Information presentation format preferences of art museum visitors

Behavioral differences between infrequent and frequent art museum visitors, in the absence of demographic differences, suggest the need to investigate information presentation format styles. Four formats were tested in the present study. Results indicate that infrequent and frequent visitors do prefer different formats. Implications of the obtained results for exhibit labels and broader consumer research are discussed.This study was part of a larger study conducted in partial fulfillment of the requirements for a Master of Science in Psychology from the University of Wyoming.The author wishes to thank Roseanne Foti and Phil Bobko for their help in reading earlier versions of this paper.     

MMPI taxonomies of child sexual and nonsexual offenders: a cross-validation and extension.

In a court clinic sample of 107 child sexual and nonsexual offenders, Minnesota Multiphasic Personality Inventory (MMPI) profiles did not differ as a function of arrests for sexual versus nonsexual offending. However, a three-group cluster-analytic solution was generated. Two of these clusters replicated those derived by Hall, Graham, and Shepherd (1991). The first cluster was unelevated, with Scales 4 and 9 as high points. The second cluster had MMPI Scales 4, 8, 2, and 7 as the highest scales. The third cluster was even more elevated than the other two clusters, characterized by extreme elevations on MMPI Scales F, 2, 4, 6, 7, and 8. The somewhat different results of this study versus previous studies (e.g., Hall et al., 1991) may be a function of the different populations sampled. The results provide evidence of within-group heterogeneity among sexual and nonsexual offenders that may be as important as between-group differences.     

Counterfactuals and the applications of mathematics

Conclusion It has been argued that the attempt to meet indispensability arguments for realism in mathematics, by appeal to counterfactual statements, presupposes a view of mathematical modality according to which even though mathematical entities do not exist, they might have existed. But I have sought to defend this controversial view of mathematical modality from various objections derived from the fact that the existence or nonexistence of mathematical objects makes no difference to the arrangement of concrete objects. This defense of the controversial view of mathematical modality obviously falls far short of a full endorsement of the counterfactual approach, but I hope my remarks may serve to help keep such an approach a live option.     

Musical duplex perception: perception of figurally good chords with subliminal distinguishing tones.

In a variant of duplex perception with speech, phoneme perception is maintained when distinguishing components are presented below intensities required for separate detection, forming the basis for the claim that a phonetic module takes precedence over nonspeech processing. This finding is replicated with music chords (C major and minor) created by mixing a piano fifth with a sinusoidal distinguishing tone (E or E flat). Individual threshold intensities for detecting E or E flat in the context of the fixed piano tones are established. Chord discrimination thresholds defined by distinguishing tone intensity were determined. Experiment 2 verified masked detection thresholds and subliminal chord identification for experienced musicians. Accurate chord perception was maintained at distinguishing tone intensities nearly 20 dB below the threshold for separate detection. Speech and music findings are argued to demonstrate general perceptual principles.     

Parent-tutoring procedures: Experimental analysis and validation of generalization in oral reading across passages,settings, and time

A study that involved parents as reading tutors was carried out at home during the summer with four elementary children, three with learning disabilities. One purpose was to determine the effects of tutoring in the basal reader on reading rates at home. Another purpose was to determine potential generalization effects as a result of parent tutoring on different academic tasks at home and, later at school, on different and similar tasks. A combination multiple-baseline and reversal design tested for replication and generalization effects. Increases in correct rates were noted for the targeted variables across conditions. The results indicated that parents tutoring with school basal texts during the summer produced marked increases in reading rates that generalized at home to different academic tasks and at school to different and similar tasks. This suggests that parents, when using specific tutoring procedures, can increase their children's academic skills.     

Should a school honor a student's DNR order? A physician/ethicist responds: a student's rights are not so simple.

...S.A. has a right to refuse treatment, but the school has a responsibility to others as well as S.A. By insisting on activating 911, the school risks violating her rights. But by agreeing to a rigid demand not to call 911, the school risks harming S.A., her schoolmates, and teachers. S.A. could be harmed in two ways: by having to endure a prolonged and painful death or by not being treated for an acute, reversible event that further compromises her life without ending it. Her fellow schoolmates and teachers could be harmed by being put in a position to exercise judgments and accept responsibilities for which they are neither professionally nor emotionally equipped....     

Programs for visual psychophysics on the Amiga: A tutorial

A typical psychophysical experiment presents a sequence of visual stimuli to an observer and collects and stores the responses for later analysis. Although computers can speed up this process, paint programs that allow one to prepare visual stimuli without programming cannot read responses from the mouse or keyboard, whereas BASIC and other programming languages that allow one to collect and store observer’s responses unfortunately cannot handle prepainted pictures. A new programming language called The Director provides the best of both worlds. Its BASIC-like commands can manipulate prepainted pictures, read responses made with the mouse and keyboard, and save these on disk for later analysis. A dozen sample programs are provided.     

Cognitive mechanisms mediating the biasing effects of leader sex on ratings of leader behavior

The present study examined the effects of the sex of the leader, the sex of the rater, and the temporal position of leader performance information on ratings of leader behavior. Male and female subjects listened to an audiotape of a male or female leader and then rated the leader's initiating structure and consideration behaviors. The position of the leader performance information was manipulated by describing the leader as successful before or after raters listened to the audiotape or not presenting raters with the performance information. Analyses indicated that the sex of the leader and/or sex of the rater biased ratings of initiating structure when the performance information was presented after the audiotape and when no leader performance information was presented. Consideration ratings were affected only by the position of the leader performance information. The results are interpreted within a cognitive/implicit sex theory framework. Implications for leadership research are also discussed.Portions of the data analyzed in this study were collected by the second author as part of a master's thesis directed by Joseph A. Sgro.     

Psychosocial characteristics of preschool siblings of handicapped and nonhandicapped children

This project examined psychosocial characteristics of 24 preschool-aged siblings of handicapped children in relation to a control group of 22 siblings of nonhandicapped children. Subjects were matched on family size and income, sibling age, birth order, sex, age spacing, and marital status of their parents. Results indicated no statistically significant differences between groups of children on measures of perceived self-competence and acceptance, understanding of developmental disabilities, empathy, and child care responsibility. Significant group differences were found where brothers of handicapped children were rated by their mothers as being more depressed and aggressive than brothers of nonhandicapped control children. Sisters of handicapped children were rated by mothers as being more aggressive than sisters of nonhandicapped children. Sisters of handicapped children and brothers of nonhandicapped children had significantly fewer privileges and more restrictions on their home activities than other groups. Results are discussed in relation to previous research on older silbings of handicapped children and the general literature on family stress and childhood disability and disease. The importance of examining sibling functioning via multiple measures of child behavior is stressed.The authors are grateful to the children and families who participated in the project. The assistance of Dr. Ricardo Barrera, Christine DiBlasio, Lisa Kaye, Paola Bellabarba, Jeanne Logozzo, Donna Motley, Jennifer Harter, and Tina Meisell is also gratefully acknowleged. This project was funded by Grant Number G008300345 from the U.S. Department of Education.