Passage organization and imposed learning strategies in comprehension and recall of connected discourse

Ninety-nine Ss were assigned randomly to learn a passage comprised of six paragraphs in which the statements were organized by concept name, or concept attribute, or in which the statements were scrambled. Each complete passage contained the same 36 statements. These treatments were orthogonally crossed with instructions to employ a name clustering strategy, an attribute clustering strategy, or a subjectively determined organizing strategy. Three learning trials were administered, each of which was followed by free recall. Passages organized by concept name were found to result in greater recall than passages organized by attributes. The name clustering strategy was more dominant than the attribute clustering strategy, lncongruence between passage organization and advocated clustering strategy resulted in greater recall than did congruency. Implications of these results for cognitive processing of information are discussed     

Human sensory dominance

Human Ss matched an auditory and a visual stimulus for subjective magnitude. Then each stimulus was used as a cue in a reaction time task. On occasions when both stimuli were presented simultaneously, Ss’ responding was seen to be dominated by the visual stimulus. Of further interest was the finding that on some occasions of simultaneous light-tone presentation Ss were unaware that the tone had been presented. This apparent prepotency of the visual over the auditory stimulus was seen to persist across a variety of experimental conditions, which included giving Ss verbal instructions to respond to the tone when both stimuli were presented simultaneously.     

Conditioning of cerebral dysrhythmia induced by Pattern Presentation and Eye Closure

Previous communications from the Epilepsy Center of the University of Wisconsin described the conditioning of certain types of sensory-induced epilepsy. These included stroboscopic-induced seizures, startle epilepsy and musicogenic epilepsy. The present communication adds two types of sensory-evoked seizures treated by conditioning techniques. These additional types are the dysrhythmias induced by pattern presentation and by eye closure. The techniques employed are similar in their main concept to those previously reported. The presentation of a noxious stimulus is altered in such a way as to be innocuous, then is presented repeatedly without producing a seizure. Next, the stimulus is altered gradually until the noxious state is reached. Although these techniques are of value in the treatment of refractory cases of sensory-evoked epilepsy, their major importance is the demonstration that it is possible by the use of behavioral techniques to alter the electroencephalogram and the neurophysiological-neurochemical state which is epilepsy.     

Behavioral effects of caffeine, methamphetamine, and methylphenidate in the rat

It was possible to distinguish three closely-related psychomotor stimulants, caffeine, methamphetamine, and methylphenidate, by means of two operant behavior procedures, fixed interval and fixed number. Under the fixed interval procedure, the percentage change in the number of R_Bs per reinforcement was significantly smaller with caffeine than with methamphetamine or methylphenidate (p < .001). Under the fixed number procedure, the percentage change was significantly smaller with methamphetamine than with caffeine or methylphenidate (p < .001). Thus, methylphenidate had a methamphetamine-like effect under fixed interval and a caffeine-like effect under fixed number.     

Auditory priming in an implicit memory task that emphasizes surface processing

Auditory priming was examined in an implicit memory task, phoneme monitoring, that emphasized surface processing. The contribution of voice to priming was investigated in single- and multiplespeaker environments by repeating studied words at test in either the same voice or different voices. Multiple-speaker environments, which preserved both acoustic and word repetition, eliminated priming when more than two voice changes between words were introduced. When voice familiarity attenuated acoustic variability, priming was reestablished in the condition in which three voices were heard. Voice changes between study and test, which eliminated acoustic repetition, also abolished priming. Word frequency affected reaction times but not priming. This demonstrated that priming entailed subword processing rather than word processing. This study demonstrates that the significance of voice in implicit memory is dependent on the level of processing required by the task and the acoustic environment. Supported in part by an OMRDD Fellowship in the CSI/IBR Center for Developmental Disabilities to M. P., portions of this study were conducted in partial fulfillment of her requirements for the Ph.D. in the Department of Psychology of The City University of New York Graduate School and University Center.