Control of children's observing responses by information feedback during visual discrimination learning

Four experiments examined the control of observing responses by information feedback during visual discrimination learning. Second-grade children participated in Experiment 1; kindergarten, second-, and fifth-grade children were subjects in Experiments 2 and 3, and grade 5 and adult subjects were tested in Experiment 4. In order to view the stimuli, subjects in Experiments 1, 2, and 3 activated lights in viewing boxes; in Experiment 4, stimulus fixations were measured using a corneal reflection technique. Fifth graders and adults observed the discriminative stimuli for longer times on trials following negative feedback than on trials following positive feedback; in contrast, kindergartener's observing was not affected by type of feedback. Second graders showed smaller and less reliable reactions to type of feedback than did older subjects. These results support the view that visual observing is controlled by cognitive processes associated with hypothesis testing.     

Understanding multiple personality with the Comprehensive Rorschach system

Exner's Comprehensive Rorschach system is utilized in studying a unique sample of patients--three multiple personalities. Each patient and a number of secondary personalities are tested. Several interpretative and technical aspects of Exner's system are clarified. All of the main personalities are ambient, extending Exner's conclusions regarding the implications of this style. The secondary personalities have personality structures which are remarkably different from those of the main personalities. Differences from previous studies are attributed to unique administrative features of the Comprehensive system.     

School psychology in Australia

The status of school psychology in Australia is reviewed. Information is presented on the education system, the role of the school psychologist, historical development, special problems, contributions, and future trends in Australian school psychology.     

Resolving discrepant results of the Wheatstone Experiment

Summary Soon after Wheatstone published his results obtained with the twelve earliest stereograms. Brewster disputed the result obtained with one of them. This stereogram consisted of a thick vertical line presented to one eye and a thin vertical and thick inclined line to the other. Wheatstone reported seeing depth with this figure but Brewster did not. We conducted three experiments to explore the possible reason for the disagreement. Experiment 1 indicated that the stereogram produces a variety of perceptions including the depth as reported by Wheatstone and the rivalry as reported by Brewster. Experiment 2 showed that Brewster's procedure of keeping the eyes fixed while viewing the stereogram reduces the proportion of subjects reporting depth. In Experiment 3, the top half and the bottom half of the stereogram were presented in different trials. The top of the stereogram that contains no conflicting cues produced reliable depth, but the bottom that does, did not. It is concluded that the difference in the procedures they used and the nature of the stimulus were responsible for the conflicting results.     

Do alcoholic Korsakoff's syndrome patients acquire affective reactions?

In this study we report two experiments that investigate the acquisition of affective reactions. In Experiment 1, unfamiliar melodies were played to Korsakoff's syndrome patients and alcoholic and nonalcoholic control subjects who were matched with them according to age and education. Following a retention interval of 5 min, subjects received a preference test on old and new melodies. Korsakoff's syndrome patients showed the same increase in preference for old melodies as a consequence of prior exposures as control subjects did, but their recognition of melodies was significantly impaired in comparison with controls. In Experiment 2, the same subjects saw photographs of two men. Fictional biographical information depicted one as a "good guy" and the other as a "bad guy." After a retention interval of approximately 20 days, Korsakoffs recalled virtually none of the biographical information; however, 78% preferred the good guy, and impression ratings were less favorable for the bad guy. Korsakoff patients developed preferences and impressions even though they did not have voluntary access to the information on which the preferences were based. However, their impression ratings were less extreme than those of controls. The pattern of results of the two studies is discussed in terms of Johnson's (1983) MEM model of memory.     

Effects of luminance and contrast on direction of ambiguous apparent motion

A study is reported of the role of luminance and contrast in resolving ambiguous apparent motion (AM). Different results were obtained for the short-range (SR) and the long-range (LR) motion-detecting processes. For short-range jumps (7.5 min arc), the direction of ambiguous AM depended on brightness polarity, with AM only from white to white and from black to black. But for larger jumps, or when an interstimulus interval (ISI) was introduced, AM was less dependent on polarity, with white often jumping to black and black jumping to white. Two potential AMs were pitted against each other, one carried by a light stimulus and the other by a dark stimulus. The stimulus whose luminance differed most from the uniform surround captured the AM. Visual response to luminance was linear, not logarithmic. When the stimulus was modified to give continuous AM in one direction it was followed by a negative aftereffect of motion only when the spatial displacement was 1 min arc. A larger displacement (10 min arc) gave good AM but no motion aftereffect. Thus only short-range motion adapts motion-sensitive channels.     

Alternation behavior, spatial discrimination, and reversal disturbances following 6-hydroxydopamine lesions in the nucleus accumbens of the rat

The effects of dopaminergic depletion of the nucleus accumbens was tested in various behavioral tasks such as alternation, spatial discrimination, and reversal learning, and in an extinction paradigm in a T maze. Animals with lesions showed impairment of spontaneous alternation behavior, disturbances in the acquisition of spatial discrimination, and great difficulty in reversing previously learned habits. In the extinction phase, experimental animals are unable to adjust their behavior, and continue to choose the previously reinforced arm of the T maze. It is suggested that the nucleus accumbens plays an important role in the transition of motivation into action, and that dopamine has a facilitatory influence on the mediation of these processes.     

Motivation and performance: Two consequences of winning and losing in competition

The present study examined the effects of competitive outcome—either a win or a loss—on intrinsic motivation. Winning was hypothesized to facilitate both performance and intrinsic motivation. Fifty-four participants, 29 females and 25 males, competed against a same-gender confederate in a puzzle-solving contest. Following the competition, participants' intrinsic motivation was surreptitiously measured by the amount of time spent playing with the puzzle while alone. Results showed that winning facilitated both actual competitive performance and intrinsic motivation relative to losing. The importance of considering the outcome when predicting intrinsic motivation after competition is discussed.