INTERNATIONAL MEETINGS

Intercultural relationships in the social science are obviously essential to scientific progress, but collaboration in research and training remains riddled with discontent and practical difficulties. Many of the problems arise from the failure of social psychologists to understand and articulate the basis on which collaboration is necessary and possible. During the last two weeks of June, 1968, twenty-three social scientists representing nine countries assembled at the East-West Center in Honolulu to work on joint research proposals, and to map out a strategy for meaningful interchange.     

The Use of Preliminary Information in Vocational Counseling

One hundred twenty-one clients seeking vocational counseling were assigned to three experimental groups representing audio, visual, and audiovisual methods of information presentation, or to a control group. After exposure to information relevant to their concerns, they were given an opportunity to return for a regular appointment. The audio and visual methods differed significantly in terms of percent of those who returned (audio = 69 percent, visual = 39 percent). Returnees in the visual group averaged fewer counseling sessions although the differences were not statistically significant. In general, returnees had indicated a somewhat greater number of problem areas and more frequently were sophomores and seniors. Results suggest that tape recordings (audio method) tend to induce clients to return for further counseling more readily than does the same information in mimeographed form (visual method). The likelihood of a client returning is seen as a function of the type and urgency of the problem as well as the preliminary information he receives.     

Memory while shadowing

Subjects were asked to repeat verbally (shadow) English words which were presented to one ear. They were then tested for their memory of two-digit numbers which were presented to their other ear. It is demonstrated that subjects have no memory for these digits if they must continue to shadow for 20 sec. before being tested on their memory for the digits. However, if tested immediately after the digit presentation, they do remember some digits. Hence, verbal material presented on non-attended channels gets into a short-term memory, but is not transferred into long-term memory.     

Direct measures of short-term visual storage

Two experiments, involving seven conditions, explored the use of direct measures of visual persistence. In each, the subject was asked to judge if an intermittent stimulus appeared perceptually continuous, or whether it completely faded before the next presentation occurred. The first experiment showed that visual persistence was set at approximately 250 msec. for a recycling presentation of a circle in a tachistoscope; in another task employing a moving opaque slit passing back and forth over a circle, persistence times averaged 50 msec. longer. Reducing luminance by 2 log units increased persistence only slightly, though removing the adapting field increased it by over 100 msec. The second experiment, using the repeating circle, varied the duration of the stimulus, and compared monoptic with dichoptic presentations. Visual persistence was found to be independent of stimulus duration over a range of 4 to 200 msec., where all durations were above recognition threshold for the stimulus. Persistence was unaffected whether the stimulus was repeatedly presented in the same eye or alternated between eyes, strongly suggesting that the storage is central. Finally, a re-analysis of Dodwell and Engel's paper on stereopsis suggests that their effects can be adequately explained by visual persistence of the asynchronous stereo pairs, rather than a more complex fusion model. All of these results strongly support the use of visual persistence as a direct measure of short-term visual storage.     

A different look at perceptual defense for taboo words

Hober has concluded from previous work that meaningfulness, frequency, and related stimulus variables directly affect the clarity of letters of words. To examine whether the letters of taboo words would be harder to see, 12 taboo words were matched in length to 12 very frequent and 12 very rare neutral words. Each word was shown an unpredictable number of times. Three groups of 8 Ss each were required, respectively, either to name the letters they saw on each flash, name the letters and then guess the word, or guess the word only. While no differences were found among the three groups, the clarity of the letters of the frequent words exceeded that for the rare words, which in tum was higher than that of the taboo words. This difference was apparent on even the first flash, supporting the interpretation of a perceptual defense effect.     

Perceptual reports vs recognition responses: A reply to Parks

Parks (1968) objects to the interpretation offered by Haber and Nathanson (1968), especially with respect to the following condition: S responds to a figure seen oscillating behind a narrow slit that it is foreshortened and also reports that he has a percept only of what is visible in the slit at any instance. Parks argues from these two responses that S must actually have a percept of most or all of the figure, a conclusion denied by the authors. This reply goes to some length to reiterate a distinction between knowledge of a stimulus gained from a percept and that gained from recognizing or constructing what the figure must be, based upon memory of previous percepts and past experience. Parks fails to make this distinction in his reply, and thus equates what S says he knows with what S actually sees. Therefore, this experiment still provides little support for any postretinal storage of the type Parks proposes.     

Mechanisms of aural encoding III: Distinctive features for vowels

To determine the processing of vowel sounds in short-term memory for a serial recall task, 100 Ss heard either a short string of isolated vowel sounds, or a string in which each of these same sounds was embedded between the consonants “h” and “d”. In contrast to findings by Wickelgren, neither an articulatory or an acoustic distinctive-feature analysis predicted the pattern of intrusion errors found. The overall recall of the different sounds was predicted by the ease with which they could be labelled for rehearsal. However, ease of labelling would not explain the pattern of intrusion errors, nor would any other analysis tried. These results are consistent with a coding model presented by Liberman et al (J967). Surprisingly, the patterns of intrusion errors were very similar whether the sounds were presented alone or embedded in words. The implications of these findings for distinctive feature theory and the encoding process are discussed.     

Task instructions and strategy transfer in the directed forgetting performance of mentally retarded adolescents

The influence of task explanation on strategy transfer was studied in educable mentally retarded adolescents (13 to 15 years old). A directed forgetting task was used in which the person was required to recall short sequences of picture names. In some sequences there was a cue to forget the first few pictures (irrelevant information) and to remember only the subsequent pictures (relevant information). During the first session the amount of explanation given the directed forgetting task was varied, and during the second, some of the subjects were trained to rehearse in a simple sequential memory task. Transfer of training was then examined on a retest of the directed forgetting task. The majority of subjects trained to rehearse and given a minimal explanation of the directed forgetting task maintained the strategy on trials which were identical to those used during rehearsal training, but failed to generalize the strategy on other trials. The results indicate that providing a full explanation of the task requirements does not assure strategy generalization, but providing only a minimal explanation makes strategy generalization unlikely.