Recipient-provider agreement on enacted support, perceived support, and provider personality

This study examined agreement between recipients and providers about social support and personality. One hundred daughter caregivers of a parent with Alzheimer's disease and each caregiver's most important support provider independently reported supportive behaviors provided to caregivers, the perceived supportiveness of the provider, and providers' personality traits. For all indices, agreement was higher for enacted support than for perceived support and personality, which were similar to each other for some, but not all, indices of agreement. These findings support the validity of measures of enacted and perceived support.     

The woodcock reading mastery test: impact of normative changes

This study examined the magnitude of differences in standard scores, convergent validity, and concurrent validity when an individual's performance was gauged using the revised and the normative update (Woodcock, 1998) editions of the Woodcock Reading Mastery Test in which the actual test items remained identical but norms have been updated. From three metropolitan areas, 899 first to third grade students referred by their teachers for a reading intervention program participated. Results showed the inverse Flynn effect, indicating systematic inflation averaging 5 to 9 standard score points, regardless of gender, IQ, city site, or ethnicity, when calculated using the updated norms. Inflation was greater at lower raw score levels. Implications for using the updated norms for identifying children with reading disabilities and changing norms during an ongoing study are discussed.     

Some evidence for parallel comparisons in a letter recognition task

Subjects were asked to judge successively presented letter trigrams “same” or “different.” The different stimuli were divided into four groups; not confusable (NC), acoustically confusable (AC), visually confusable (VC), and both visually and acoustically confusable (VC & AC). Reaction times (RT) were lengthened only by the double confusability. It is argued that comparisons are normally made in both channels, so that confusability in a single channel has no effect since the alternative channel is unimpaired. RTs are only increased when both channels are slowed down. A further experiment confirms this interpretation. When the situation is manipulated so that only the visual channel is employed, the VC group shows the same increase as the VC & AC group.     

Search times for combinations of visual,phonemic, and semantic targets in reading prose

Subjects read passages of prose, canceling targets that were visual (letters), acoustic (phonemes), or semantic (words of a specified category). Each of the targets occurred singly and in all possible double and triple combinations. Comparison of the search times reveals that semantic processing adds little or no extra time when combined with acoustic or with visual and acoustic searches, i.e., it occurs in parallel. Other combinations of processing yield search times that are slightly faster than a serial model would predict and are best interpreted as reflecting an overlapping sequence of operations.     

Cardiac and respiratory conditioning, differentiation, and extinction in the pigeon

Paired light and foot shock in 12 pigeons rapidly developed acceleratory heart and respiratory conditioned responses. Sensitization and stimulus control birds did not condition. When a different colored stimulus light that was not reinforced was mixed in a random series with the reinforced light, rapid differentiation of both heart and respiratory responses occurred. In most cases neither heart nor respiratory conditioned responses could be extinguished by 100 non-reinforced presentations of the conditioned stimulus.