Pupillary changes during encoding, storage, and retrieval of information.

6 subjects were each auditorily presented six lists of 7-digit numbers for retention intervals of 0, 5, and 10 sec. Pupil size was recorded during stimulus presentation, retention, interval, and recall of items. Results indicated that pupil dilation occurred during encoding and retrieval of stimulus items. Pupillary constriction was found during the retention interval when rehearsal was presumed to occur.     

Results of electroencephalographic and familial studies in Wilson's disease]

The results of electroencephalographic and familial studies of 31 Wilson's disease patients coming from 26 kindreds are presented. Prior to treatment, 8 patients showed pathological conditions, while 9 and 11 patients showed borderline and normal conditions, respectively, it having not been possible to determine electroencephalographic conditions characteristic of Wilson's disease and find any relationships between the intensity of E.E.G. changes and the clinical picture and stage of development of the disease, respectively. Under penicillamine treatment, there was observed a tendency toward normalization of pathological conditions rather than deterioration of normal E.E.G. findings. So far as familial studies are concerned, the authors report the results obtained for 9 fathers, 19 mothers, and 24 siblings from a total of 21 kindreds; what is remarkable in this connection is the comparatively small percentage of normal E.E.G. findings for healthy siblings. It was only in one single kindred that it was possible to observe similarities between E.E.G. variations of individual family members.     

Lithium tremor-combination treatment with beta receptor blockaders]

In addition to the various possibilities of influencing lithium tremor, experience gathered from the application of beta-receptor blockers is reported, and concepts investigated on the potential genesis and working mechanisms.     

The effect of a teacher's presence on the classroom behavior of conduct-problem children

Six institutionalized conduct-problem children performed in a classroom under three reinforcement conditions: (1) noncontingent reinforcement: (2) reinforcement for being on task and (3) reinforcement for the accuracy and rate fo their academic behavior. Within each of these conditions, the teacher was either present throughout the class session or absent for a portion of the session. In the teacher's absence, on-task behavior was markedly reduced and disruption was markedly increased, regardless of the reinforcement condition in operation. In contrast, the teacher's absence had no effect on academic accuracy and had a major effect on academic rate only when reinforcement was delivered noncontingently. Furthermore, the extent to which the children became disruptive in the teacher's absence was reduced when reinforcement was contingent upon academic accuracy and rate, instead of being contingent upon being on task or delivered noncontingently. It is suggested that the reinforcement of academic behavior, rather than on-task behavior or classroom social behavior, not only will improve the latter behaviors as well, but possibly also make them less dependent upon the presence and continued surveillance of the teacher.