Distortions in immediate memory

A series of five pairs of abstract geometrical figures were presented to each subject. Unknown to the subjects, the members of each pair were identical. The second member was presented 10 seconds after the first member and the subject then judged whether a specified feature of the figure had changed in one of two possible directions. One group of 32 subjects were not told which feature of the figure would be critical until presentation of the second member: a further group of 32 subjects were given this information before presentation of the first member. Subjects in both groups were significantly consistent with one another in some of their judgements, thus indicating that distortions in remembering had occurred. It is argued that memory distortions of this type (for which previous evidence has been unsatisfactory) are of particular interest since, unlike other memory changes, they are difficult to ascribe to the constructive or inferential character of recognition and recall.     

Comparative Effectiveness of Student and Professional Counselors

A sample of 160 beginning freshmen, half males and half females, received six and one-half hours of academic adjustment guidance from same-sex professional counselors. Upperclassman student counselors gave equivalent guidance to all other beginning freshmen at Southwest Texas State College. A matching sample of 80 men and 80 women was subsequently drawn from the 316 freshmen receiving student-to-student counseling. Age, sex, measured scholastic ability, measured study orientation, and high school academic achievement were employed as matching variables. The four professional and eight student counselors completed 50 clock hours of identical pre-counseling training, used identical guidance materials, and followed identical counseling activity sequences. Equivalent counseling facilities were provided for all counselors. Test, questionnaire, and scholarship data were employed to evaluate the comparative effectiveness and acceptability of counseling given the professional counseled and the student counseled groups. Student counselors were found to be as effective as professional counselors on all criteria of counseling effectiveness. Furthermore, freshmen counseled by student counselors made significantly greater use of the information received during counseling, as reflected by first-semester grades and residual study problems. It was concluded that carefully selected, trained, and supervised student counselors provide a practical and productive addition to the college's guidance program.     

Visual search with meaningful and non-meaningful material

Two experiments are reported which attempt to assess the effects of variations in target word, context items and instructions on performance in a visual search task. In Experiment 1, subjects were required to search through context lists of three-letter nonsense syllables (of either high or low association value) for three-letter meaningful target words (of either high or low frequency). They were given either “positive” or “negative” instructions, i.e. were told either to pick out the meaningful word or to pick out the word which was not a nonsense syllable. The results showed that visual search times were significantly influenced by both frequency of target word and association value of context items. A significant interaction was observed between type of instructions and target word frequency. The design of Experiment 2 followed that of Experiment 1, with the exceptions that nonsense syllables now became target items, and meaningful words formed the contexts. Again, nonsense syllable association value and word frequency were found to be critical in determining visual search times.     

Associative strength level and retrieval inhibition in semantic memory

In a series of investigations, E. F. Loftus (1973; G. R. Loftus & E. F. Loftus, 1974; E. F. Loftus, Senders, & Turkletaub, 1974) discovered that the latency of item retrieval from a semantic category was reduced if it immediately followed an earlier retrieval from the same category, a phenomenon attributed to spreading activation. Subsequently, Brown (1981) discovered an increase in latency across extended retrievals from a single semantic category. The present investigation followed up this finding by comparing exemplars that varied in strength of association to the category name. The probability of obtaining inhibition (longer latencies and increased errors) was inversely related to the associative strength of the exemplars. The results suggest that low-strength category associates build up inhibition more rapidly because they accrue situational strength relatively more rapidly than high-strength associates.     

THE FACILITATIVE EFFECTS OF INCIDENTAL TEACHING ON PREPOSITION USE BY AUTISTIC CHILDREN

In a comparison of incidental teaching and traditional training procedures, three language-delayed autistic children were taught expressive use of prepositions to describe the location of preferred edibles and toys. Traditional highly structured training and incidental teaching procedures were used in a classroom setting, and generalization was assessed during free-play sessions. Results clearly indicate that incidental teaching promoted greater generalization and more spontaneous use of prepositions. These findings have important implications for language programming and teacher training, suggesting that incidental teaching should be included as a standard component of language development curricula for autistic and other developmentally delayed children.