Enhancement from targets and suppression from cues in fast task-irrelevant perceptual learning

Task-irrelevant perceptual learning (TIPL) refers to the phenomenon where the stimulus features of a subject's task are learned when they are consistently presented at times when behaviorally relevant events occur. In this article, we addressed two points concerning TIPL. First, we address the question, are all behaviorally relevant events equal in their impact on encoding processes? Second, we address the hypothesis that TIPL involves mechanisms of the alerting attentional system. Two experiments of fast-TIPL were conducted in which the attentional state of participants was manipulated by using an alerting cue (visual or auditory) that informed participants of the arrival of an upcoming target. Images were presented with task-related stimuli (cues, targets and distractors) and subjects were tested on their memory of those images. Results indicate that memory for target-paired images was enhanced and cue-paired images were suppressed relative to that of distractor-paired images. The alerting cue increased the ability to recall target-paired images presented after this cue, although this result depended on the proportion of cued trials in a session. These results demonstrate a complex interplay between task-elements and the encoding of stimuli paired with them where both enhancement and suppression of task-paired stimuli can be found depending whether those stimuli are paired with task-targets or cues.     

Index Volumes I to VI (1980 to 1986)

From 1982 to 1985, the direct selling sector of our economy slumped badly. Most direct selling companies searched for traditional solutions to this dilemma, such as slicker promotions, better recruiting, and so forth. One company, Mary Kay Cosmetics, stood out by pioneering a miniature revolution in direct sales. In particular, one individual became a key player in guiding and directing this revolution—Dr. Blair Stephenson.     

The Effects of 10 Mgs. of Benzedrine Sulfate and Low Oxygen Tension on the Span of Attention for Letters,and Other Factors

The three wishes of a random sample of 100 subjects were obtained from each of five age groups: elementary, junior high, high school, early college (18–24 years), and late college (25–50 years). The wishes were placed in appropriate categories and into subcategories including possessions, activities, maintenance, achievement, and altruism. Exploratory measures of “confidence” and “sense of personal control” were taken for each subject. Sex and socioeconomic condition were analyzed. Results supported previously established trends of increasing generality, increasing altruism, and decreasing materialistic content up to different ages in adolescence and early adulthood depending on the data chosen to relate to the generalizations. In addition, a gradual increase in achievement wishes through middle adulthood was observed. The measure of “sense of personal control” was found to yield significant variation, while the data related to “confidence” varied only within chance limits. Comparisons with previous studies led to speculation that achievement orientations of adolescents may have lessened over the past decade.     

Benefits of multisensory learning

Studies of learning, and in particular perceptual learning, have focused on learning of stimuli consisting of a single sensory modality. However, our experience in the world involves constant multisensory stimulation. For instance, visual and auditory information are integrated in performing many tasks that involve localizing and tracking moving objects. Therefore, it is likely that the human brain has evolved to develop, learn and operate optimally in multisensory environments. We suggest that training protocols that employ unisensory stimulus regimes do not engage multisensory learning mechanisms and, therefore, might not be optimal for learning. However, multisensory-training protocols can better approximate natural settings and are more effective for learning.     

Predicting Positive Academic Intention Among African American Males and Females1

Significant attention has been given to the educational shortcomings of African American students. This study examined predictors of educational success among African American high school sophomores. It explored factors that predict differences in students’ academic intention to complete the school year, and how these factors differ by gender. The study was guided conceptually by the theory of planned behavior (TPB). We also assessed perceptions of self. Results indicated that most students had positive predispositions toward school‐year completion, with females being more positively oriented toward academic success than males. The TPB's attitude component was the only predictor tested to operate differentially across gender. Having a positive attitude toward school was a significantly greater predictor of intention to complete the school year for males than for females.     

Non-equivalence of WPPSI, WPPSI-R, and WISC-R scores

The WPPSI-R, WISC-R, and WPPSI were administered in a counterbalanced design to 72 children, between the ages of 5 years, 11 months and 6 years, 8 months, in order to determine their equivalence by testing the equality of means, variances, and covariances based on scaled scores and IQs. The results indicated that the three scales were not equivalent with respect to any of the IQs because they did not meet one or more of the criteria. The relative magnitudes of the mean IQs on the three scales were in accord with the predicted order: highest IQs on WPPSI, next highest on WISC-R, and the lowest on WPPSI-R. Results were discussed in the context of the secular inflation in IQs and the corresponding compensatory deflation built into the normative data of the new versions.     

Unilateral versus bilateral presentation methods in the reaction time paradigm

The use of bilateral presentation in lateralized tachistoscopic reaction time (RT) tasks has been precluded by problems of how to instruct the subject to respond to the left visual field (LVF) or right visual field (RVF) stimulus and by the necessity of fixation control with bilateral presentation. Schmuller and Goodman, 1979 and Schmuller and Goodman, 1980, Brain and Language, 11, 12–18) offered a method, applied to date only in recognition accuracy studies, which can overcome these problems. They used an “arrowhead pointer” at fixation. This instructs the subject as to which stimulus to report first and also controls fixation. We adapted the method to the RT paradigm by having subjects report only the stimulus indicated and applied it in a bilateral presentation version of the Object Naming Latency Task (W. F. McKeever & T. L. Jackson, 1979, Brain and Language, 7, 175–190). Fifty subjects received the unilateral task and 50 received the bilateral task. The bilateral task yielded right visual field superiority in 98% of the subjects and the magnitude of the superiority was over three times as large as in the unilateral task. Different sex × familial sinistrality × VHF interactions obtained on the tasks. Combining the advantages of reaction time and bilateral presentation methods may substantially increase the resolving power of lateralized tachistoscopic tasks.     

Intervention and sleeper effects: A reply to Clarke and Clarke

The evolution of the concept of “sleeper effects” is traced from the work of C. I. Hovland, A. A. Lumsdaine, and F. D. Sheffield, Experiments on Mass Communication. Princeton, N.J.: Princeton Univ. Press, 1949, to the present time. The concept originally referred to the delayed emergence of attitude change in persuasibility research. It has also been used in developmental investigations, with attendant theoretical problems that have not been fully addressed. These problems are examined, with the recommendation that the social psychologist's sleeper effect should be modified to meet developmental needs and renamed “delayed treatment effects”. Such effects are highly relevant to recent findings from studies of early childhood intervention programs.