Sustained behavioral contrast in children

Children were exposed to a multiple schedule involving equal variable-interval schedules in each of two components and a multiple schedule involving a variable-interval schedule in one component and an extinction schedule in the other. Response rates were equal in both components when each involved a variable-interval schedule. Response rates differed in the two components of the multiple variable-interval extinction schedule. Response rates were higher in the variable-interval schedule when the accompanying schedule was extinction than when it was variable interval. The increase in response rate in the variable-interval component, simultaneous with the decrease in response rate in the extinction component, illustrated sustained behavioral contrast, and was the first evidence of this phenomenon in children.     

An electronic audio switch

This article describes an electronic switch that allows presentation of sine wave stimuli without the often undesirable transient thump, thud, or click usually caused by ordinary electromechanical switches.     

The assimilation theory applied to a modification of the Müller-Lyer illusion

The assimilation theory of illusions, which utilizes the principle that large magnitudes in a series are underestimated and small magnitudes are overestimated, was applied to a modification of the Müller-Lyer illusion. A close link was shown to exist between the Müller-Lyer illusion, a modification of the Müller-Lyer illusion, and the Sander parallelogram. In addition, a new illusory target was predicted.     

Sense modality switching and serial leaming

This investigation examined the effect of sense modality switching ofinformation at various positions of a serial learning task. Different numbers of flashes of light and different numbers of “blips” ofa pure tone were used as signalsin a four-position serial learning task. The design of the study involved a switch in sense modality at each one of the four possible positions in the series. Thus, it was possible to determine if the transmission of information through one sense modality makes it progressively more difficult or more time consuming to switch to another source of information transmitted through another modality. The results generally supported the contention that, as information is received through a particular modality, there is a build-up of the disruption involved in switching sense modality.     

Rate-dependent effects of drugs: modification by discriminative stimuli of the effects of amobarbital on schedule-controlled behavior

Food-deprived pigeons responded under a 10-min fixed-interval schedule of food presentation. During even-numbered minutes of the schedule, the discriminative stimuli were the same as those present when food was delivered. During odd-numbered minutes there was either a change in keylight color or a change in overhead illumination, either for the entire duration of the odd-numbered minutes, or for 3-sec after each response. Responding during even-numbered minutes showed the usual pattern of positive acceleration; responding during odd-numbered minutes was similarly graded, but rates were much lower. The response-rate-increasing effects of amobarbital were inversely related to control rates of responding for both even- and odd-numbered minutes. However, when the stimulus change during odd-numbered minutes was either keylight color or a change from a darkened to a brightly illuminated chamber, increases in responding were considerably less than predicted on the basis of the effects on responding during even-numbered minutes. When the stimulus change was from a darkened to a dimly illuminated chamber, control rates of responding changed little, but increases in responding during odd-numbered minutes after amobarbital were considerably greater, and of the approximate order expected on the basis of control rate.     

The counselor's role in collective negotiations

The impact of professional negotiations on the current educational scene is examined and related to clarification of the school counselor role. Role confusion continues in the school situation, and negotiations may well be the way to bring about a change in the status quo. Negotiations for counselors are explored from the standpoints of dimensions of negotiations, implementation of negotiations, and attitude of professional associations. Conclusions are that negotiations have significant implications for counselor role delineation.