The information theoretic entropy function as a total expected participation index for communication network experiments

This paper shows how the concept of an incidence matrix of communications can be used to define the entropy of a finite scheme. The properties of the entropy function are examined and the function is found to be best interpreted as a total expected participation index. Data is presented showing the relationship between structural centrality and the new total expected participation index. In general, as the network becomes more centralized the smaller the value of the participation index and as the network becomes more structurally decentralized the greater the participation index.This research was supported in part by Ford Foundation Grant 1-40055 to the Graduate School of Industrial Administration at Carnegie Institute of Technology for Research in Organizational Behavior.The author wishes to acknowledge the aid of Terry B. Marbach in the preparation of data.     

Changes in Academic Performance in the Junior High School

This study was designed to determine the relationships between changes in academic performance and intellective and non-intellective factors. Seventh grade students attending five junior high schools, who had attended selected elementary schools, were tested with the Personal Values Inventory (PVI), a test of academic motivation, shortly after the first seventh-grade marking period. School marks at that marking period and those received the previous year were procured from a self-report included in the PVI. All students had taken the California Achievement Test Battery and Mental Maturity Test as well as the Scholastic Testing Service Work-Study Skills Test in the sixth grade. Factor analysis identified four factors in both boys and girls: intelligence-achievement, academic motivation, academic plans, and youth-culture involvement. While intelligence was found to be mainly unrelated to the criterion, the non-intellective factors, especially academic motivation, bore significant relationships to the changed performance.     

Oculomotor adaptation to wedge prisms with no part of the body seen

When S looks at a visual target through prisms, adaptive shifts in reaching behavior occur even though he sees no part of his body through the prisms. These shifts are caused by a change in the judgment of the direction of gaze (oculomotor change), which in turn is caused by two secondary prismatic effects: (a) asymmetry of the visual display and (b) apparent rotation about a vertical axis of a panel or wall facing S. The “asymmetry” factor contributes 22% of the total oculomotor change, and the “rotation” effect contributes the remaining 78%. Oculomotor change is not facilitated by eye-movement activity. The adaptive oculomotor change induces a non-adaptive proprioception change about one-tenth as large as the oculomotor change. These findings are capable of accounting for the previously unexplained results reported by Wooster in 1923, and also for the current controversy about the role of reafferent stimulation in sensorymotor adaptation.     

Sex differences in the duration of visual attention

Normal adult males and females looked at a series of photographs containing either a single adult male or female. Ss viewed each picture for as long as they wished. Assuming that measures of the duration of attention would reflect Ss attraction for the opposite sex, it was hypothesized that Ss would spend relatively more time viewing photographs of the opposite sex. The results failed to support the hypothesis. Although males did not differentially attend to the stimuli, females looked significantly longer at the females than they did at the males. The results were interpreted in terms of the “overt sexual content” of the stimuli and socially conditioned attentiveness and inattentiveness.     

Sex differences in the duration of visual attention

Normal adult males and females looked at a series of photographs containing either a single adult male or female. Ss viewed each picture for as long as they wished. Assuming that measures of the duration of attention would reflect Ss attraction for the opposite sex, it was hypothesized that Ss would spend relatively more time viewing photographs of the opposite sex. The results failed to support the hypothesis. Although males did not differentially attend to the stimuli, females looked significantly longer at the females than they did at the males. The results were interpreted in terms of the “overt sexual content” of the stimuli and socially conditioned attentiveness and inattentiveness.     

Oculomotor adaptation to wedge prisms with no part of the body seen

When S looks at a visual target through prisms, adaptive shifts in reaching behavior occur even though he sees no part of his body through the prisms. These shifts are caused by a change in the judgment of the direction of gaze (oculomotor change), which in turn is caused by two secondary prismatic effects: (a) asymmetry of the visual display and (b) apparent rotation about a vertical axis of a panel or wall facing S. The “asymmetry” factor contributes 22% of the total oculomotor change, and the “rotation” effect contributes the remaining 78%. Oculomotor change is not facilitated by eye-movzment activity. The adaptive oculomotor change induces a non-adaptive proprioception change about one-tenth as large as the oculomotor change. These findings are capable of accounting for the previously unexplained results reported by Wooster in 1923, and also for the current controversy about the role of reafferent stimulation in sensorymotor adaptation.     

THEOLOGY AS THE QUEEN (BEE) OF THE DISCIPLINES?

Abstract. Once Queen of the Medieval court of sciences, dethroned theology may be able in our time to play a strategic servant role in rightly humiliating, elevating, and ordering the disciplines, in gadflying like a mutant honeybee, generating surprise and serendipity through the intermediacy of social science, and in offering ethical homing direction to the disciplines in their applied endeavors.     

Overt responding in computer-based training

This experiment compared the extent to which students learned facts included in computer-based-training frames that required an overt response to those that did not. Frames included two types of facts: Some facts had one word missing which had to be supplied by the student (active facts). Other facts had no missing words and required no overt response (passive facts). Each student completed four 14-fact modules in random order. Two of the modules contained frames with all active facts. Each frame in the other two modules contained one active and six passive facts. Paper pretests and posttests showed that students learned twice as many facts when all facts in the module were active than when only one in seven were active. The modules that included passive facts required one-fifth the time to complete than those with only active facts. Students learned more facts per minute of training in one of the two modules that included passive facts than in the two modules with only active facts.