Range of acceptable stimulus intensities: An estimator of dynamic range for intensive perceptual continua

The dynamic range (DR) of a sensory system is the span (usually given in log units) from the lowest to highest intensities over which a continuously graded response is evoked, and may be a distinctive feature of each such system. Teghtsoonian (1971) proposed that, although DR varies widely over sensory systems, itssubjective size (SDR) is invariant. Assuming the psychophysical power law, the exponent for any continuum is given by the ratio of subjective span to DR, both quantities expressed logarithmically. Thus, exponents are inversely related to DR and may be interpreted as indexes of it. Because DR can be difficult or even dangerous to measure directly, we sought to define a smaller range representing some fixed proportion of DR that could be used in its place to test the hypothesis of an invariant subjective range. Observers manipulated the intensities of five target continua to produce the broadest range they found acceptable and reasonably comfortable, a range of acceptable stimulus intensities (RASIN). Combined with an assumed constant SDR (derived from previous research), RASINs accurately predicted exponents obtained by magnitude production from the same observers on the five continua, as well as exponents reported in the literature.     

A portable system for studying head movements in infants in relation to contingent and noncontingent sensory stimulation

A portable apparatus for studying infant head movements and programming sensory stimulation is described. Remote pushbuttons allow observation of vocalizations, smiles, and visual attention. Lightweight and compact, the system allows recording of data in a variety of locations, including home, hospital, and laboratory.     

CROSS-AGE TUTORING: FIFTH GRADERS AS ARITHMETIC TUTORS FOR KINDERGARTEN CHILDREN1

Five fifth-grade students tutored five kindergarten children in basic arithmetic skills for 7.5 weeks. A control group consisted of five kindergarten children who received no tutoring and were matched with the experimental group in arithmetic ability. Pre-, mid-, and posttesting was done using a skills-based arithmetic test. Results showed that the experimental group made far greater gains than the control group on a post-test comparison (matched pairs signed ranks test p = 0.062). In addition, a subanalysis of specific arithmetic skills showed they were improved only when tutoring for that skill was carried out. Systematic observations made of the tutor-student interactions indicated wide tutor-to-tutor variability in the percentage of student responses praised, and very little use of negative, disapproving statements. It was concluded that trained fifth-grade students can effectively teach basic arithmetic skills to kindergarteners.     

FACTORS RELATED TO SUCCESS IN AN MDTA PROGRAM

A study was undertaken to attempt to relate selected defined factors to success in a Manpower Development Training Center program. Subjects were disadvantaged or culturally deprived adults who were referred to a nurse aide-orderly training course that consisted of both vocational and remedial education phases. Factors studied were an evaluation by the referring counselor in the stated interest of an individual taking the training, previous employment history (compiled by both type and duration), formal educational level, age when completing the course, expressed attitudes toward the course while enrolled, and aptitude test results.     

Shifts in categorization and identifiability of visual stimuli by rhesus monkeys

Four monkeys, trained to match to sample, were asked to judge seven stimuli which differed in lightness, in terms of five response categories. The sample stimulus was presented on a black or white background, and all responses were made on a gray background. The mean judgment category for a stimulus was a function of the adaptation reflectance, and, in general, the ease of categorization depended upon the distance of the stimulus from the adaptation level.     

Two varieties of perceived length

The perception of length depends on the mode of stimulation. When Ss were asked to judge the apparent lengths of blocks presented either visually or proprioceptively (between thumb and finger of one hand), visual length was proportional to block length, whereas proprioceptive length was an accelerating function of block length. When both visual and proprioceptive stimulation occurred simultaneously (S both saw and felt a block), the visual input was preemptive.     

OUTCOME EVALUATION OF BEHAVIORAL PARENT TRAINING AND CLIENT-CENTERED PARENT COUNSELING FOR CHILDREN WITH CONDUCT PROBLEMS1

The central question addressed was, how effective is parent training in reducing conduct problems in children in comparison to client-centered parent counseling? A secondary question was the relative effectiveness of the two treatment groups in comparison to a wait control group that when untreated during the 8-week period of treatment provided the other groups. Families of 36, 5- to 12-year-old conduct problem children were screened and assigned at random to treatment groups, but wait control group assignment depended upon therapist availability. Supervised graduate student therapists conducted 10 treatment sessions for each family. Parent reports and paper and pencil tests of child deviance and parent satisfaction showed a superior outcome for behavioral over the client-centered and wait control groups, and no differences between the latter two groups. At follow-up there was no maintenance of this superiority. Home observation data showed no advantage of behavioral over client-centered treatment, and these two groups did not improve significantly more than the wait control group. These results were discussed in the light of possible interactions between treatment and measurement, and methodological and sampling differences between this and other studies.     

Speech prosody in Broca's aphasia

Because speech prosody is thought to be impaired in Broca's aphasia, we conducted three experiments using Broca's aphasics and nonneurological control subjects in order to determine to what extent this statement is accurate. Using three acoustic measures of speech prosody—sentence-final fundamental frequency (F₀) fall, F₀ declination, and sentence-final lengthening—we found that some aspects of prosody were spared while others were abnormal. All Broca's aphasics, regardless of degree of impairment, exhibited sentence-final F₀ fall. F₀ declination was present in simple sentences but was absent over longer domains; moreover, the amount of declination was correlated with the degree of linguistic impairment. Sentence-final lengthening was clearly absent in Broca's aphasia; in fact, sentence-terminal words were actually shorter than their sentence-initial and medial counterparts.     

Factors associated with parent labeling of children referred for conduct problems

Clinicians have suggested that in some cases normal children have been inappropriately labeled as deviant by their parents and taken to psychological clinics for treatment. Reasons given for such inappropriate labeling have included factors such as the parents' marital distress and intolerance of normal child behavior. This study provided an empirical examination of the appropriateness or inappropriateness of parent labeling of 5–12-year-old children referred by their parents for treatment of conduct problems. The definition of inappropriate labeling derived by the present investigators required that the relationship between the child's actual behavior and the parent's negative label be so imperfect as to raise questions about the justification for the label, and that some identifiable factors other than the child's behavior account for the negative label. Three parent factors evaluated for their contribution to the parent negative label were marital distress, parent negative behavior toward the child, and parent distress about child deviant behavior. The statistical model of hierarchical multiple regression permitted analysis of this definition. The association found between observed child deviant behavior and the parent negative label suggested that parents of this sample perceived their children reasonably accurately. The three parent factors were found to be negligibly related to the parent label. Therefore, the conditions for inappropriate labeling of the children by the parents of this sample were not met.