Sensorimotor synchronization: motor responses to regular auditory patterns.

Subjects (N = 32) were asked to synchronize a motor response with tones in auditory patterns. These patterns were created from six tones and six intertone intervals of equal duration. The pitch of the first tone differed from the others. It was found that subjects used three types of timing in their motor response: (1) the first intertone interval was prolonged and the second interval was shortened, (2) the second intertone interval was prolonged and the first interval was shortened, and/or (3) the first interval and the second interval were of approximately the same length. The prolongation of the fifth interval was observed during all three types of timing. The results are explained using the concept of suprasegmental control of timing, which explains a prolongation of intervals at critical control point of the patterns. The occurrence of three different strategies of timing is discussed in connection with similar principles in musical performance.     

How does the visual system distinguish between illuminance and reflectance?

The experiments in which the strengths of pattern and of fusion differing in kind from brightness were used as measures indicated that the visual system could distinguish between illuminance and reflectance. From this result and an observation of gray papers by a microscope, it is assumed that luminance has two aspects, one refers to the macroscopic density of photons and another to the proportion of the reflected microscopic areas to the absorbed microscopic areas so that brightness constancy occurs in relation to each of the patterns of the various sizes from a macroscopic pattern visible to the naked eye to a microscopic pattern not visible. It is also mentioned that the strength of fusion is rare but promising as a measure for analyzing brightness.     

Sex differences in self-concept among African adolescents

To examine sex differences in self-concept among black African adolescents in Umtata, South Africa, 97 boys and girls whose mean ages were 18.0 and 17.7 yr., respectively, were drawn from St. John's College students who were in their final year of high school and were preparing for their final year and national matriculation examinations. On the Canadian Self-esteem Inventory mean scores obtained by girls and boys were not significantly different.     

Biobehavioral factors in sudden cardiac death

The authors examine the recent literature on psychological factors and sudden cardiac death and explore the mediating psychophysiological processes by which these variables may be associated. Direct evidence that psychosocial stressors and their correlates may be causally linked with sudden cardiac death in humans is not conclusive, but there is abundant convergent evidence that several physiological precursors of sudden death may be promoted by psychological challenge, especially in persons with coronary heart disease. The authors call for increased attention to the acute effects of psychological events on cardiovascular health.     

Gender and the influence of evaluations on self-assessments in achievement settings

This article reviews evidence for a gender difference in responsiveness to others' evaluations in achievement situations. Studies show that women's self-evaluations are more responsive to the valence of the evaluative feedback they receive than are men's. A number of possible explanations for this effect are then discussed, with the best evidence pointing to men's and women's differing construals of the informational value of others' evaluations in such situations. Research on the behavioral consequences of women's lower status as well as on children's experiences with evaluative feedback provides potential explanations for this effect. A more proximal explanation, however, lies in men's and women's different approaches to evaluative achievement situations. Men may be particularly likely to respond to the competitive nature of evaluative achievement and hence to adopt a self-confident approach that leads them to deny the informational value of others' evaluations. Women may be particularly likely to approach such situations as opportunities to gain information about their abilities.     

Discriminative Versus Reinforcing Properties of Schedules as Determinants of Schedule Insensitivity in Humans

The Psychological Record - Compliance with instructions to respond on response-independent schedules was studied to see if schedule insensitivity is determined by reinforcement of inappropriate...     

TEAM-BASED EMPLOYEE INVOLVEMENT PROGRAMS: EFFECTS OF DESIGN AND ADMINISTRATION

In recent years, many organizations have attempted to pursue continuous improvement through team-based employee involvement programs (EIPs). As a result, increased practical emphasis has been placed on how to design and administer EIPs, though empirical work has been slow to emerge. In the present research, a pilot study of 68 EIP administrators was used to identify those design and administrative variables thought to be associated with EIP effectiveness. Data were then collected from 72 EIP teams in two organizations and associated with participant and supervisory assessments of EIP effectiveness. Results suggest that the significant predictors of team effectiveness were the degree of openness of a team's information access structure, the degree of heterogeneity in the job functions performed by team members, and the team's size. Implications for EIP research and practice are discussed.     

Relationship between the Kaufman Test of Educational Achievement--Brief Form and the Wide Range Achievement Test--Revised Level 2 with incarcerated juvenile delinquents

The Kaufman Test of Educational Achievement--Brief Form and the Wide Range Achievement Test--Revised Level 2 were administered in counterbalanced order to 50 male incarcerated juvenile delinquents. The analyses showed the similar subtests on the two tests, i.e., Kaufman Reading test and WRAT-R Reading, were highly correlated. The mean standard scores of th e similar subtests were not significantly different from each other. These results contrast with the significantly lower WRAT-R scores found when scores on the WRAT-R Level 1 are compared with those on the Kaufman test.     

Cognitive styles and moral reasoning

It was hypothesized that field-dependent persons would be reasoning at the conventional level, whereas field-independent persons would reason at the post-conventional level. Data from 7 female and 3 male graduate students in Canada supported the first hypothesis (8 field-independent vs 2 field-dependent scorers), but not the second one.