The use of modeling to increase independent behavior

Three experiments were conducted aimed at increasing independence via use of modeling procedures in, respectively, two samples of neurotic outpatients and a sample of psychiatric inpatients. Significant gains in independence emerged in all three investigations. Subsidiary findings are reported regarding the operation in clinical contexts of ‘modeling-enhancers’ of demonstrated effectiveness in laboratory settings.     

Opinion revision and the influence of corresponding and conflicting adjectives

The hypothesis was tested that Bayes' theorem would be a good model to predict the revision of opinion about other people in the light of information about these people. This hypothesis was tested in 5 different diagnostic situations. A further purpose was to investigate the influence of corresponding and conflicting items of information on opinion revision. The items of information consisted of 4 successively presented adjectives, favorable (H) and/or unfavorable (L) ones. The Ss revised their opinion after each adjective. Each sequence of 4 adjectives was presented twice, the second time in reversed order.     

A matching-to-sample procedure for the study of visual perception and concept formation in infrahumans: A test in the pigeon

An apparatus suitable for conducting simultaneous or delayed matching-to-sample experiments with as many as eight comparison stimuli is described. Data are presented which indicate that pigeons are capable of performing such a task. It is concluded that the simultaneous matching-to-sample procedure with more than two comparison stimuli is an efficient means of obtaining information about discrimination capacity and that this procedure may be suitable for studying visual perception in infrahuman Ss.     

Children's component selection with varying degrees of training

With the component selection measure developed by Hale and Morgan (1973), children's use of selective attention was assessed at six levels of learning, ranging from undertraining to overtraining, and this function was examined at each of ages 4, 8, and 12. It was found that, as the children learned the task, they maintained a relatively wide focus of attention, acquiring information about both features of the stimuli, color and shape. Thus, contrary to the model under investigation, the children did not exercise a high degree of selectivity as they approached mastery of the task; nor did overtraining produce the expected “broadening” of attention, as the children acquired little stimulus information beyond the point at which criterion had been reached. The data were interpreted to be more consistent with a model that assumes the bulk of stimulus learning to occur prior to task mastery.     

A l'occasion du renouvellement de l'annee

Sans résumé