Autoshaped responding: A baseline for studying stimulus preference

In an autoshaping procedure with pigeons, trials consisted of the illumination of two keys, each with a different color, and then a response-independent feeder operation. Over successive conditions, all key-color pairs were arranged from the set of amber, red, green, and blue lamps. During sessions with a given pair, the left-right configuration of the colors varied irregularly, and the two colors alternated in illuminating the feeder. With one red and one green key, for example, red appeared sometimes on the left and sometimes on the right, and the feeder was alternately lit red or green on successive trials. Both total pecks and proportion of trials with at least one peck on a key of a given color were generally greater for red and amber than for green and blue, and relations among preferences were generally transitive across different color pairs. Repeating the procedure with decreased red and amber intensities and increased green and blue intensities reduced red and amber pecking relative to green and blue pecking, implying that differences in responding were determined more strongly by intensive than by chromatic properties of the stimuli.     

Monkeys show an oblique effect.

Monkeys aligned a cursor bar with high-contrast square-wave gratings presented in a variety of orientations. Alignment time increased with increasing spatial frequency from 6 to 24 cycles deg-1 regardless of the orientation of the grating. At higher spatial frequencies, alignment tasks took longer for obliquely oriented gratings than for horizontal and vertical ones. Reducing grating contrast by blurring the image of the 24 cycle deg-1 grating also produced longer alignment times for the obliques. These data indicate that monkeys have an oblique effect similar to that found in humans, implying that the monkey is a useful animal model for investigating the development of meridional anisotropies.     

Low-cost equipment for schedule generation III: Variable ratio and ancillary equipment

Circuits are described that extend earlier designs for schedule-generating equipment using complementary metal oxide semiconductor (CMOS) logic. Specifically, the circuits consist of a variable-ratio generator and a series of circuits providing ancillary equipment, including a simple elapsed-timer meter, a logic probe, a variety of logic functions, a pulse generator, and circuits for interfacing. All circuits are compatible with those previously described.     

The effect of embedded bonus rounds on slot machine preference

Twenty‐three university students completed a simulated slot machine task involving the concurrent presentation of two slot machines that were varied both in win density and the inclusion of a bonus round feature to evaluate the effect of embedded bonus rounds on participant response allocation. The results suggest that participants allocated a greater percentage of responses to machines with embedded bonus rounds across both dense (Bonus: M = 68.4, SD = 19.2; No Bonus: M = 51.2; 9.6) and lean (Bonus: M = 48.8, SD = 9.6; No Bonus: M = 31.6, SD = 19.2) reinforcement schedules, in which the overall reinforcement rate across all machines was held constant.     

Is the Positive Illusory Bias Common in Young Adolescents with ADHD? A Fresh Look at Prevalence and Stability Using Latent Profile and Transition Analyses

The goal of this study was to use novel approaches that do not require the use of arbitrary cut-points (i.e., latent profile/transition analysis) to evaluate the prevalence and stability of the positive illusory bias (PIB) in young adolescents with attention-deficit/hyperactivity disorder (ADHD). Participants were 326 middle-school students diagnosed with ADHD (Mage = 12.26 years, 71% male, 77% Caucasian). The Self-Perception Profile for Children (SPPC) was completed by participants and their parents at baseline and again 12 and 18 months later. Cross-sectional results revealed four subgroups based on SPPC responses. Only a small subset (18.4%) of youth with ADHD exhibited a global PIB, across the behavioral, scholastic, and social domains, with an additional 29% displaying a PIB in the scholastic domain only. Additionally, average parent/adolescent-rated competence within each subgroup was in line with an objective measure of scholastic competence (i.e., grades). When examined longitudinally, only a PIB in the social domain was stable across the 18-month study period and only for half of the sample. These findings suggest that the PIB is not ubiquitous in youth with ADHD, with many young adolescents rating themselves accurately relative to their parents and their grades. Further, when stability across time is considered, the PIB may be specific to social functioning, as opposed to a global, cross-domain phenomenon. Implications for the future measurement of the PIB are discussed.     

The social structure of violence in childhood and approval of violence as an adult

Data from a national sample survey conducted for the Commission on the Causes and Prevention of Violence are used to investigate the relationship of three aspects of exposure to violence in childhood (observing violence, being a victim of violence, and committing violence) with approval of violence as an adult. Those who experienced violence as a child tended to favor the use of violence to achieve personal and political ends. However, there was no correlation between childhood violence experience and approval of the use of violence to settle conflicts between nations. It is concluded that the amount of violence experienced in childhood by members of a society is one of the factors contributing to the development and maintenance of cultural norms supporting the use of violence in face-to-face situations.     

Racial Microaggressions Against Black Counseling and Counseling Psychology Faculty: A Central Challenge in the Multicultural Counseling Movement

This article reports on the results of a qualitative study of Black faculty working in counseling and counseling psychology programs. This investigation involved the use of semistructured interviews to explore the racial microaggressions Black faculty members reportedly experienced in academia. Results of the analysis indicated that 7 primary microaggression themes were perceived by the participants, including alternating feelings of invisibility and hypervisibility, receiving inadequate mentoring, and difficulties determining whether discrimination was race or gender based.     

Processing efficiency theory in children: working memory as a mediator between trait anxiety and academic performance

Working memory skills are positively associated with academic performance. In contrast, high levels of trait anxiety are linked with educational underachievement. Based on Eysenck and Calvo's (1992) processing efficiency theory (PET), the present study investigated whether associations between anxiety and educational achievement were mediated via poor working memory performance. Fifty children aged 11-12 years completed verbal (backwards digit span; tapping the phonological store/central executive) and spatial (Corsi blocks; tapping the visuospatial sketchpad/central executive) working memory tasks. Trait anxiety was measured using the State-Trait Anxiety Inventory for Children. Academic performance was assessed using school administered tests of reasoning (Cognitive Abilities Test) and attainment (Standard Assessment Tests). The results showed that the association between trait anxiety and academic performance was significantly mediated by verbal working memory for three of the six academic performance measures (math, quantitative and non-verbal reasoning). Spatial working memory did not significantly mediate the relationship between trait anxiety and academic performance. On average verbal working memory accounted for 51% of the association between trait anxiety and academic performance, while spatial working memory only accounted for 9%. The findings indicate that PET is a useful framework to assess the impact of children's anxiety on educational achievement.     

GROUP-LEVEL COPING AS A MODERATOR BETWEEN HETEROSEXISM AND SEXISM AND PSYCHOLOGICAL DISTRESS IN SEXUAL MINORITY WOMEN

The purpose of this study was: (1) to examine concurrently the relationship between heterosexist events and sexist events and psychological distress and (2) to investigate sexual orientation–based and gender-based group-level coping as potential moderators of the heterosexism–distress and sexism–distress links among 282 lesbian and bisexual women. Findings from the Internet survey revealed that, when examined together, both heterosexism and sexism were unique and additive predictors of psychological distress. Results also supported a moderating role of feminist group-level coping in the link between number of sexist events and psychological distress, with the difference between the high– and low–feminist-activity groups occurring at the lower levels of sexism. Thus, it appears that high involvement in feminist activities may provide a buffer against the negative effects of sexism, but only when sexist events are relatively low in number.     

Testimony and Assertion

Two models of assertion are described and their epistemological implications considered. The assurance model draws a parallel between the ethical norms surrounding promising and the epistemic norms which facilitate the transmission of testimonial knowledge. This model is rejected in favour of the view that assertion transmits knowledge by expressing belief. I go on to compare the epistemology of testimony with the epistemology of memory.