The effects of setting similarity on children's learning of the transverse patterning problem

A group of 15 fourth-graders were given training on the transverse patterning problem, a task consisting of three different geometric forms presented in pairs. Three other groups of 15 fourth-graders each received training on problems containing the same geometric forms, along with either one (color or size) or two (color and size) additional nonspatial dimensions varying among the settings comprising the different cue-cue patterns. Contrary to a prediction derived from Croll's (1967) extension of Spiker's (1963) theory of discrimination learning, none of the Ss solved the basic transverse patterning problem, nor was there any improvement in performance on this problem after 90 trials. Consistent with predictions derived from Spiker's theory, it was found that the addition of one nonspatial dimersion resulted in solution, and that the greater the number of nonspatial dimensions present, the better the learning.     

EAR DIFFERENCES IN EVALUATING EMOTIONAL OVERTONES OF UNFAMILIAR SPEECH BY JAPANESE AND ISRAELIS

Forty Japanese and 31 Israeli students evaluated the intensity of positive and negative emotional overtones of unfamiliar speech passages delivered to one ear, while hearing white noise in the other ear. The results indicated that (1) the Israelis evaluated as more intense the negative overtones, while the Japanese evaluated both positive and negative overtones as being about equally intense; (2) that the emotional overtones were evaluated as more intense in the left ear by the Japanese, and in the right ear by the Israelis; and (3) that females evaluated as relatively more intense the negative overtones, while males evaluated both overtones as being equally intense. The findings are discussed in terms of possible cultural effects on cerebral function.     

A method for calibrating an eye-monitoring system for use with infants

An algorithm for calibrating data from an infrared corneal reflection eye movement monitor is described. The algorithm is designed for use with infants and other noninstructable subjects.     

Errorless establishment of visual discrimination using fading procedures

A visual discrimination task involved presenting a triangle briefly as a sample. When it was withdrawn, this triangle and two others differing slightly in degree of rotation were presented in different positions, with S required to locate the sample that had been presented. Discrimination proved difficult for preschool children. When only the correct triangle was illuminated, discrimination was readily established. The brightness difference between correct and incorrect matches was gradually faded out by increasing the intensity of the incorrect matches, until they were equal in brightness to the correct match. The discrimination established by brightness difference was maintained in its absence, thereby transferring stimulus control from brightness to form, in an almost errorless sequence.     

Machine definition of ongoing silent and oral reading rate

A procedure is described by which a machine defines the ongoing silent and oral reading rates, and thus subjects them to environmental control and experimental analysis. Reading is considered as a form of monitoring in which response sequences are linear and successive. Applications for other types of monitoring are considered.

A page is projected on a screen, and the subject is required to read, aloud or silently. Through the same optical system, an opaque loop is presented that masks the projection, and a transparent slit on the opaque loop exposes part of a line of type. With each frame, the slit moves linearly and sequentially, exposing successive reading material. Recycling the loop triggers the presentation of another page. The subject controls the loop by pressing a micro-switch to advance the frame, thereby explicitly defining a monitoring response. The procedure is sensitive to variables such as signal-noise ratio, item difficulty, transient and long-term effects, reinforcement schedules (pay-offs), and age. Monitoring rates are extremely steady, suggesting their use as a base line.

Procedures are suggested for training subjects to be differentially attentive to different parts of a complex display.

     

The effect of pre-cueing on spatial attention across perception and action

It is well established that processes of perception and action interact. A key question concerns the role of attention in the interaction between perception-action processes. We tested the hypothesis that spatial attention is shared by perception and action. We created a dual-task paradigm: In one task, spatial information is relevant for perception (spatial-input task) but not for action, and in a second task, spatial information is relevant for action (spatial-output task) but not for perception. We used endogenous pre-cueing, with two between-subjects conditions: In one condition the cue was predictive only for the target location in the spatial-input task; in a second condition the cue was predictive only for the location of the response in the spatial-output task. In both conditions, the cueing equally affected both tasks, regardless of the information conveyed by the cue. This finding directly supports the shared input-output attention hypothesis.