Auditory overselectivity in autistic children

Autistic and normal children were trained to respond to a complex stimulus containing two auditory components. After the discrimination was acquired, the individual components were presented separately, allowing assessment of the extent to which the child's responding was controlled by one or both of the cues. The autistic children, unlike the normal children, provided evidence for stimulus overselectivity in that 6 of 8 autistic subjects responded to only one of the components. These results are consistent with those of previous studies which showed that when autistic children are presented with a complex visual or multiple-modality stimulus, they selectively respond to only one component of the complex. The present results extend the stimulus overselectivity hypothesis to the situation where all of the stimuli occur within the auditory modality. It is suggested that auditory overselectivity may partially account for autistic deficits in speech comprehension.     

Differentiation of press durations with upper and lower limits on reinforced values

Rats received food following lever-press durations between t and t+t′ sec where t was 2, 4, or 8 sec and t′ was 0.25t, 0.50t, or 1.00t sec. Modal press durations were greater than t but less than t+t′ in all cases. Distributions of press durations were lower and broader for larger values of t. Lower t′/t ratios produced lower median press durations and relatively narrower press-duration distributions. Median press duration was a power function of t within a t′/t ratio condition, corresponding to previous results for latency, interresponse time, and response durations.     

The effect of memory color on form identification

Previous studies have demonstrated that a form’s identity affects the phenomenal hue of that form. This effect has been attributed to the operation of the “memory color” phenomenon. The present study was proposed to assess the effect of “memory” or characteristic color on form identification. Results indicate that memory color, rather than interacting with the object in such a manner as to aid identification, induces a bias toward identification of an object of the memory color.     

Iconic memory and its relation to perceptual processing and other memory mechanisms

Research on iconic memory is reviewed. Specific issues discussed include the duration of the icon, effects of stimulus variables, types of information lost, selection, processing capacity, and scanning. More general issues include the level of encoding in the icon and its relation to short-term memory. It is also argued that a number of experiments do not show what they were intended to show because of possible methodological problems. The view is developed that iconic memory is postretinal but uncoded; nor is it influenced directly by strategies or subsequent mechanisms.     

Amnesia and the generic image

It is pointed out that the fate of generic images has been studied little, if at all, in amnesias of organic origin. Observations are described in a case of alcoholic Korsakoff psychosis which appear to indicate that generic images are subject to Ribot's Law of Regression. The patient, a spinster of 57, with some talent for drawing, was asked to represent a number of objects, e.g. a woman dressed in the latest fashions, which might reasonably be regarded as, “generic” in nature. These drawings suggested that the patient's generic images were, in some cases at least, appropriate to an earlier period of her personal history. In general, this ante-dating effect was in good correspondence with the scope of the retrograde amnesia. Some implications of these findings for the psychological theory of memory are briefly discussed.     

Factorial design and covariance in the study of individual educational development

This is the report of the application of the principles of factorial design to an investigation of individual educational development. The specific type of factorial design formulated was a 2 × 3 × 3 × 3 arrangement, that is, the effect of sex, grade location, scholastic standing, and individual order, singly and in all possible combinations was studied in relation to educational development as measured by theIowa Tests of Educational Development. An application of the covariance method was introduced which resulted in increased precision of this type of experimental design by significantly reducing experimental error. The two concomitant measures used to increase the sensitiveness of the experiment were initial status of individual development and mental age. Without these statistical controls all main effects and two first-order interactions would have been accepted as significant. With their use only sex (doubtful), scholastic standing, and individual order demonstrated significant effects. The chief beauty of the analysis of variance and covariance as an integral part of a self-contained experiment is demonstrated in the complete single analysis of the data. The statistical utilization of the experimental results has also been developed for purposes of estimation and prediction. The mathematical statistician is being continuously required to develop and analyze experimental designs of increasing complexity since the introduction of the analysis of variance and covariance. The mathematical formulation and solution of the problem of this investigation is carried out. The methods illustrated and explained in this study, and modifications and extensions of them are capable of very wide application. The general principles can be used to various degrees and in a number of ways.For the research grant to finance this study, grateful acknowledgment is given to the Graduate School, the University of Minnesota.     

A method for approximating the average intercorrelation coefficient by correlating the parts with the sum of the parts

It is noted that the average inter-item correlation, which represents the internal consistency of a test, yields a unique estimate of test reliability. A close approximation to this average is given by a formula which requires the correlation of each item with the total score and the standard deviation of each item. The formula is especially useful in those instances where the number of items is small and where the variation in item sigmas should not be neglected.     

Ingratiation as an adapting strategy: Its relationship with career adaptability,career sponsorship,and promotability

Guided by the Career Construction Theory (Savickas, 2013), our research model posits that individuals rely on their adaptability resources and implement adapting responses, in the form of ingratiation, to increase their promotability at work. In addition, the indirect relationship between career adaptability and promotability via ingratiation is further strengthened by high career sponsorship. The research model was tested and the translated Career Adapt-Abilities Scale (CAAS) Thailand form was validated using a cross-sectional survey of 265 subordinate–supervisor dyads. Results demonstrate adequate levels of internal consistency (ɑ = .96) and the factor structure corresponded with prior CAAS international validation. The moderated mediation model was supported and as expected: (a) ingratiation, as an adapting response, mediated the positive relationship between career adaptability and promotability, and (b) the mediated relationship between career adaptability and promotability via ingratiation was stronger for individuals with higher career sponsorship. Taken together, the findings support the cross-national measurement equivalence and utility of CAAS in non-Western and developing countries. More importantly, our study offers the groundwork for understanding adapting responses and the augmenting role of career-specific contextual support.