Cognitive, perceptual, and personal-social development of prematurely born preschoolers

This study was designed to determine possible differences in the cognitive, perceptual, and personal-social development of prematurely and maturely born 3-yr.-olds which might foreshadow later learning problems. The subjects were 40 prematurely born graduates of a neonatal intensive care unit (birth weight less than 2,500 gm, less than 37 wk. gestation) matched on the pair-level with full-term controls on sex, race, post-conceptual age, and socioeconomic background. All subjects were singletons and parity was matched at the group level. No differences were found between the groups on tests of higher mental processes including the General Cognitive, Verbal, Quantitative, and Memory Scales of the McCarthy Scales of Children's Abilities, and researcher-devised measures of problem-solving competence. No differences in parental reports of personal-social development were noted. Prematures did not perform as well as controls on perceptual performance tasks, and this difference was interpreted as reflecting relatively impaired visual-motor coordination.     

Decisional processing in paranoid and non-paranoid schizophrenics

40 schizophrenic subjects, divided into paranoid/non-paranoid categories and 14 normal controls were presented a task which involved making "same-different" judgments during random presentations of a series of visual comparison stimuli with a standard which represented the midpoint of the stimulus continuum. Using Sternberg's Choice RT paradigm for studying the locus of cognitive deficit, difficulty at the response-selection stage was manipulated while holding other stages constant. It was predicted that paranoids would have shorter RTs at easy decision points and longer RTs at difficult decision points relative to non-paranoids. The directions of the differences were as predicted but did not attain statistical significance. Both schizophrenic groups, compared to normals, made significantly fewer "same" responses on those trials where the comparison and standard were most similar.     

Eye position and visual attention influence perceived auditory direction

The singular and joint effects of eccentric visual fixation and peripheral visual attention upon the perceived auditory median plane (PAMP) of the head were examined in four subjects. They positioned a hidden, horizontally-moving sound source to the perceived median plane of the head, while fixating a light 20 degrees or 45 degrees to the right or left of the actual median plane, and attending to another light in peripheral vision. Analysis by multiple linear regression yielded a model for each subject which indicated the nature and weighting of those factors contributing to variance reduction in PAMP judgments. Three subjects showed a strong linear attention effect, resulting in shifts of the PAMP away from the locus of attention. Similarly, a strong linear fixation effect was discovered in two subjects, a weak effect in another, and a nonlinear, inverse fixation effect in the last. Additional factors were noted for some subjects. Possible explanations of the observed effects were discussed. The study indicates that both visual attention and visual fixation are critical factors in experiments on auditory space perception although inter-individual differences do exist in the nature and strength of the effects.     

Reported visual imagery for faces and facial recognition memory

Data from several studies of college students yielded moderate correlations among faces recognition scores (ratings, answers to questions), but association between visual imagery and recognition memory for faces was small to medium. Women reported more vivid and better controlled visual imagery for faces than men.     

A detailed study of sequential saccadic eye movements for normal- and poor-reading children

This paper presents the results of an in-depth study of parameters characterizing sequenced saccadic eye movements for a group of dyslexic children and a comparative normal control group with ages in the range greater than 8.0 yr. and less than 13.0 yr. No parameters were statistically different for the two groups, which supports the findings of Brown, et al. and contradicts the findings of Pavlidis. Our results indicate that sequenced saccadic eye movements are not diagnostically useful for early detection of dyslexia.     

Manual performance in the cold with gloves and bare hands

Previous research aimed at quantifying and reducing the decrements encountered in performing manual tasks in cold weather has not described the relationships between task characteristics and cold-induced impairments. The amount of decrement and, often times, the optimal means for reducing the decrement, appear to be task-specific. The research reported here is one in a series of studies formulated to explore those relationships. The strategy is to use tasks from the battery developed by Fleishman (1967) to measure the factorially 'pure' abilities needed to perform all manual tasks. 24 U.S. Marines performed this battery of nine tasks across a range of cold temperatures. To determine if the decrement due to wearing gloves might be less than the decrement due to cold hands as the air temperature decreased, performance on the battery of tasks was measured with and without gloves. Only three of the tasks (abilities) were affected by cold temperatures, and the amount of decrement increased as the air temperature decreased. Three tasks deteriorated due to wearing of gloves, two of those affected by cold and one other. Temperature affected performance independently of the glove effect. Half of the subjects did not complete bare-handed testing at -18 degrees C (approximately 20 min.), indicating this is the lower end of the temperature range in which bare-handed performance for more than a few minutes is practical.     

Discrimination of computer-synthesized speech

The effects of learning on the discrimination of computer-synthesized speech was assessed by presenting 100 computer-produced monosyllabic words to 2 groups of 15 adult subjects. One group's errors were corrected while the other group's errors were uncorrected. A comparison of errors on the first 50 vs the second 50 presentations showed significant improvement for corrected group only. It was concluded that the discrimination of computer-synthesized monosyllables can be improved with correction of errors but is still about 14% poorer than the discrimination of human speech.