Long-term memory in amnesia: cued recall, recognition memory, and confidence ratings

We explored what kind of information is acquired when amnesic patients are able to exhibit significant retention on tests of cued recall and recognition memory. Amnesic patients and control subjects attempted to learn sets of sentences. Memory for the last word in each sentence was tested after 1 hr in the case of the amnesic patients, or after 1 to 2 weeks in the case of (delayed) control subjects. Amnesic patients and (delayed) control subjects performed at similar levels on tests of cued recall and recognition memory. Amnesic patients were just as confident of their correct answers as were control subjects. However, amnesic patients were no more disadvantaged than control subjects when they were cued indirectly by presenting paraphrases of the original sentences. These findings demonstrate that the residual knowledge retained by amnesic patients can be as flexible, as accessible to indirect cues, and as available to awareness as the knowledge retained by (delayed) control subjects.     

Changes in functional response units with briefly delayed reinforcement

In two experiments, key-peck responding of pigeons was compared under variable-interval schedules that arranged immediate reinforcement and ones that arranged unsignaled delays of reinforcement. Responses during the nominal unsignaled delay periods had no effect on the reinforcer presentations. In Experiment 1, the unsignaled delays were studied using variable-interval schedules as baselines. Relative to the immediate reinforcement condition, 0.5-s unsignaled delays decreased the duration of the reinforced interresponse times and increased the overall frequency of short (<0.5-s) interresponse times. Longer, 5.0-s unsignaled delays increased the duration of the reinforced interresponse times and decreased the overall frequency of the short interresponse times. In Experiment 2, similar effects to those of Experiment 1 were obtained when the 0.5-s unsignaled delays were imposed upon a baseline schedule that explicitly arranged reinforcement of short interresponse times and therefore already generated a large number of short interresponse times. The results support earlier suggestions that the unsignaled 0.5-s delays change the functional response unit from a single key peck to a multiple key-peck unit. These findings are discussed in terms of the mechanisms by which contingencies control response structure in the absence of specific structural requirements.     

Discrimination learning in a foraging situation

Rats were allowed to forage in a simulated natural environment made up of eight food sources (patches) each containing a fixed number of pellets. Two of the eight contained an extra supply of peanuts. The peanut patches were signaled by an olfactory/visual cue located at the bottom of the ladder leading to the patch. In successive phases the number of sessions per day, height of the patches, and availability of peanuts were manipulated. Subjects showed evidence of discrimination learning under these conditions, although the degree of discriminatory behavior varied as a function of environmental manipulations. Assessment of behavior within foraging sessions showed that subjects systematically changed their patterns of utilization of patches across time. Sampling or exploration, as well as food reinforcement, seem implicated in these results.     

Reconsideration of measurement of error in human motor learning

Human motor learning is often measured by error scores. The convention of using mean absolute error, mean constant error, and variable error shows lack of desirable parsimony and interpretability. This paper provides the background of error measurement and states criticisms of conventional methodology. A parsimonious model of error analysis is provided, along with operationalized interpretations and implications for motor learning. Teaching, interpreting, and using error scores in research may be simplified and facilitated with the model.     

Stability of the Peabody Picture Vocabulary Test--revised for emotionally handicapped middle-school-age children

In this pilot study, 20 middle-school-age children classified as emotionally handicapped were administered Forms L and M of the Peabody Picture Vocabulary Test--Revised in test-retest fashion. Pearson correlations for Form L were .90, for Form M, .69, and these dependent correlations were significantly different from each other. As triennial school psychological evaluations typically contain tests which have been administered previously, e.g., WISC-R, WRAT-R, we suggest that psychologists use caution when using Form M to test or retest the receptive vocabulary of emotionally handicapped or disturbed middle-school-age children.     

WORK LOAD, TENSION, AND COPING: MODERATING EFFECTS OF SUPERVISOR SUPPORT

This research investigated the buffering role of social support in the relationship of work load to both tension-anxiety and coping for police radio dispatchers ( N = 60). Each dispatcher was observed throughout an entire 8-hour work shift by a trained observer. Objective load consisted of the hourly rate of incoming telephone calls, police radio transmissions, and face-to-face or written communications from superiors, co-workers, and others. At the end of each shift, measures were taken of dispatchers' perceived load, felt tension-anxiety, and coping actions. Hierarchical regression revealed that support from superiors moderated the effects of both objective and perceived loads; no main effects of support were found. Statistically significant interactions confirmed the hypothesized buffering role of support: under high perceived load, dispatchers with high social support engaged in more coping actions and felt less tension-anxiety than did low-support dispatchers. No differences were found when perceived load was low. Support also buffered effects of objective load on tension-anxiety but not on coping.