Analysis of proctor marking accuracy in a computer-aided personalized system of instruction course

In a computer-aided version of Keller's personalized system of instruction (CAPSI), students within a course were assigned by a computer to be proctors for tests. Archived data from a CAPSI-taught behavior modification course were analyzed to assess proctor accuracy in marking answers as correct or incorrect. Overall accuracy was increased by having each test marked independently by two proctors, and was higher on incorrect answers when the degree of incorrectness was larger.     

Effects of plane rotation,task, and complexity on recognition of familiar and chimeric objects

We examined the effects of plane rotation, task, and visual complexity on the recognition of familiar and chimeric objects. The effects of rotation, with response times increasing linearly and monotonically with rotation from the upright, were equivalent for tasks requiring different degrees of visual differentiation of the target from contrasting stimuli--namely, (1) deciding whether the stimulus was living or nonliving (semantic classification), (2) deciding whether the stimulus was an object or a nonobject (object decision), and (3) naming. The effects of complexity, with shorter response times to more complex stimuli, were most apparent in semantic classification and object decision and were additive with the effects of rotation. We discuss the implications of these results for theories of the relationship between the process of normalization and the determining of object identity.     

The Role of the Guidance Specialist in the In-Service Education of Teachers

A discussion of a 3-pronged approach to an elementary school guidance program, describing the role of the counselor. This 3-dimensional approach requires the services of a developmental guidance specialist whose functions would be to (1) maximize the development of all children within the school, (2) assist the administration in improving the continuity, sequence, and integration of guidance services of the school and the community, and (3) improve the competency of the teacher to a level where she can operate effectively as a guidance person within her classroom. The body of literature concerning the role and function of a guidance resource person at the elementary school level is steadily growing but much of it is focused on the first 2 aspects described above. This article concentrates on the third aspect, illustrating the role of the guidance specialist in the in-service education of teachers.     

Incommensurability and vagueness in spectrum arguments: options for saving transitivity of betterness

The spectrum argument purports to show that the better-than relation is not transitive, and consequently that orthodox value theory is built on dubious foundations. The argument works by constructing a sequence of increasingly less painful but more drawn-out experiences, such that each experience in the spectrum is worse than the previous one, yet the final experience is better than the experience with which the spectrum began. Hence the betterness relation admits cycles, threatening either transitivity or asymmetry of the relation. This paper examines recent attempts to block the spectrum argument, using the idea that it is a mistake to affirm that every experience in the spectrum is worse than its predecessor: an alternative hypothesis is that adjacent experiences may be incommensurable in value, or that due to vagueness in the underlying concepts, it is indeterminate which is better. While these attempts formally succeed as responses to the spectrum argument, they have additional, as yet unacknowledged costs that are significant. In order to effectively block the argument in its most typical form, in which the first element is radically inferior to the last, it is necessary to suppose that the incommensurability (or indeterminacy) is particularly acute: what might be called radical incommensurability (radical indeterminacy). We explain these costs, and draw some general lessons about the plausibility of the available options for those who wish to save orthodox axiology from the spectrum argument.     

Contingent Capture at a very short SOA: Evidence against Rapid Disengagement

Salient cues that do not contain the target's defining attribute do not cause a spatial cueing effect in response time when presented 150 ms before the target. This can be explained by Contingent Capture (under which incongruent cues do not capture attention) and also by Rapid Disengagement (under which salient but incongruent cues cause only brief capture). To discriminate between these models, a very short SOA of 35ms was employed in the standard paradigm. As is true for longer SOAs, there was no evidence of attentional capture by salient but incongruent cues. Thus, the evidence to date favours Contingent Capture over Rapid Disengagement.