Further evidence of a sensory-tonic interaction in pigeons

The five pigeons in Group 1 were given successive intradimensional discrimination training in which responses to a line of 49 degrees were reinforced on a variable-interval schedule and responses to a line of 33 degrees were not reinforced. Subsequent generalization testing with other line orientations revealed a peak shift from the positive stimulus in the direction away from the negative stimulus in all subjects. The four pigeons in Group 2 received successive discrimination training with the 49 degrees value on the key during both stimuli. During the negative stimulus, however, the floor was tilted 16 degrees counterclockwise. When tested (with the floor flat) these subjects showed peak shifts similar to those observed with Group 1. A third group of three pigeons, given successive interdimensional discrimination training with the 49 degrees line as the positive stimulus and the absence of the line as the negative, showed no peak shift in a subsequent generalization test. It was concluded that tilting the floor on which the pigeon stood systematically distorted the bird's visual perception of the orientation of the line in a manner consistent with the results of other studies in this laboratory.     

Performance of two species of quail on basic reinforcement schedules

Two bobwhite quail (Colinus virginianus) and two Japanese quail (Coturnix coturnix japonica) were trained to peck a response key to obtain food. In general, performance on fixed ratio 20 and variable- and fixed-interval 60-sec schedules was comparable to the response patterns of other species under these schedules.     

Rules, praise, and ignoring: elements of elementary classroom control

An attempt was made to vary systematically the behavior of two elementary school teachers to determine the effects on classroom behavior of Rules, Ignoring Inappropriate Behaviors, and showing Approval for Appropriate Behavior. Behaviors of two children in one class and one child in the other class were recorded by observers, as were samples of the teachers' behavior. Following baseline recordings, Rules, Ignoring, and Approval conditions were introduced one at a time. In one class a reversal of conditions was carried out. The main conclusions were that: (a) Rules alone exerted little effect on classroom behavior, (b) Ignoring Inappropriate Behavior and showing Approval for Appropriate Behavior (in combination) were very effective in achieving better classroom behavior, and (c) showing Approval for Appropriate Behaviors is probably the key to effective classroom management.     

Spatial factors in masking with black or white targets

Two masking experiments were carried out. In the first, duration thresholds were measured for a 10 min black test disc paired with a larger concentric black mask, ranging in size from 15 min to 2 deg. The stimuli were tachistoscopically presented centrally, or at 2 deg or 6 deg in the left binocular field. As mask diameter increased, test threshold decreased in a negatively accelerated function, which approached an asymptote below the unmasked condition. All functions are similar with systematic upward shifts for more peripheral stimulation. In Experiment 2, threshold luminance was adjusted for a 1 deg, 5-msec test flash paired with a 250-mseC., 34-mL mask, ranging from 1 deg to 6.2 deg in diameter. Stimuli were presented in Maxwellian view at 7.2 deg in the right eye nasal field. Results were similar to Experiment 1, except that the asymptote is significantly above the control condition. Both experimental results support a border inhibition hypothesis.     

Time perception and the filled-duration illusion

A reproduction design is used to show that temporal intervals containing brief tones appear longer than empty intervals of the same duration, the effect being independent of duration. These and previous data are discussed within a theoretical framework which allows for the interrelation of data from different time perception tasks; and a reversible encoding model is stated which accounts for much of the data obtained with empty intervals. A “chunking” model, in which tones occurring in an interval serve to segment the interval during encoding, can account for the filled-duration illusion if certain conditions are met. Finally, mechanisms that are consistent with these conditions are stated.     

Detection of temporal gaps within and between perceptual tonal groups

Two experiments were conducted to explore the hypothesis that tones widely separated in frequency are processed in separate communication channels. Listeners attempted to detect brief temporal gaps between items in a simple tonal sequence of two high tones followed by two low tones. Temporal resolution within both the high and low groups was near perfect; between-group detection scores were significantly lower. Results are interpreted as evidence for a processing time delay when shifts of focal attention occur between perceptual structures organized within the frequency domain.     

Addressing Psychometric Limitations of the Difficulties in Emotion Regulation Scale Through Item Modification

Through its frequent use, a pattern has emerged showing psychometric limitations of the Difficulties in Emotion Regulation Scale (DERS; Gratz &; Roemer, 2004 Gratz, K. L., &; Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the Difficulties in Emotion Regulation Scale. Journal of Psychopathology and Behavioral Assessment, 26, 41–54.[Crossref], [Web of Science ®] , [Google Scholar]). This 3-part study sought to (a) determine whether these limitations are due to a method effect by rewording all reverse-coded items in a straightforward manner and submitting them to exploratory factor analysis (EFA), and (b) examine the tenability of an adaptation of the original measure. EFA results from Study 1 (N = 743) supported retention of 29 modified items across 5 factors. Consistent with the original theoretical underpinnings of the DERS, Awareness and Clarity items loaded on the same factor. In Study 2 (N = 738), confirmatory factor analysis (CFA) was used to examine the factor structure of the pool of items identified in Study 1. All of the modified subscales clustered strongly with one another and evidenced large loadings on a higher-order emotion regulation construct. These results were replicated in Study 3 (N = 918). Results from Study 3 also provided support for the reliability and validity of scores on the modified version of the DERS (i.e., internal consistency, convergent and criterion-related validity). These findings provide psychometric support for a modified version of the DERS.