A reconstructive-processing interpretation of the recognition failure phenomenon

The generality of the recognition failure phenomenon was the primary basis for the present research. It was hypothesized that the phenomenon obtains whenever an insufficient degree of compatibility exists between the task demands at recognition and those present during study. Experiments 1 and 2 demonstrated that, despite a recognition task that was incompatible to conditions of encoding, subjects could actively reconstruct aspects of the initial situation, and hence recognition failure was minimized. It was assumed that the stimulus material — categorized word pairs — facilitated this reconstructive process. Experiment 3 was designed specifically to examine further the reconstructive process as well as recognition failure. The results indicated that (a) the nature of this process could be mathematically predicted, and (b) subjects seldom failed to recognize words they recalled. The results of the present study strongly suggest an important boundary condition of the phenomenon of recognition failure. Moreover, Tulving and Wiseman's (1975) quadratic function could not predict accurately the obtained magnitude of recognition failure.     

TRAINING PARENTS IN BEHAVIORAL SELF-MANAGEMENT: AN ANALYSIS OF GENERALIZATION AND MAINTENANCE

This study examined the generalization and maintenance effects of three phases of parent training (Instructions plus Feedback and two Self-management Training phases) on levels of disruptive child behavior and the accuracy with which parents implemented programs. Data were collected from five families in three main settings: the initial training setting (the home), a variety of generalization settings in the community, and the family breakfast. A multiple baseline across subjects design was used. Instructions plus Feedback comprised instructing parents to use a range of behavior management procedures and provided home-based differential feedback concerning accuracy of program implementation. Self-management Training phases involved training parents in goal setting, self-monitoring, and planning skills, specific to their performance of appropriate parenting skills in generalization settings. Results indicated that the Instructions plus Feedback phase was sufficient to produce reduced levels of problem behavior at home and high levels of accurate implementation, but generalization effects out of home were equivocal. Self-management maintained reduced levels of problem behavior at home but, in addition, resulted in generalization effects in community settings for both children and parents. Maintenance probes 3 months following the program revealed the effects had been maintained.     

Retention of verbal information by rehearsal in relation to the fluency of verbal output in aphasia

The purpose of the present study was to determine if aphasic subject groups differentiated by the fluency of their verbal output employed rehearsal as a strategy for maintaining verbally coded information in primary memory. A task based upon the Brown-Peterson paradigm was administered to 10 fluent aphasic patients, 10 nonfluent aphasic patients, 10 right-brain-damaged patients, and 10 nonneurological patients. The findings indicate that the nonfluent aphasic patients did not rehearse the verbal information while the fluent aphasic, right-brain-damaged, and nonneurological patients did rehearse. In addition, both fluent and nonfluent aphasic patients encoded significantly less information into the memory system initially and performed worse on the task overall than right-brain-damaged and nonneurological patients.     

Are introverts still more religious?

The JEPQ and a religious attitude scale, ASC 4B, were completed by 1715 school children aged 11–17 yrs. Attitude to religion was found to decline across the age range, girls were found to be more religious than boys, and introverts more religious than extraverts. The relationship between introversion and religiosity is consistent with previous research and the present study adds substance to this relationship with the use of a more recent E scale on an extended age range.     

Effects of Eltoprazine Hydrochloride on Predatory Behavior in Rats

Treatment of rats with the potent antiaggressive compound eltoprazine hydrochloride (1.0 & 2.0 mg/kg) slowed both predatory attack and killing of frogs. These results demonstrate a specific predation-inhibiting action of the drug which is not obscured by the elements of conspecific aggression seen during muricide. Unlike the closely related compound fluprazine, eltoprazine increased both attack and kill latencies implying that the effects of the two drugs on predation are mediated by at least somewhat distinct drug actions. It is further suggested that eltoprazine may be more specifically antiaggressive in its actions than related phenylpiperazine compounds.

     

Rhythmic motor behavior of preambulatory motor impaired,down syndrome and nondisabled children: A comparative analysis

The developmental course of rhythmic motor behavior was followed longitudinally for three groups of preambulatory children — normally developing, Down syndrome, and those with profound motor impairment. The groups differed in chronological age but were comparable with respect to motor age. The motor impaired subjects displayed significantly less rhythmic motor behavior than the nondisabled and Down syndrome groups. In comparing particular subtypes of rhythmic motor behavior, differences were found in both the average number of bouts and duration of subtypes among the groups. Longitudinal analyses of the data over the entire observation period revealed that the rhythmic motor behavior of the children with Down syndrome was more similar to that exhibited by the nondisabled children than was the rhythmic motor behavior of the children with motor impairment. However, there was considerable variability among the groups in several particular subtypes.This research was supported by grants from the National Institute of Child Health and Human Development (HD 17650 and HD 07226).The authors acknowledge the assistance of Robert E. Arendt, Grant Youngquist, Michael Hohn, and Charles Lowitzer in obtaining the observational data and thank the families of the subjects for their enthusiasm and dedication to the project.This study was presented at the 23rd Annual Gatlinburg Conference on Research and Theory in Mental Retardation and Developmental Disabilities, April 21, 1990.     

Sex-role aspects in the development of children's vocational knowledge

Recent research suggests important age and sex differences in the sex-typing of children's vocational interests. The present study adds to this area by examining several dimensions of job choices in children of four age groups (early and late preschool, second and fourth grade). The 120 children interviewed were asked three fixed-choice questions regarding nine jobs, along with open-ended job choice items. Analysis of age effects on several predetermined dimensions showed that older children were more selective in personal job choice, especially in regard to jobs attributed to the opposite sex. Avoidance of choices associated with the other sex was stronger in boys, but other sex differences were dependent on mode of inquiry rather than on sex. Girls were less limited than boys in job interests when asked about specific jobs but expressed more restricted choices on open-ended items. Implications of these findings both for further research and educational practices are considered.     

USE OF A SELF-RECORDING AND SUPERVISION PROGRAM TO CHANGE INSTITUTIONAL STAFF BEHAVIOR

The use of a self-recording and supervision program to increase interactions between direct care staff and profoundly retarded persons in a state residential facility was investigated. Following baseline, staff were provided with instructions regarding what to self-record, criteria for how many interactions to record, and a prepared card on which to make the recordings. Throughout the study, the staff supervisor monitored intermittently staff-client interactions. Observations indicated that when the staff recorded their interactions with clients in a loosely structured dayroom setting, the rate of interactions increased noticeably for each staff person. Behavioral ecology measures indicated that other staff responsibilities, such as maintaining the cleanliness of residents and the physical area, were not affected detrimentally when social interactions increased and actually showed small improvements. Additionally, small decreases in resident self-stimulatory and disruptive/aggressive behaviors occurred when the rate of social interactions from staff persons increased. Follow-up measures indicated that the rate of staff self-recording was variable, but when staff did self-record, the increased rate of staff-client interactions maintained.