Additivity of loudness across critical bands: A critical test

The use of magnitude estimation as well as axiomatic measurement theory has led to the suggestion that loudness adds across critical bands. In the present paper, we challenge this postulate by applying a more sensitive methodology, based on Falmagne’s (1976) random conjoint measurement procedure. A necessary condition for additivity of loudness was investigated in tone complexes consisting of 2-kHz and 5-kHz (resp. 3-kHz) components; the results showed systematic deviations from additivity. We argue that these deviations are due to asymmetric masking of the higher component by the lower one, and we propose a tentative quantitative model to account for the data. Such a model is in line with results from tone-on-tone masking, which show masking to be effective over a range of several critical bands.     

Self-Monitoring negative statements

We examined the effects of a self-monitoring program on reducing the frequency of negative statements of a student with mild mental retardation who was enrolled in a self-contained classroom at a middle school. A changing criterion design was used within a multiple baseline design across two classroom periods. Additionally, the frequency of positive statements was reported. The results showed a decrease in the number of negative statements, and an increase in the number of positive statements. Maintenance data collected up to 8 weeks after the program ended indicated that the student continued to emit positive rather than negative statements. The use of this procedure to decelerate undesirable behavior is discussed.     

Teacher race,student race,and the behavior problem checklist

The ratings of 458 fourth- and fifth-grade boys were investigated to determine whether or not scores on the Behavior Problem Checklist vary systematically with teacher or student race. Analyses of the data for conduct problems, inadequacyimmaturity, and socialized delinquency indicated that white teachers demonstrate a strong tendency to rate black children as more deviant and white children as less deviant when contrasted with the ratings of black teachers. The ratings of black teachers were found not to vary with student race. No differences among any of the variables were found with regard to personality problems. Possible explanations for the results are discussed, along with implications for the use of the Behavior Problem Checklist in the field.     

Individual differences in self-reinforcement style and performance in self-and therapist-controlled weight reduction programs

Thirty-seven overweight subjects were recruited from the staff of a V. A. Hospital for a weight reduction program. A self-reinforcement (SR) test was administered prior to treatment and subjects were classified as high or low self-reinforcers. Subjects were then exposed to one of two behavioral weight-reduction programs or a minimal treatment control condition. One treatment program emphasized self-control (SC) and the other incorporated a therapist controlled financial contingency for weight loss (EC). A significant interaction was found between SR group and treatment condition. High SR subjects lost weight at the rate of 1.49 pounds per week in the SC condition and only 0.37 pounds per week in EC. Low SR subjects lost at the rate of 1.06 and 1.01 pounds per week respectively in SC and EC. Implications for treatment and future research were discussed. The financial contingency had either neutral or negative effects. Caution was advised for any future use of that procedure.     

Extinction of a phobia of physical examination in a seven-year-old mentally retarded boy—A case study

Counterconditioning is a process in which aversive stimuli that ordinarily evoke emotional or avoidance responses are paired with positive stimuli which evoke incompatible activities. Several sets of operations have been employed to induce these incompatible activities (e.g. food, Jones, 1924; relaxation. Grossberg, 1964; positive imagery, Lazarus and Abramowitz, 1962; pharmacological agents, Friedman, 1966; laughter, Ventis, 1973).Although the Counterconditioning process has been successfully applied to a wide variety of emotional disorders, special problems arise when the procedure is applied to the mentally retarded. First, because of the limitations in cognitive abilities, it is generally impossible to train the subject in either relaxation or positive imagery processes. Consequently, it is necessary to place the child in direct contact with the anxiety-inducing situation. Secondly, it is often difficult to find an anxiety-free situation which is incompatible with the anxiety-arousing situation and which can be practically implemented, particularly when the phobia involved is complex.The purpose of this paper is to describe a case whereby a phobic response of physical examination by male doctors in a 7–yr-old mentally retarded boy was extinguished by pairing the examination with an anxiety-free situation, i.e. an extremely comfortable relationship between the patient and a nurse on the ward. Previous research had indicated that parents and people who have positive relationships with a person might possibly serve as effective anxiety reducers in fear-provoking situations (Jersild and Holmes, 1935).     

Sleep deprivation in adolescents and adults: changes in affect

The present study investigated the impact of sleep deprivation on several aspects of affective functioning in healthy participants selected from three different developmental periods: early adolescence (ages 10-13), midadolescence (ages 13-16), and adulthood (ages 30-60). Participants completed an affective functioning battery under conditions of sleep deprivation (a maximum of 6.5 hours total sleep time on the first night followed by a maximum of 2 hours total sleep time on the second night) and rest (approximately 7-8 hours total sleep time each night for two consecutive nights). Less positive affect was observed in the sleep-deprived, compared to rested, condition. This effect held for 9 of the 12 positive affect items on the PANAS-C. Participants also reported a greater increase in anxiety during a catastrophizing task and rated the likelihood of potential catastrophes as higher when sleep deprived, relative to when rested. Early adolescents appraised their main worry as more threatening when sleep deprived, relative to when rested. These results support and extend previous research underscoring the adverse affective consequences of sleep deprivation.     

Center-Based Care for Young Children: Examining Predictors of Quality

The authors collected information from caregivers, trained observers, and parents to investigate quality elements in child-care programs designed for young children in center-based settings. Participants were 75 parents of children aged 15 to 36 months and their caregivers from 13 child-care centers in a southeastern state. Observers collected indicators of program quality and process and structural quality indicators, including adult-child ratio, group size, use of planned activities, use of child-designated space, housekeeping activities, and caregiver-child interactions. Participants responded to questions regarding their child-rearing beliefs, social support networks, perceived stress levels, and demographic characteristics. The best predictors of higher quality care and sensitive caregiver-child interaction in centers were specialized caregiver training, higher adult-child ratios, use of planned activities, and less perceived stress by caregivers. Implications of these findings are discussed.