The effects of a response cost treatment tactic on hyperactive children

In a pilot study, a multielement design was used to assess the effectiveness of a response cost procedure on a 7-year-old child's hyperactive behavior and academic performance across days. The procedure was effective in reducing off-task behavior and in increasing academic assignment completion. In Experiment 2, three strategies were compared to a no-treatment baseline in treating an 8-year-old hyperactive child: drug (Ritalin) alone, response cost alone, and drug plus response cost. The cost program alone and the cost program combined with medication were effective in reducing off-task behavior and in increasing academic performance. In both studies, the procedure was viewed by the teachers as practical and effective for use in a classroom setting. The subjects liked the cost system and believed that they completed more academic work when it was operative.     

Children's detection and awareness of textual anomaly

Children of 8 and 11 years were assessed in two experiments for their sensitivity to textual anomaly. In Experiment 1, subjects read stories containing two target lines, one appropriate and the other anomalous in relation to previously given information. Both age groups read the anomalous line more slowly than the appropriate line, but in a subsequent test of comprehension monitoring, the older group was more likely than the younger group to pick out the anomalous line as not fitting in with the rest of the story. Experiment 2 produced similar results: both 8- and 11-year-old children read an anomalous line more slowly, but 11-year-olds were more likely than 8-year-olds to cite the anomalous line or part of it when questioned about the possible presence of a line that did not fit in with the rest of the story. The results indicate that an age change in comprehension monitoring as indexed by citation or selection of a textual anomaly need not be contingent upon a parallel age change in constructive processing as indexed by modulation of reading rate.     

Two subjective scales of number

The way in which the apparent magnitude of numbers grows with their absolute magnitude was measured with a modified version of the direct technique Marks and Slawson (1966) used to determine the psychophysical exponent for loudness. This modified technique required subjects to estimate how evenly and randomly a sequence of integers appeared to sample the numerical continuum. The results indicate that the apparent magnitude of numbers increases with a decelerated power function of their arithmetic magnitude when a series samples from an open-ended range. However, when an upper boundary of the range is specified, the subjective scale seems to be linear. Random productions of numbers parallel the results found with judgments of presented sequences. The two scales of number provide the basis for an interpretation of the difference between magnitude and category scales: that subjects use numbers differently when the response scale is open-ended Imagnitude estimation than when it has a fixed upper limit tcategory scale. Given the assumption that subjects use numbers in this way in the two tasks, the qualitative relation between magnitude and category scales is predicted.     

Environmental control and the perception of control

The perception of control may be established if an individual is provided with an opportunity to choose and if the outcome of the choice is moderately uncertain. In turn, perceived control has been shown to enhance motivation and performance. In the present experiment, the effects of uncertainty about environmental control were examined by measuring the speed with which choices were made. When control was implicitly provided, decision latencies were shorter than when control was either explicitly available or not available at all. Paradoxically, providing information about control may reduce uncertainty and thereby diminish the perception of control. The contribution of control and choice to the development of perceived control is discussed.This research is based on a thesis by the first author submitted in partial fulfillment of the master of science degree at Virginia Polytechnic Institute and State University and was supported by a grant from the U.S. Army Research Office to the second author.     

Hemispheric asymmetries in faculty and student musicians and nonmusicians during melody recognition tasks

Current research has suggested that musical stimuli are processed in the right hemisphere except in musicians, in whom there is an increased involvement of the left hemisphere. The present study hypothesized that the more musical training persons receive, the more they will rely on an analytic/left-hemispheric processing strategy. The subjects were 10 faculty and 10 student musicians, and 10 faculty and 10 student nonmusicians. All subjects listened to a series of melodies (some recurring and some not) and excerpts (some actual and some not) in one ear and, after a rest, to a different series of melodies in the other ear. The task was to identify recurring vs. nonrecurring melodies and actual vs. nonactual excerpts. For student musicians, there was a right-ear/left-hemispheric advantage for melody recognition, while for student nonmusicians, the situation was the reverse. Neither faculty group showed any ear preference. There were no significant differences for excerpt recognition. Two possible explanations of the faculty performance were discussed in terms of physical maturation and a functionally more integrated hemispheric approach to the task.     

The influence of individuals on situations: Implications for understanding the links between personality and social behavior

In an analysis of the nature and origins of predictability in social behavior, two propositions are considered: (1) There exist categories of individuals whose social behavior is readily predictable from measures of personal attributes such as attitudes, traits, and dispositions as well as categories of individuals whose social behavior is readily predictable from situational and interpersonal specifications of behavioral appropriateness; (2) underlying these differences in predictability are systematic choices to enter and to spend time in social settings and interpersonal contexts that promote and facilitate one or other of these characteristic behavioral orientations. The implications of these propositions for the study of personality and social behavior are considered in the specific case of the psychological construct of self-monitoring and in the general case of understanding the reciprocal influences of individuals and their social worlds.     

The adjective generation technique: Consistency of self-description in psychiatric patients

There has been considerable controversy about whether human behavior is consistent across situations and time. Using the adjective generation technique (AGT), Allen and Potkay (1973, 1977a) found that subjects' self-favorability was quite variable and concluded that this did not support Bem and Allen's (1974) position that the consistency would be greater if idiographic assessment techniques were utilized. Bem (1977) criticized this conclusion, making the points that the AGT is not idiographic and that the favorability value of each day should be considered as a single item in a larger test rather than be considered independently. The present study was designed to address both the consistency of behavior across time and also the controversy regarding the AGT. Eleven psychiatric inpatients completed the AGT for 30 consecutive days. The results indicated that while AGT values are highly variable on a day-to-day basis, these values are quite consistent when averaged across even short periods of time. These results are very similar to those reported by Epstein (1979).     

Quest: A Bayesian adaptive psychometric method

An adaptive psychometric procedure that places each trial at the current most probable Bayesian estimate of threshold is described. The procedure takes advantage of the common finding that the human psychometric function is invariant in form when expressed as a function of log intensity. The procedure is simple, fast, and efficient, and may be easily implemented on any computer.     

Duplex perception with musical stimuli

Duplex perception, a phenomenon previously demonstrated for speech stimuli, is demonstrated here for musical stimuli. In the first experiment, major and minor chords are produced by dichotic fusion of two simultaneous piano notes presented to one ear (perfect fifth) with a “natural” or “flat” single note presented to the opposite ear. Musically trained subjects perceive simultaneously both the single tone and a fused (major or minor) chord. The chords are labeled more consistently than the single notes, even though the fused chords differ solely in terms of the contralateral notes. In a second experiment, using pure tones in place of piano notes, other musically trained subjects individually exhibited categorical perception for either the fused chord or the single tones, but never for both types of stimuli. The duplex phenomenon is discussed in terms of its implications for its specific component modes of perception.