Mediating interpersonal expectancies via vocal cues: Differential speech intensity as a means of social influence

Differential vocal emphasis in the tape-recorded instruction reading for a standard person perception task was manipulated by mechanically raising or lowering the volume of the key words describing the success or failure response alternatives on the rating scale. In a series of three experiments, Ss exposed to success emphasis in the instructions rated the stimulus persons as more successful than did Ss exposed to failure emphasis. This trend was reversed for Ss who listened twice to the instructions. None of the Ss reported awareness of the influence attempt.     

Nondirected light signals and the structure of time

Temporal betweenness in space-time is defined solely in terms of light signals, using a signalling relation that does not distinguish between the sender and the receiver of a light signal. Special relativity and general relativity are considered separately, because the latter can be treated only locally. We conclude that the (local) coherence of time can be described if we know only which pairs of space-time points are light-connected. Other consequences in the case of special relativity: (1) a categorical axiom system exists in terms of nondirected light connection alone, with neither particle nor time order as a primitive concept, though we do not actually present the axioms; (2) any concept definable by coordinates is also definable in terms of nondirected light signals if and only if it is invariant under Lorentz transformations, translations, dilations, space reflections, and time reflections; and (3) any transformation of space-time (not necessarily continuous) which preserves nondirected light connection is a product of transformations just listed above. The bulk of the paper is devoted to proving that the definitions we give correspond to their intended interpretations in the usual space-time continua.     

The asymptotic distribution of response probabilities in the Audley-Jonckheere learning model

The asymptotic distributions of response probabilities in the Audley-Jonckheere learning model, as applied to the two-choice learning situation, are described for (1) the experimenter-controlled events model, (2) the subject-controlled events model, and (3) the experimenter-subject-controlled events model.     

Attention in bisensory simultaneous short-term memory

Subjects were presented with simultaneously visual and auditory material. They were instructed to attend to only one modality but were required to recall materials from both modalities, one before the other. Results supported a previous suggestion that visual recall is minimum under conditions of simultaneous presentation. That is, in situations where S is allowed to divide his attention between both inputs, visual recall was no greater than when his attention was directed away from visual input and to auditory input. It was noted that this difference in recall between the two modalities was limited to verbal material, as other data indicate the opposite effect for nonverbal material.     

Psychophysical methodology IV: Phi gamma hypothesis and the method of limits

Assuming the phi-gamma hypothesis, deductions concerning the method of limits (ML) are derived. For a given step size, the selection of the initial stimulus for ascending series or for descending series has little effect on the summary statistical measures of the ML. Estimates of ML statistics are derived for different step sizes, and these estimates are used to estimate the mean and standard deviation of the phi-gamma hypothesis. Also considered are how summary statistical measures of the ML are influenced by extremely large and small step sizes and by the definition of a ML threshold.     

Training the absolute identification of pitch

Two methods for training the absolute judgment of pitch, reference training and series training, were studied. Reference training concentrated during training on the identification of three reference tones in a set of nine pure tones, while series training gave equal weight during training to the identification of all nine tones. Results of pre- and posttraining tests, scored for the number of correct judgments, showed that reference training was more effective than series training for listeners with musical experience. In addition, discriminability (d′) scaling of pre- and posttest performance indicated that reference training was particularly effective for training listeners with musical experience when the nine tones of a set were grouped into three pitch classes—high, medium, and low pitch. Listeners without musical experience benefited from both training methods, but their overall improvement was less than that for musical listeners.