The evaluation of european expenditure: The current state of play

Moving evaluation to the “best practice frontier” is a laborious task at any level of government. At the level of the European Union, better budget performance is a shared responsibility of the main European institutions as well as of the individual national and regional governments, while specific budgetary factors complicate matters further. To increase the transparency of decision making at the Union level and of the value for money of the approximately 80 billion ecus spent annually through the European budget, the Coucil, European parliament and the Commission have stepped up evaluation efforts over the last few years. Marc Vanheukelen, M.Sc. in economics, is Head of Sector “Budget Evaluation” in the Directorate General of Budgets in the European Commission. Aside from evaluation methodology, his research interests include the economics of integration and public finance federalism. This article reflects the views of the author and not necessarily those of the European Commission.     

Infant information-processing performance and maternal education

Relations between maternal education and indices of infant information-processing performance were examined. A sample of 93 3-month olds whose mothers' completed education level was adequately distributed were seen in an infant control habituation procedure. Eighteen infants failed to complete the procedure, and 76 reached a conventional habituation criterion. No significant differences in habituation performance by maternal education level emerged. This finding suggests that information-processing indices obtained in the first 6 months are useful as predictive measures of mental development that are uncorrelated with important markers of infants' environmental rearing conditions.     

A diagrammatic approach to computer instruction for the naive user

There are inherent difficulties with text as an instructional format. This research presents the development of a diagrammatic representation that overcomes some of those difficulties. A simple “language” is presented that includes both procedural and model information. This approach is applied to the instruction of word processing/text-editing skills. An experimental methodology is presented and preliminary results are reported that suggest that the diagrammatic approach results in improvements in both the amount of word processing accomplished and the speed with which modifications are made.     

Relationships among measures of visual imagery

As a step toward the development of an objective measure of visualization ability, five tasks which yielded seven separate measures were administered to 74 Ss and intercorrelated. The tasks were: paired associate recall improvement (RI), recognition memory (RM), the Bett's Questionnaire on Mental Imagery (QMI) as revised by Sheehan (1967a, b), a task calling for the production of visual images (PVI) where rated vividness and latency of image attainment were measured, and a task requiring the imagining of emotional scenes (ES) where rated vividness and rated anxiety were measured. The results indicated that although paired associate learning scores per se were related to RM, neither of the memory measures of visualization (RI and RM) were related to any of the other visualization measures. A cluster of intercorrelations was obtained among self-ratings of image vividness on the QMI, PVI and ES tasks. This cluster also included a measure of latency of report of “best image” attainable derived from the PVI task. None of the measures correlated with anxiety ratings on the ES task. These findings were discussed in relation to previous studies and the potential value of the latency measure as an adjunct measure of visualization ability was noted.     

Catecholamine training effects from exercise programs: A bridge to exercise-temperament relationships

Three studies were conducted to test whether a catecholamine training effect results from a long-term aerobic exercise program. Study I showed significant increases in urinary adrenaline and noradrenaline following moderate mental stress/challenge for male aerobics subjects after a semester of training. Control groups of nonexercisers and continuously in-condition marathoners showed no comparable pre- to post semester catecholamine increases. Male and female Aerobics subjects were contrasted with nonexercisers across a semester in Study 2; the hypothesis was confirmed that postsemester increases in catecholamines occurred only following an episode of mental challenges/stress, and not following base-rate-rest conditions. Under conditions of more active challenge than in Studies 1 and 2, women subjects in Study 3 provided directional but nonsignificant support for the Study 2 findings. The results are discussed in the context of literature on the relationship of catecholamine availability during challenge/stress to temperament and on the relationship of aerobic training to temperament. At a theoretical level, the question is discussed of increased catecholamine availability being a likely mediator in the exercise program to temperament relationship.This research was supported by a grant from the Research Council of the University of Nebraska Lincoln. Our thanks to Prof. James Crabbe for assistance in recruiting subjects in Study 2, and to Pamela Brown and Prof. Wes Sime for assistance with Study 3.     

Secondary memory and very rapid forgetting

Studies of recall in the absence of expectancy (e.g., Muter, 1980) have suggested that forgetting from primary memory is much more rapid than previously assumed. Two experiments examined the role of secondary memory, as reflected by encoding strategies, in determining this rate of forgetting. Experiment 1 demonstrated that the type of encoding specified by orienting tasks can influence recall in a traditional Brown-Peterson task. Experiment 2 demonstrated a similar pattern of effects of orienting task in the Muter task when recall was not expected, despite much more rapid forgetting. The type of encoding engaged by the orienting tasks did not account for Muter's results. Expectancy and orienting task appear to have separable influences on resource allocation during encoding. The presence of secondary memory influences at even the shortest retention interval indicates that forgetting from primary memory may be even more rapid than has been proposed.     

Combined action of diazepam and d-amphetamine on fixed-interval performance in cats

Cats trained under a fixed-interval 5-min schedule of milk presentation were injected with diazepam, amphetamine, and combinations of amphetamine and diazepam. Diazepam increased overall response rate as a function of the dose and disrupted the temporal pattern of responding. Low doses of amphetamine (0.5 mg/kg) usually increased the response rate; higher doses (1 to 2 mg/kg) either decreased the response rate or had little effect. Amphetamine always disrupted the temporal pattern of responding, even though it did not affect the overall rate. When doses of amphetamine that increased the response rate or left it unchanged were combined with diazepam, a potentiated increase in response rate occurred. When doses of amphetamine that decreased the response rate were combined with diazepam, the amphetamine-induced rate decreases were reversed at least partially. Less clear potentiation of disruption of the temporal pattern of responding was observed when amphetamine and diazepam were combined.