How choice of mouse may affect response timing in psychological studies

Mice from the early 1990s seemed to offer a cheap and viable alternative to more expensive response boxes, with fairly consistent results being found between studies. However, has anything changed in the intervening decade? Are newer mice technologies necessarily better? Is USB a better mouse interface than the old-fashioned serial interface? With such questions in mind, we outline a method for bench-testing the timing characteristics of mice outside of a PC, in order to predict their contribution to response timing. A sample set of mice was testedunder a visual stimulus—response paradigm, using E-Prime to compare predicted performance with measured response registration. A representative range of mice technologies was tested alongside a standard keyboard and an E-Prime deluxe response box. The implications for using any response device other than a recognized response box are discussed.     

Adolescent computer use and academic achievement

The main purpose of this study was to investigate the relationship between adolescent computer use and academic achievement. Questionnaires and seven-day time logs were used to gather data from 101 tenth-grade students in southwestern Ohio. The adolescents both estimated and documented their computer use. The correlation between computer use and grade point average was not found to be significant. However, gender differences were found across grade point average and time spent doing homework on and off the computer. Estimates of time spent per week using the computer were correlated with the time recorded in logs.     

Nightmare frequency,nightmare distress,and anxiety

Using the self-reports of 300 university students, we replicated and extended the results of a 1971 study of Hersen by demonstrating a significant relationship between both nightmare frequency and nightmare distress with two dimensions of anxiety. Our results are not consistent with the 1990 findings of Wood and Bootzin who concluded that both nightmare frequency and nightmare distress were not correlated with anxiety.     

Preventing conduct problems, promoting social competence: a parent and teacher training partnership in head start

Studied the effectiveness of parent and teacher training as a selective prevention program for 272 Head Start mothers and their 4-year-old children and 61 Head Start teachers. Fourteen Head Start centers (34 classrooms) were randomly assigned to (a) an experimental condition in which parents, teachers, and family service workers participated in the prevention program (Incredible Years) or (b) a control condition consisting of the regular Head Start program. Assessments included teacher and parent reports of child behavior and independent observations at home and at school. Construct scores combining observational and report data were calculated for negative and positive parenting style, parent-teacher bonding, child conduct problems at home and at school, and teacher classroom management style. Following the 12-session weekly program, experimental mothers had significantly lower negative parenting and significantly higher positive parenting scores than control mothers. Parent-teacher bonding was significantly higher for experimental than for control mothers. Experimental children showed significantly fewer conduct problems at school than control children. Children of mothers who attended 6 or more intervention sessions showed significantly fewer conduct problems at home than control children. Children who were the "highest risk" at baseline (high rates of noncompliant and aggressive behavior) showed more clinically significant reductions in these behaviors than high-risk control children. After training, experimental teachers showed significantly better classroom management skills than control teachers. One year later the experimental effects were maintained for parents who attended more than 6 groups. The clinically significant reductions in behavior problems for the highest risk experimental children were also maintained. Implications of this prevention program as a strategy for reducing risk factors leading to delinquency by promoting social competence, school readiness, and reducing conduct problems are discussed.     

About the Contributors

Biography

About the Contributors     

Modification of the human blink reflex by transient and sustained features of acoustic prestimulation

The effects of acoustic stimuli whose onsets and durations were controlled to vary their transient and sustained features on the size of a subsequently elicited blink reflex were examined in humans. Prestimuli both with and without transient features inhibited the reflex when they preceded the eliciting stimulus by brief lead intervals, showing that acoustic transients are sufficient, but not necessary, for reflex inhibition. Inhibition evoked by transient and sustained stimulus features showed partial summation, and inhibition evoked by stimuli with only transient and with transient and sustained features showed similar decay functions with increasing lead intervals. Blink augmentation was found at longer lead intervals early but not late in a session, and was more evident in women than men. Prestimuli with only transient features were more effective than those with both transient and sustained features, showing that sustained stimulus energy at the time of reflex elicitation is not only not necessary for blink augmentation, but also diminishes it.     

Effect of lateralized gaps in noise on the cutaneous blink reflex in humans

The early (R1) and late (R2) components of the cutaneous blink reflex in right-handed humans were recorded in three experiments to examine the lateral symmetry of a simple excitatory process in their brainstem pathways and of the control of the excitability of the pathways by gaps in acoustic noise. Experiment 1 showed that a stimulus below R1-elicitation threshold increased the excitability of the right R1 pathway more than the left but that the rate of decay was similar on both sides. Experiment 2 showed that a brief unilateral gap in noise affected the R1 and R2 reflex pathways bilaterally. Experiment 3 showed that R2 varied with gap duration and that gaps to the left and right ears had indistinguishable effects. The finer temporal resolution of events in the right sensory field of right-handers seen in psychophysical judgments is not seen in the descending control of brainstem excitability.