Processing capacity defined by relational complexity: implications for comparative, developmental, and cognitive psychology

Working memory limits are best defined in terms of the complexity of the relations that can be processed in parallel. Complexity is defined as the number of related dimensions or sources of variation. A binary relation has one argument and one source of variation; its argument can be instantiated in only one way at a time. A binary relation has two arguments, two sources of variation, and two instantiations, and so on. Dimensionality is related to the number of chunks, because both attributes on dimensions and chunks are independent units of information of arbitrary size. Studies of working memory limits suggest that there is a soft limit corresponding to the parallel processing of one quaternary relation. More complex concepts are processed by "segmentation" or "conceptual chunking." In segmentation, tasks are broken into components that do not exceed processing capacity and can be processed serially. In conceptual chunking, representations are "collapsed" to reduce their dimensionality and hence their processing load, but at the cost of making some relational information inaccessible. Neural net models of relational representations show that relations with more arguments have a higher computational cost that coincides with experimental findings on higher processing loads in humans. Relational complexity is related to processing load in reasoning and sentence comprehension and can distinguish between the capacities of higher species. The complexity of relations processed by children increases with age. Implications for neural net models and theories of cognition and cognitive development are discussed.     

Hand-hemispace spatial compatibility,precueing, and stimulus-onset asynchrony

Summary The role of attention and the resolution of coding conflicts in hand-hemispace spatial-compatibility effects was examined in a precueing experiment in which visual and vibrotactile precues, with various stimulus-onset asynchronies (SOAs), were presented in blocked and random order. It was expected that precues at the shorter SOAs would fail to facilitate the shifting of attention, as they occur too close to the imperative stimulus to be informative. The task would therefore approximate one of choice reaction time (RT), resulting in a hand-hemispace spatial-compatibility effect. Conversely, the longer SOAs would provide the subject with sufficient time in which to shift attention fully, and would therefore result in a task more like that of simple reaction time (SRT). It was expected that the hand-hemispace spatial-compatibility effect would then be absent. As was expected, this effect was present at the shorter SOAs, and absent at the longer SOAs. In Experiments 2 and 3, provision of a visual precue further facilitated attentional deployment, as did blocking the presentation of various SOAs in Experiment 3. Vibrotactile and visual precues did not differ in their ability to direct attention, implying that these modalities orient attention and precue location in essentially similar ways. These findings are discussed within the context of the mechanisms thought to underlie the time course of spatial compatibility and the dissipation of a fading trace of interfering spatial codes.     

An exploration of perception of body boundary, personal space, and body size in elderly persons.

A study of 108 elderly persons using the Body Distortion Questionnaire and the personal space simulation technique test did not support hypotheses that elderly persons with a large personal space will have a larger distortion of body boundary, a larger perception of large body size, a smaller perception of small body size, a larger distortion of body size, and a larger body distortion than elderly persons with a small personal space. The analyses with one-tail t tests showed elderly persons with a small personal space have a larger perception of large body size and a larger distortion of body size than elderly persons with a large personal space. When the extremes of personal space were used the results were the same. Males have a larger personal space and greater distortion of skin perceptions than females.     

Computer-based career planning for adults

The Career Information and Planning System is described. Designed for officers of the United States Army, it is a computer-based counselling and guidance system which aims to enhance the career planning skills of adults.     

Predicting negotiation skills

The purpose of this study was to validate a selection process that was designed to predict negotiation skills for a telephone collections job. First, a job analysis was performed (n=343) to identify the major functions and behavioral requirements of the job. Next, the test, a situational judgment inventory, was developed, and a concurrent criterion related validation study was completed (n=249). The criterion measures were supervisory ratings of performance. Validity coefficients ranged from r=.41 (p<.001) to r=.45 (p<.001). In conclusion, the situational judgment inventory was found an effective vehicle for measuring telephone negotiation skills.     

TEACHING PERSONS WITH PROFOUND MULTIPLE HANDICAPS: A REVIEW OF THE EFFECTS OF BEHAVIORAL RESEARCH

The behavioral research on teaching individuals who have profound multiple handicaps is reviewed. The primary focus is on determining the degree to which behavioral research has demonstrated the teaching of meaningful skills to this population. Results of the review indicate that investigations have demonstrated, albeit inconsistently, that behavior change has resulted from contingency management interventions with persons who have profound multiple handicaps. However, there is little evidence that such interventions have resulted in meaningful behavior change according to currently accepted criteria for beneficially affecting the quality of life of persons with serious handicaps. Potential explanations for the lack of such evidence are offered, including the relative lack of research attention given to this issue, the possible ineffectiveness of the components of the technology applied, and possible ineffective application of the potentially effective technology. Suggestions for future research are discussed in terms of developing more effective educational and habilitative services for persons with profound multiple handicaps. In particular, we suggest research on a wider variety of behavioral teaching procedures, providing more comprehensive evaluations of the applications of procedures and developing treatment programs that do not focus solely on traditional skill acquisition.     

REM sleep deprivation does not increase the sexual behaviors of male rats

Using several measures of sexual activity, 24 male and 30 female Sprague-Dawley rats were subjected to a pretreatment test and 3 posttests (immediate and Recovery Days 4 and 7) following REM sleep deprivation in a water tank. With careful controls, sexual activity was not significantly affected by the sleep treatments. Data do not support motivational hypotheses.     

Using Skills Gained Through Volunteerism in Job Searches: A Workable Strategy

A number of recent theoretical and empirical articles have examined various aspects of volunteerism. Research which has established the increasing importance of career development as a primary goal of many volunteers has largely been concerned with individuals already established in their careers. This article extends current research by focusing on recent or soon-to-be college graduates. It integrates career-development volunteerism research with recent work from the job search literature. The paper includes specific suggestions for obtaining volunteer experience which targets employer-identified desirable job skills.     

Early formal schooling: Are we promoting achievement or anxiety?

The resurgence of interest in early childhood education has been accompanied by an active debate about the most developmentally beneficial approach to preschool instruction. Some experts and the major early childhood organizations in this country advocate a child-centered or developmentally appropriate approach, whereas other experts advocate a teacher-directed, didactic approach. Until recently, the empirical evidence available to inform this controversy has been woefully thin. This article reviews the social and theoretical parameters of this debate about preschool instruction, articulates the core dimensions that have been portrayed as distinguishing child- from teacher-directed curricula, and examines the available research that can inform the debate. Our conclusions support those who encourage the adoption of child-centered curricula. Didactic approaches appear to undermine young children's motivation in and enjoyment of school in the short term and to have either neutral or negative ramifications for long-term achievement, despite some evidence of short-term gains.