Individual gustatory reaction times to various groups of chemicals that provoke basic taste qualities

Reaction times (RTs) to four groups of substances that provoke different taste qualities were measured. Measurements for all substances with the same taste, equalized in perceived intensity and provoking a very strong taste, were made concurrently for each subject. The comparisons were made on the individual level. No significant differences in RTs to substances with the same taste quality were found. When the factor of perceived intensity is kept constant, no effect of the stimulus chemical composition on RTs seems to be present. RTs to stimuli with different tastes differ significantly, the shortest being to salt and the longest to bitter. The difference in RTs for sour and sweet substances is small, and the subjects were not all alike in terms of the order of RTs with respect to these stimuli.     

Priming productive study strategies with preparatory quizzes in an engineering course

One approach to encourage productive study strategies is to incorporate preparatory quizzes (or pre‐quizzes) in which students are required to submit answers to questions before the underlying material is covered in class. In the present study, students took an introductory mechanical engineering class that either included pre‐quizzes (treatment group) or did not (control group). Students in the treatment group visited the online textbook more often and earlier in advance of deadlines, indicating better management of their study time—behaviors that have been shown to be productive study strategies. They also performed better in the course, indicating that techniques intended to prime productive study strategies can pay off. Finally, measures of productive learning strategies correlated with measures of course performance for both groups. These findings support the pretesting principle, which holds that students study more effectively and learn better when they take practice tests before a lesson.     

Advances in designing instruction based on examples

This commentary reviews the evidence for nine principles for how to design effective example-based instruction, drawing from the articles in this special issue.     

A Framework for the Classification of Personality Components

ABSTRACT Psychologists working within different theoretical traditions have proposed the existence of hundreds of personality components since the turn of the century. For example, psychoanalysts proposed such components as the id, ego, and superego, and trait theorists proposed such components as introversion and extraversion. Because each proposed component models a part of internal psychological functioning, it would make sense to combine the components into a single more meaningful set. Such components, however, are generally discussed only within the specific theoretical tradition in which they originated. This article presents a classification system that treats personality components together as a group. Personality components were first defined and then several hundred components were collected in a preliminary theory-by-theory classification. A new relational classification system was then developed that organized the components according to their interrelated nature, without regard to their originating theories. This classification system can be used to construct a relational table of personality components that is loosely analogous to a chemist's periodic table of the elements. The re-lational classification system's potential contribution to personality psychology is discussed.     

Intelligence and reaction times in the Hick, Sternberg and Posner paradigms

The relationship between psychometric intelligence and reaction times (RTs) in three well-known elementary cognitive tasks (Hick simple and choice reaction time task, Sternberg's short-term memory scanning, Posner's letter matching) was studied in a sample of 116 participants. In conformity with other studies mean RTs and intraindividual variabilities (SDs) of RT were correlated significantly with Raven's Advanced Progressive Matrices (APM). On the basis of the mental speed theory the processing measures or component scores (like slopes in the Hick and Sternberg paradigm and the NI-PI measure in the Posner task) should give the most substantial relationships with intelligence. However, as in other previous studies these measures displayed rather low, albeit significant, relationships with intelligence, which was probably due to the low reliability of these parameters. For the Posner paradigm, we proposed alternative approaches to compute an indicator for long-term memory (LTM) access that gave substantial correlations with intelligence. We conclude that LTM access is significantly associated with psychometric intelligence, whereas up to now there has been no unequivocal evidence for a substantial relationship between short-term memory access in the Sternberg task and intelligence.     

The Tulving-Wiseman law and the recognition of recallable music

Memory for well-known musical phrases was tested first for recognition in the absence of any specific musical context and then for recall given the preceding musical phrase as a contextual cue. Recognition and recall were found to be largely, but not completely, independent. Moreover, there was no evidence of any greater dependency between recognition and recall than that previously observed in the relation between word recognition and recall, as summarized by the Tulving-Wiseman law. These findings significantly extend the range of applicability of this law.     

Prepartum changes in maternal responsiveness and nest defense in Rattus norvegicus

Changes in maternal responsiveness during late pregnancy were traced by exposing females to foster pups (15-30-min tests) under conditions favoring the rapid initiation of maternal behavior. Groups were tested when nonpregnant or on Days 17, 20, 21, or 22 of pregnancy (Day 22 = parturition). Nulliparous females were compared with primiparous and with "experienced breeders." Nest defense was observed by introducing unfamiliar males (2-min tests) on Day 22. Results focused attention on three periods: (a) Days 17-20, when maternal responsiveness was lower than in the nonpregnant condition, (b) Day 21, when maternal responsiveness returned to or rose above nonpregnant levels, and (c) on Day 22, the 3.5 hr prior to delivery, during which 90% of females almost immediately retrieved, gathered, and tended foster pups and during which 92% attacked the unfamiliar intruders. (Attacks were rare earlier.) Maternally experienced females were more responsive to pups than nulliparous females when nonpregnant and throughout late pregnancy, but both groups were equally likely to show prepartum aggression.     

Integration of information during problem solving due to a meaningful context of learning

Ninety-seven subjects memorized nine associations among six interlocking elements that were presented as links among nonsense letters, connections among spies with word code names (after Hayes, 1966), or airline flights among major US cities. On tests of problem solving and true-false judgments, the letters group and the words group performed nearly identically; however, relative to these two groups, the cities group performed worse or about the same on short recall problems and much better on longer problems requiring chunking of learned information. The conditions and effects of a meaningful learning context for problem solving were discussed.