Brightness and loudness as functions of stimulus duration

The brightness of white light and the loudness of white noise were measured by magnitude estimation for sets of stimuli that varied in intensity and duration. Brightness and loudness both grow as power functions of duration up to a critical duration, beyond which apparent magnitude is essentially independent of duration. For brightness, the critical duration decreases with increasing intensity, but for loudness the critical duration is nearly constant at about 150 msec. Loudness and brightness also grow as power functions of intensity. The loudness exponent is the same for all durations, but the brightness exponent is about half again as large for short durations as for long. The psychophysical power functions were used to generate equal-loudness and equal-brightness functions, which specify the combinations of intensity E and duration T that produce the same apparent magnitude. Below the critical duration ET equals k for equal brightness, and ET^a equa Is k for equal loudness. The value a is about 0.7 for threshold and about 1.25 for supraliminal loudness.     

Detection of heteroquality taste mixtures

Detection thresholds were measured for sweet (sucrose), salty (sodium chloride), sour (citric acid), and bitter (quinine hydrochloride) and for the 11 possible mixtures of these four substances. These 11 mixtures (6 binary, 4 ternary, and 1 quaternary) all turned out to be stimulus additive, in the sense that a person could reliably detect mixtures whose individual components are weaker than their unmixed thresholds. Tastants too weak to be perceived alone can thus make impact when in mixtures. The threshold concentration for a given compound was reduced in approximate proportion to the number of compounds added to it. This liberal heteroquality additivity contests the widespread belief that heteroquality mixtures (different chemicals evoking different qualities) are nonadditive and homoquality mixtures (different chemicals evoking the same quality) are additive. Heteroquality additivity emerges on appropriate definition of the subject’s task by forced choice (unavailable to earlier investigators), in order to skirt methodological pitfalls. Operating together, homoand heteroquality additivity may concomitantly enable a person to sense natural mixtures of hosts of weak constituents, such as drinking water. In this regard, gustatory mixtures may function much as do mixtures of frequencies in audition and mixtures of gaseous compounds in olfaction.     

Integrating speech information across talkers,gender, and sensory modality: Female faces and male voices in the McGurk effect

Studies of the McGurk effect have shown that when discrepant phonetic information is delivered to the auditory and visual modalities, the information is combined into a new percept not originally presented to either modality. In typical experiments, the auditory and visual speech signals are generated by the same talker. The present experiment examined whether a discrepancy in the gender of the talker between the auditory and visual signals would influence the magnitude of the McGurk effect. A male talker’s voice was dubbed onto a videotape containing a female talker’s face, and vice versa. The gender-incongruent videotapes were compared with gender-congruent videotapes, in which a male talker’s voice was dubbed onto a male face and a female talker’s voice was dubbed onto a female face. Even though there was a clear incompatibility in talker characteristics between the auditory and visual signals on the incongruent videotapes, the resulting magnitude of the McGurk effectwas not significantly different for the incongruent as opposed to the congruent videotapes. The results indicate that the mechanism for integrating speech information from the auditory and the visual modalities is not disrupted by a gender incompatibility even when it is perceptually apparent. The findings are compatible with the theoretical notion that information about voice characteristics of the talker is extracted and used to normalize the speech signal at an early stage of phonetic processing, prior to the integration of the auditory and the visual information.     

Variability of olfactory threshold and its role in assessment of aging

Olfactory thresholds of elderly persons (over 65 years) average one to two orders of magnitude higher than those of young adults (under 30 years). Past studies reveal enormous spreads (typically about three orders of magnitude) of individual thresholds within each age group and extensive overlap between the two groups—enough to question how typically decline in sensitivity characterizes the individual aged person. The present study shows that much of the observed overlap is misleading, because the brief threshold tests usually administered tend to exaggerate individual differences. A more representative assessment of an individual’s threshold (for 1-butanol) was achieved by averaging the thresholds from two to eight separate short tests, spread over 4 days. The spread of each group’s thresholds (12 young and 12 elderly subjects) narrowed strikingly as the number of tests averaged increased from one to four; further tests accomplished no additional narrowing of spread. Based on a single test, thresholds of young and elderly overlapped in the usual way; but based on four or more tests, thresholds of young and elderly overlapped little or not at all. The outcome (1) argues that decline in smell sensitivity seems to be, after all, a common feature of aging, and (2) sheds light on the sourcesof variability of sensory thresholds.     

TEACHING MEMORIZED SPELLING WITH A MICROCOMPUTER: TIME DELAY AND COMPUTER-ASSISTED INSTRUCTION

A computer-assisted instruction program was evaluated that used a constant time-delay procedure to teach 5 students 18 spelling words. In addition to delivering the instructional procedure, the program managed the presentation of training content based on individual student responding and collected instructional data on individual student performance. The procedure was effective at teaching 4 of the 5 students the words, and generalization occurred from the computer-delivered keyboard response format to a teacher-delivered hand-written response format. Maintenance data varied among the students. The study demonstrated the feasibility of using microcomputers to deliver time-delay instruction in special education classrooms and suggested several research questions related to specific features of microcomputer-delivered time-delay instruction.     

Critical Notice

N oll , R ichard . The Jung Cult: Origins of a Charismatic Movement.
N oll , R ichard . The Aryan Christ: The Secret Life of Carl Jung.     

Concerning the psychophysical power law

It is fortunate that, despite our theorizings, most of our facts manage to stay stubbornly as they were. I am encouraged by that thought as it bears on a recent theoretical attempt by Treisman (1964) to do over the psychophysical law. I should like, more in explication than in rebuttal, to comment on three major points relating to the law in question.     

Brightness function: Binocular versus monocular stimulation

A dozen observers matched numbers to the apparent brightness of a target viewed by one eye or by both eyes. Brightness grew as a power function of luminance, and the functions were practically identical for the two modes of viewing. Throughout its course, the obtained binocular function tended to fall about a decibel above the monocular function. This small degree of binocular summation, of the order of a jnd, mayor may not be significant.     

What communication skills do employers want? silicon valley recruiters respond

The purpose of this study was to analyze the satisfaction levels of Silicon Valley employers with the communication skills of newly hired college graduates. Employers reported that oral and written communication skills needed improvement in several areas, including the use of vocabulary and self‐expression. College graduates' skills are not always adequate to perform the tasks required on the job. Employers said students needed stronger writing skills; more training on professional uses of e‐mail; and additional education regarding self‐expression, impression management, and avoidance of slang.