An eye fixation analysis of multialternative choice

Eye fixations were recorded while subjects chose their most preferred of six used cars. Fixation sequences of the form X-Y-X-... were used to identify pair comparisons. This assumption was validated by verbal protocols and by a comparison between X-Y-X and X-Y-X-Y-... patterns. The results of three experiments showed: (1) that the multialternative choice process was composed primarily of pair comparisons; (2) that evaluative processing took placeonly during these comparisons; (3) that strategies for selecting the pairs were based primarily on information processing convenience; (4) that the sequence of pair comparisons was not used by the subjects as a sequential elimination process; and (5)that subjects changed their strategies to adapt to different task environments. These results have implications for current choice models and for the use of eye fixations in other complex tasks.     

Psychological differentiation and the evaluation of juridic information: Cognitive and affective consequences

The cognitive and evaluative involvements of field dependence-independence in the processing of available information were examined in two experiments. In Experiment 1, ninety-six female undergraduates were assigned to field-dependent and field-independent conditions (via a median split on Embedded Figures Test scores). Half were given information about the trial of a man accused of attempted manslaughter that was suggestive of guilt; the other half received information suggestive of innocence. They were asked to indicate their confidence in the guilt or innocence of the defendant, and to recall arguments from the information they received. Field-dependent subjects were significantly more extreme in their confidence judgments, particularly in the exonerating conditions. They also showed nonsignificantly poorer recall. In Experiment 2, forty-eight subjects from Experiment 1 were given arguments biased in the opposite direction of their original sets. Field-dependent subjects were significantly more likely to shift their confidence judgments and report discomfort when the new information suggested innocence, and to underrecall new information when it suggested guilt. Field-dependent subjects again showed poorer recall. The results of both experiments were discussed in terms of their support for a field-dependence value bias and encoding deficiency.     

Using the simultaneous protocol to study equivalence class formation: the facilitating effects of nodal number and size of previously established equivalence classes

The emergence of equivalence classes in college students is unlikely when all baseline relations are trained concurrently and all probes for emergent relations are then introduced concurrently (the simultaneous protocol). This experiment showed how the number of nodes and the size of previously established equivalence classes enhanced the emergence of new equivalence classes under the simultaneous protocol. First, one-node three-, five-, or seven-member classes or three-node five- or seven-member classes were established with college students. A sixth group received no pretraining. Then, the simultaneous protocol was used to establish new three-node five-member equivalence classes with all students. The speed and variability with which the baseline relations were established in the simultaneous protocol were inverse functions of number of nodes in the previously established classes, but not of their size. The percentage of subjects who showed the emergence of new equivalence classes under the simultaneous protocol was a direct function of number of nodes and size of pretrained classes. The additional time spent for pretraining greatly reduced the total training time needed to produce individuals who showed the emergence of classes under the simultaneous protocol. The total time saved was a direct function of number of nodes and number of stimuli in the pretrained classes.     

Selecting an appropriate multimedia authoring language

Multimedia is the integration of sound, pictures, videos, and text in such a way that users can navigate, explore, investigate, and create. The essence of multimedia computer-based training (CBT) is the use of conditional branching. Five multimedia authoring programs were compared: Multimedia Toolbook CBT, Director, Authorware Professional, IconAuthor, Action!, Quest, and Supercard. Comparisons include such factors as initial cost, distribution costs, platform, metaphor and logic, strengths, and support. The most critical factors, and their order of importance, in selecting an authoring language are delivery platform, level of interactivity required, need for database connectivity, the kind of support available, and the metaphor. We chose Multimedia Toolbook CBT for our use because of the availability of outside support, low cost, platform, the book metaphor, and similarity to other familiar languages (HyperCard and BASIC).