The uniqueness and significance of simple structure demonstrated by contrasting organic “natural structure” and “random structure” data

The study compares the extent to which naturally structured data and artificial, relatively random data (both with the same basic parameters) produce simple structure factors which are uniquely determined. Two examples of unstructured matrices were compared with the ball problem matrix. The results show that an oblique position of maximum hyperplane count in the structured data differs from that in the unstructured by reaching a significantly more unique position in terms of the exactitude with which it is re-discoverable when starting from different positions, and by reaching (at the maximum) a significantly higher hyperplane count.     

PSYCHOPHYSIOLOGICAL REACTIONS TO TWO DIFFERENT PLACEBO TREATMENTS

Reactions to a placebo introduced either as a depressant or as a stimulant drug were examined in 16 healthy female subjects. Comparisons between pre- and post-placebo measurements showed that the two treatments produced marked effects in opposite directions: (1) the 'depressant' placebo produced a statistically significant decrease in pulse rate, blood pressure, objective and subjective reaction speed, as well as significant effects on subjective mood in the expected directions, and (2) the 'stimulant' placebo produced opposite and significant changes in all variables. The subjective reactions were, on the whole, more pronounced than the effects on performance and physiological functions.     

Several methods for teaching serial position sequences to monkeys

Three keys were available for monkeys to press. The objective was to teach the animals to press the keys in sequences up to 10 members in length. With fading procedures, a light that cued the correct key at a given serial member of the sequence faded out slightly each time the animal selected it, and became slightly brighter after the animal made an error at that sequence member. The correct keys were faded out, starting from the end of the sequence and proceeding toward the beginning. With control procedures, the cue lights were turned off suddenly, rather than being faded gradually. In almost every instance, the animals learned a longer series of unlighted key positions with the fading procedures than they did when each key-light was turned off suddenly. Also, requiring the animals to press a series of keys cued by lights before they could reach the sequence members they were to learn hampered them in learning the later serial members. By using several different sequences, it was possible to replicate these findings within the individual animal.