Effects of computer-mediated vocational guidance procedures: Accuracy of self-knowledge

To assess the effectiveness of vocational guidance procedures proposed for inclusion in a computer-based vocational exploration system, 128 11th-grade male subjects were randomly assigned to three experimental groups and a control group. One group was given a computer-generated accuracy of self-knowledge feedback, another group was taught on occupational classification scheme, a third group experienced both. Measures of self-knowledge showed increased accuracy about intelligence, but not about interests, after treatments that included the feedback. Increases were largely due to changes in subjects who originally underestimated their intelligence. A delayed posttest indicated that the increases did not persist.     

Retrieval processes in recall

A reaction time (RT) paradigm was developed to study retrieval processes in paired associate (PA) recall. Prior to the experimental session, subjects learned lists of PAs (varying in length from three to 24 pairs); during the experimental session, subjects' RT to say the response word from the onset of a visually presented stimulus word was measured. The implications of several classes of retrieval models were discussed in the context of this paradigm. The shape of the RT-list length function, practice, and sequential effects were all of interest in distinguishing among models. Four experiments were reported which were designed to (1) establish the baseline effects in this paradigm, (2) determine which of these effects should be attributed to the retrieval stage of processing, and (3) investigate the effect of semantic memory in this task. Results suggest that simple serial scanning models are inadequate to handle the data from this task. Strength, direct-access, or parallel processing models, on the other hand, seem to capture the qualitative effects present in our experiments. When a strength model was formalized and fit to the data from Experiment I, it was found that a two-trace version gave good quantitative fits while a one-trace version did not, suggesting that both short- and long-term memory independently contribute in this task.     

A developmental study of semantic effects on recognition memory

Three experiments evaluated color specificity knowledge and related semantic effects on recognition memory. Experiment I provided the necessary baseline data to show that preschool and college students know the appropriate color of objects. Experiment II revealed semantic effects on recognition of children but not adults. In Experiment III a delay was introduced and adults showed semantic effects as well. The chroma of color-specific and non-color-specific items was remembered relatively well, although chroma recognition for these item types was somewhat different. The semantic effects on very young children's memory suggest deep level interpretive processing in children younger than those generally showing deliberate deployment of memory strategies.     

Observational learning in monkeys

Observer monkeys were housed next to demonstrator monkeys that were conditioned to respond on a multiple reinforcement schedule whose components were fixed-ratio 32, variable-interval 3-min, and extinction 5-min followed by an additional 30 sec of extinction during which every response started a new 30-sec interval. After observational periods from 113 to 210 hr long, during which observers could not perform the response and were given no extrinsic reinforcers, their first-response latencies to fixed ratio and variable interval were as short as the demonstrators; and their rates of responding were well above pre-observational baseline levels. About 8 hr later, a temporal pattern of responding appropriate to the multiple schedule emerged, including non-emission of responses during extinction. Controls lacking the chance to observe did not develop typically patterned responding after 60 hr in one case and, in two other cases, after 80 hr during which, on two occasions, every one of 50 responses was reinforced. In a second experiment, the stimulus lights associated with fixed ratio and variable interval were presented simultaneously. Subjects chose one of the schedules by responding to one of the levers beneath the lights. All subjects initially chose fixed ratio. Seeing the demonstrators switch to variable interval, due to increases in the fixed-ratio requirement, had no effect upon observers, which continued to choose fixed ratio.     

The role of causal connections in the retrieval of text

In two experiments, subjects read a series of passages, each containing two target concepts that appeared in widely separated positions within the passage. Following each passage, the time to retrieve each of these concepts was recorded. Several measures from both the Kintsch and van Dijk (1978) model and Trabasso and Sperry’s (1985) causal analysis were derived to predict retrieval time. Regression analyses showed that substantial proportions of variance were accounted for by measures derived from a causal analysis. Neither physical position nor measures based on the Kintsch and van Dijk model accounted for significant proportions of variance. Following Experiment 2, a reanalysis of O’Brien’s (1987) results revealed that the number of causal connections to an antecedent was a significant predictor of antecedent search time. Results are discussed in terms of a spread of activation through an integrated text representation in which causal connections play a major role.     

The patient's own pillow on the couch

Material is presented from two hypochondriacal patients who insisted on using their own pillows on top of the bolster-pillow on the analyst's couch. A number of important transference fantasies are seen as underlying this unusual resistance to the progress of the analysis. In addition, the analyst's countertransference feelings are described.