Differential use of distance and location information for spatial localization

Five experiments are reported in which subjects judged the movement or spatial location of a visible object that underwent a combination of real and induced (illusory) motion. When subjects attempted to reproduce the distance that the object moved by moving their unseen hands, they were more affected by the illusion than when they pointed to the object's perceived final location. Furthermore, pointing to the final location was more affected by the illusion when the hand movement began from the same position as that at which the object initially appeared, as compared with responses that began from other positions. The results suggest that people may separately encode two distinct types of spatial information: (1) information about the distance moved by an object and (2) information about the absolute spatial location of the object. Information about distance is more susceptible to the influence of an induced motion illusion, and people appear to rely differentially on the different types of spatial information, depending on features of the pointing response. The results have important implications for the mechanisms that underlie spatially oriented behavior in general.     

Race and brain weight: a note on J.P. Rushton's conclusions

Rushton's (1988) reinterpretation of recent research on brain weight one-sidedly emphasizes the findings of heavier brain weight in whites than in blacks and neglects to comment on a larger difference found between men and women. Rushton explicitly used brain size as indicator of intelligence. His implicit conclusion that women are less intelligent than men is not supported by empirical research.     

Evaluation of subclinical depression in children using self-, peer-, and teacher-report measures

This study reports on several classification issues utilizing the Children's Depression Inventory (CDI), the Child Behavior Checklist-Teacher Form (CBCL-T), and the Peer Nomination Inventory of Depression (PNID). The first sample contained 752 public school children in grades 5, 6, and 9. A second sample of 142 fifth-graders was included to have an additional PNID comparison group. Results revealed moderate correlations between the CDI and the CBCL-T and PNID. Use of multiple criteria for selecting children as depressed was discussed, and selection rates using multiple measures with either strict or lenient cutoff scores were given. Normative data on the PNID were evaluated, and it was suggested that norms for the PNID may not be generalizable to other samples. Finally, race and gender analyses showed that CDI scores for females were significantly higher than for males, whereas CDI scores for Hispanics were significantly higher than for non-Hispanic whites. However, Omega-squared analyses for these two variables showed this to be of little practical significance.     

The revelation effect: when disguising test items induces recognition

Documented here is a bias whereby items are more likely to be judged as having been presented beforehand if they are disguised in some way and so have to be discovered or "revealed." The bias was found for test words that were unfolded letter by letter (Experiments 1 and 3), presented with their letters either transposed (Experiments 2 and 3), or individually rotated (Experiments 4 and 5), or rotated as a whole (Experiment 5), and for test numbers that were presented in the form of roman numerals (Experiment 6) or equations (Experiment 7). The bias occurred both for items that were presented beforehand and for those that were not. No bias was found when words were judged, not for prior occurrence, but for typicality as category instances (Experiment 8), lexicality (Experiment 9), frequency of general usage (Experiment 10), or number of times encountered during the preceding week (Experiment 11).     

Use of case vignettes in suicide risk assessment

Thirty-three brief case histories of suicidal patients were given to 19 experienced crisis workers for 7-point ratings of short- and long-term suicide risk. The ratings revealed considerable variability, raising questions about the reliability of such global assessments of suicidality. The most consistently rated cases were selected to operationally define "mild," "moderate," and "high" risk. Thus, each level was "anchored" by several vignettes. It was hoped that these anchor points would lead to more uniform future ratings among crisis workers. The correlation between short- and long-term risk ranged from near zero for some vignettes to as high as .82 (median = .46), demonstrating the need to rate both separately. Long-term risk was more difficult to rate, as demonstrated by a larger number of cases judged to be unrateable because of "insufficient information" (94 vs. 53 rater-case combinations). When the anchor vignettes were provided as a guide to the same sample of crisis workers, their ratings of suicide risk, as expected, showed significantly improved consistency.     

What is mental representation? A study of its elements and how they lead to language

Mental representation as a psychoanalytic concept has never found a central place in the family of psychoanalytic concepts and gradually has become a stepchild. A modest conceptual outline of infant mental development may help the mental representation concept become more central. The following ideas are hypothesized: (1) Registration is viewed separately from representation so that two distinct types of registration are initiated, one for distinctly mental phenomena, the other for unconscious, reflexive phenomena. (2) Perceptual-apperceptual focus is central, so that consciousness and interest in thinking always occur together whenever registrations are of the mental type. (3) A developmental schema process is proposed that will fill the humanistic object-self and motivational gap between Piaget's and Freud's ideas. (4) Analogy, metaphor, and syntax are seen to contribute to (in addition to being contributed to by) schema formation. (5) The mind is conceived as both an organization of information and as an organizer of information. This allows the separateness of representability from physical influences to be understood as both motivational and basically as process. With these hypotheses, mental representation may be viewed as central to mental organization.     

Effects of Probabilistic Rewards on Recycling Attitudes and Behavior1

Two studies compared the attitudinal and behavioral effects of certain rewards and lotteries. In a laboratory experimental study, lotteries produced significantly more attitude change than cash payments. The greatest attitude change occurred among lottery winners. In a quasi-experimental field study, subjects rewarded with lottery tickets recycled glass and newspaper more frequently than subjects receiving other individual or group rewards. Attitude change was not affected by the type of reward Implications for the design of incentive programs to increase prosocial behavior are discussed     

Control over response number by a targeted percentile schedule: reinforcement loss and the acute effects of d-amphetamine.

Two fixed-consecutive-number-like procedures were used to examine effects of acute d-amphetamine administration on control over response number. In both procedures, rats were required to press the left lever at least once and then press the right lever to complete a trial. The consecutive left-lever presses on each trial comprised a "run." Under the targeted percentile schedule, reinforcement was provided if the current run length was closer to the target length (16) than half of the most recent 24 runs. This differentially reinforced run length while holding reinforcement probability constant at .5. A second group acquired the differentiation under the targeted percentile schedule, but were then shifted to a procedure that yoked reinforcement probability by subject and run length to that obtained under the targeted percentile schedule. The two procedures generated practically identical control run lengths, response rates, reinforcement probabilities, and reinforcement rates. Administration of d-amphetamine disrupted percentile responding to a greater degree than yoked control responding. This disruption decreased reinforcement frequency less in the former than the latter procedure. The similar baseline responding under these two procedures suggests that this difference in sensitivity was due to behavioral adjustments to drug prompted by reduction of reinforcement density in the yoked control but not the percentile schedule. These adjustments attenuate the drug's effects under the former, but not the latter, procedure.     

The role of instructions in the transfer of ordinal functions through equivalence classes

In two experiments, adult subjects completed match-to-sample training and testing to establish four equivalence classes of four figures each. Then the subjects were taught one three-position sequence consisting of one stimulus from Class 1, one from Class 2, and one from Class 3. Inclusion of Class 4 stimuli in sequences was never reinforced, but two different stimuli from Class 4 appeared as distractors on each sequence trial. Tests assessed whether subjects would produce novel three-position sequences composed of members of Classes 1 through 3 that had not been used in sequence training. Three subjects in Experiment 1 received instructions about the match-to-sample and sequencing tasks, in addition to training contingencies. All 3 demonstrated equivalence class formation after match-to-sample training. After they were taught one sequence with one member of Classes 1 through 3, none of these subjects produced untrained sequences with other equivalence class members reliably. One additional sequence was trained directly; thereafter 1 subject showed some evidence of transfer of the trained ordinal functions across the remaining members of the equivalence classes, but the other 2 did not. Following a review of equivalence class training and testing and a review of the original sequence training, all 3 subjects produced most of the predicted, untrained sequences on tests. Experiment 2 replicated Experiment 1 with 2 adults but omitted all instructions except the minimal ones necessary to initiate responding. Unlike the subjects in Experiment 1, both of these subjects demonstrated virtually complete transfer of ordinal functions through the equivalence classes after direct training on just one sequence composed of one member of Classes 1 through 3.     

Small group therapy and preadolescent same-sex friendship

On the rationale that group psychotherapy focuses on interaction processes in close relationships, our study sought to investigate the hypothesis that small group therapy would be effective in enhancing intimate friendship in a dyadic relationship. The study group consisted of 102 elementary school students who had been referred for counseling help. Matched by age, sex, and similarity of problem, each pair of students was divided into an experimental group (N = 55) and a control group (N = 47). The experimental group contained eight small treatment groups and the control group contained seven matching small groups, leaving one special education group with no control. The results support our hypothesis that group psychotherapy positively affects intimate friendship of girls and boys. They further suggest the boys' need for such an experience, since without it they markedly deteriorate in intimate friendship. Implications for the group leader are derived from the correlations between gains in intimate friendship and group intimacy.