Producing a change from competition to sharing: effects of large and adjusting response requirements

Pairs of high-school students matched-to-sample for money. On each trial, the first pair member to complete a fixed ratio of knob-pulling responses could work the matching problem on that trial. Competition occurred when both pair members responded for the problem. Sharing occurred when only one pair member responded on each trial, and the subjects alternated trials. Hence, sharing requires less responding and still allows a moderate number of reinforcers for each subject. Recent research has shown that increasing the response requirement to the point that it may have aversive properties will produce a change from competition to sharing. A related variable is an adjusting schedule that adjusts the subjects' response requirements so that their abilities to take reinforcers are equal. In this way, subjects might learn that competition requires more responding but produces no more reinforcers. However, recent research also suggests that competition decreases over sessions without experimental manipulations. Because of this possibility of a time-related variable, ratio size and an adjusting schedule were studied in a group design. Competition did decrease for all groups over sessions, but the large-ratio groups switched from competition to sharing sooner than the low-ratio groups. The adjusting schedule had a similar but smaller effect.     

Multiple encoding of word attributes in memory

Two experiments employing the release from PI method were conducted to determine whether degree of release could be predicted by the amount of denotative attribute overlap between the control and experimental groups. This theory was very appropriate for predicting the results of the first experiment, but was less successful in the second unless a connotative attribute is also introduced. It is suggested that this class of attribute should be included in semantic memory conceptualization.     

Memory and frequency estimation processes in a decision task

Two experiments examined the role of information storage and frequency estimation processes in a simple decision task. On each trial from one to five simultaneous sequences of information were presented, and subjects were required to monitor and respond to each sequence. In one study independent groups of subjects gave decisions, recognition responses. or frequency judgments. In a second study recall responses were obtained from subjects as part of the decision and frequency judgment tasks. Changes in performance as the number of simultaneous sequences increased suggested an independence of decisions from memory for specific information. Performance on the decision and frequency judgment tasks exceeded at times that which was possible on the basis of specific information available. Other data suggested that subjects in the frequency estimation tasks maintained an accurate frequency count when possible, but in the decision task kept little more than a record of their currently favored hypothesis. When direct counting was prevented in the second experiment. performance in the two tasks was not significantly different, suggesting that the two processes are very similar under such conditions.     

Manipulation of response-contingent unconditioned-stimulus intensity in human eyelid conditioning: A two-phase model analysis

Four groups of human subjects were given 360 classical eyeblink conditioning trials. All groups received the same UCS (unconditioned stimulus) intensity on[Formula: see text] (nonconditioned response) trials but differed in the intensity presented on CR trials. Response probability increased as a positive function of UCS intensity on CR trials. Phase 1 of the two-phase model was longer when no UCS was presented on CR trials, but did not differ in duration among the remaining three groups. Most subjects could be described with a single operator in Phase 2, the operator limit increasing as a positive function of CR-contingent UCS intensity. For subjects requiring different operator limits on CR and[Formula: see text] trials, the latter was lower with high CR-trial intensities but higher with low CR-trialintensities. The results were interpreted to be more consistent with drive theory than with "law-of-effect" or two-factor theories.     

Self-consciousness, self-awareness, and self-attribution

Self-awareness was either manipulated by a mirror (experimental) or not (control). Subjects were selected for being high or low in private self-consciousness (disposition to attend to one's thoughts, feelings, motives). Private self-consciousness had a stronger effect on self-attributions than did self-awareness. These findings have implications for attribution, self-consciousness, and the relationship between manipulations and dispositions.     

Auditory evoked potentials during selective listening to dichotic speech messages

The sensitivity of the scalp-recorded, auditory evoked potential to selective attention was examined while subjects monitored one of two dichotically presented speech passages for content. Evoked potentials were elicited to irrelevant probe stimuli (vowel sounds) embedded in both the right- and the leftear’s message. The amplitude of the evoked potential was larger to probe stimuli embedded in the attended message than to probe stimuli in the unattended message. Recall performance was unaffected by the presence of the probes. The results are interpreted as supporting the hypothesis that this evoked potential sensitivity reflects an initial “input selection” stage of attention.     

Detection errors on the word the: evidence for reading units larger than letters.

In four experiments, subjects read 100-word passages and circled instances of the letter t. Subjects missed a disproportionate number of ts in the word the. Evidence was provided against explanations of this effect involving the location and pronunciation of the t in the and against an explanation in terms of the redundancy of the. Rather the high frequency of the appeared to be critical, and it was suggested that high-frequency words are read in terms of units larger than the letter.     

Language acquisition following hemidecortication: Linguistic superiority of the left over the right hemisphere

The language development of three 9- and 10-year-old children possessing only a right or a left hemisphere was studied. Surgical removal of one brain half antedated the beginning of speech, so each child has acquired speech and language with only one hemisphere. Different configurations of language skill have developed in the two isolated hemispheres: phonemic and semantic abilities are similarly developed but syntactic competence has been asymmetrically acquired. In relation to the left, the right brain half is deficient in understanding auditory language, especially when meaning is conveyed by syntactic diversity; detecting and correcting errors of surface syntactic structure; repeating stylistically permuted sentences; producing tag questions which match the grammatical features of a heard statement; determining sentence implication; integrating semantic and syntactic information to replace missing pronouns; and performing judgments of word interrelationships in sentences. Language development in an isolated right hemisphere, even under seizure-free conditions, results in incomplete language acquisition.