, 16, 32, or 64 s. For rats in one condition, responses on a second (no-consequences) lever had no programmed consequences. For rats in another condition, responses on a second (cancellation) lever during a delay initiated by a response on the reinforcement lever prevented delivery of the scheduled reinforcer; responses on the cancellation lever at other times had no programmed consequences. Under both conditions and at all delays, most subjects emitted more responses on the reinforcement lever than did control rats that never received water emitted on either lever. At 8-s delays, both conditions engendered substantially more responding on the reinforcement lever than on the other lever, and performance closely resembled that of immediate-reinforcement controls. At delays of 16 and 32 s, however, there was clear differential responding on the two levers under the cancellation condition but not under the other condition. When the delay was 64 s, differential responding on the two levers did not occur consistently under either condition. These findings provide strong evidence that the behavior of rats is sensitive to consequences delayed by 8, 16, and 32 s, but only equivocal evidence of such sensitivity to consequences delayed 64 s. They also indicate that acquisition depends, in part, on the measure of performance used to index it.     

Individual characteristics and career exploration in adolescence

The effects of gender, age and school grade on several career exploration dimensions measured by the Career Exploration Survey were investigated. Subjects were high school students facing an imminent career decision. Regression analyses indicated that sex and grade-level were the most significant and prevailing individual characteristics related to the adolescents' career exploration behaviours, reactions and beliefs. Implications for career exploration interventions are discussed.