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This article describes an electronic switch that allows presentation of sine wave stimuli without the often undesirable transient thump, thud, or click usually caused by ordinary electromechanical switches. 相似文献
906.
William E. Vandament Richard G. Burright Rollin R. Fessenden William H. Barker 《Behavior research methods》1970,2(6):290-296
Tables of sequences of two-class events are presented for use in programming psychological experiments in which behavior on trial n may be a function of the events of trials n ? 1, n ? 2, and/or n ? 3. Various factors related to schedule generation are discussed, i.e., restrictions on trial-block length which accompany sequential balance, interrelationships of trial blocks in the multiblock experiment, relationships between run length and r-tuple occurrences, and alternation behavior. Following a consideration of various methods of schedule generation for the two-class experiment, it was concluded that no method can result in schedules that possess all properties considered desirable in psychological experiments. However, the present sequences allow for sequential balance and analysis, and thus should prove useful in producing schedules in some contexts that are standard with regard to sequential influences. 相似文献
907.
G. Alfred Forsyth Peggy D. Forsyth Janet Pinsince 《Attention, perception & psychophysics》1970,7(6):345-347
The effects of three methods of selective-attention training with 4-sided forms on the salience of an invagination physical dimension in discrimination judgments with a stimulus domain of 12-sided forms were examined for 6-year-old Ss of low and high educational attainment. The results demonstrated that training procedures involving perceptual demonstration or manipulation increase the invagination dimension salience in the 12-sided stimulus domain more than a verbal training procedure for low educational attainment Ss. Implications for the psychophysical study of relatedness of stimulus domains are discussed. 相似文献
908.
C. G. Miles N. J. Mackintosh R. F. Westbrook 《Quarterly journal of experimental psychology (2006)》1970,22(3):478-483
Twenty-eight pigeons were given discrimination training. Four groups were run in which for 0, 2, 4 and 9 sessions of training colour was an irrelevant cue and tone was relevant. Generalization tests were given in extinction; the training colour (C1) and another colour (C2) were presented with tone (T) and noise (N). Responding to these four stimulus combinations, TC1, TC2, NC1 and NC2, allowed the assessment of control by colour and tone. A reduction of control by colour and an increase in control by tone were found to be positively related to the amount of training with colour irrelevant. Tests showed a strong inverse relationship between control by colour and tone. 相似文献
909.
M. B. Sterman J. J. Lynch M. T. Orne D. Paskewitz J. Costello N. Nicolov O. Diankov M. Popova E. Tsvetanska Robert G. Grenell J. J. Izquierdo V. H. Mark Joseph Germana N. Zill William P. Paré Joseph E. O. Newton George C. Offutt Walter Ehrlich Joseph E. D. Newton Julij Tosef J. Perez-Cruet Chester R. Wilpizeski John F. Lontz Andrew Livingston Joseph W. Cullen Samuel A. Corson Herman R. Weed Elizabeth O. Corson O. D. Murphree Paul N. Morgan Ruth Jarman J. Antal T. A. Ban J. V. Ananth H. E. Lehmann A. Ulric Moore Richard H. Barnes Wilson G. Pond 《Integrative psychological & behavioral science》1970,5(3):185-193
910.
Harry P. Bahrick 《Quarterly journal of experimental psychology (2006)》1970,22(4):565-573
Original learning of paired drawings of meaningful objects or of modified Chinese characters was followed by interpolated learning in which details of drawings were changed in one of two degrees with or without rearrangement of the original pairings. Subjects were tested for accuracy of identification of the original drawings and for associative matching of the original pairs. Identification errors were attributed jointly to confusion between original and interpolated drawings, and to unlearning of those features of original drawings which were in conflict with comparable features of interpolated drawings. Rearrangement of pairs during interpolated learning produced not only associative interference on the matching test, but also additional discriminatory interference on the identification test. Effects of associative and discriminative interference upon individual drawings were uncorrelated for meaningful material and only slightly correlated for meaningless material. 相似文献