Does echoic memory develop?

A series of experiments is reported on the stimulus suffix effect with the primary variables being age of the subject (7 and 11 years), rate of presentation, and list length. While the suffix effect was larger for younger subjects at a slow rate of presentation, the effect was nearly identical across age groups with a fast presentation rate. It was concluded that when the contaminating effects of more central processes are reduced, there is no developmental change in the capacity of echoic memory. An interesting effect of rate of presentation is reported with younger subjects performing better at faster rates of presentation and adults performing better at slower rates.     

Teaching awareness of strategic behavior in combination with strategy training: Effects on children's memory performance

The present study examined the effectiveness of two components (rehearsal training and strategy awareness) of an instructional package designed to train the developmentally young in the use of mature information processing techniques. Two groups of children of equivalent developmental age (MA = 8), one mildly retarded and the other of average intelligence, participated. Rehearsal training was effective in improving recall scores on the training task; however, neither rehearsal training, memory awareness, nor their combination significantly altered memory performance on the generalization tasks. There was evidence, however, that the combination of rehearsal training and strategy awareness did increase the likelihood of strategy transfer on the generalization task (recognition) which most closely resembled the training task. Post-task questioning revealed that instructions concerning memory awareness did improve subjects ability to verbalize appropriate strategic behavior; however, these improvements were not consistently translated into either actual use of a rehearsal strategy or improved performance. Discussion centered on the implications of these results and on the need for increased research on the metamnemonic skills involved in strategy generalization.     

A tether system for psychophysiological studies in the dog

A system for monitoring blood pressure or other physiological variables in the unanesthetized and chronically instrumented dog is described. An indwelling catheter attaches to a pressure transducer affixed to the underside of a leather shield, which snaps onto a custom-fitted leather vest worn by the dog. The transducer cable ascends vertically through a hollow, flexible, stainless steel tether, which is attached at the lower end to the leather shield and at the upper end to a fluid and electrical swivel. The swivel is attached to an overhead counterbalanced boom assembly, which moves in concert with the dog, maintaining a constant minimal tension on the tether. The boom assembly is attached to a wall plate via a universal joint approximately 7 ft above floor level. Dogs can be maintained comfortably in this system 24 h/day over periods of months, with freedom of posture and movement, including rotational behavior. The system is economical to construct and provides versatile stimulation and record-ing capability and reliable long-term performance.     

The computer psychiatrist: How far have we come? Where are we heading? How far dare we go?

The use of computers in psychiatry and psychology is reviewed. It is noted that computers are already being used successfully for consultation, interviewing, and continuing education. Issues related to the usage of computers in mental health are discussed. Guidelines for future work in the area are suggested.     

The effect of uncertainty on the detection of frequency modulation at low modulation rates

Frequency modulation detection performance is compared in two conditions of stimulus variability. The data show that when the modulation rate is randomized within an experimental block, performance is somewhat poorer than when the modulation rate is fixed. The results are interpreted within the framework of a template matching model for modulation detection. They suggest that a template is acquired in part from experimental context and in part from a multistage template matching process.     

Salient features of color space

Recent research has demonstrated that focal regions of color space are cognitively more salient than nonfocal regions. Employing a linguistic hedge task, the experiment here sought mainly to verify the cognitive primacy of loci representing Berlin and Kay’s first four chromatic categories over foci representing the remainder. The experimental results failed to support the primacy hypothesis, an outcome that gives rise to a number of theoretical implications. Additional questions in the analysis concerned the relationship between the salience of a color and its lightness (Munsell value) and saturation (Munsell chroma). While the results permit no simple interpretation for lightness, a definite trend emerged in the case of saturation.     

Interactive effects of generalized and situational expectancies on the arousal of cognitive and emotional components of social anxiety

This study examined the arousal of social anxiety in an interview setting as a function of anticipated self-disclosure. Of 88 college students who completed the Social Avoidance and Distress (SAD) scale and other measures of social anxiety, self-disclosure, need to affiliate, and interpersonal trust, 24 volunteered for the interview. During the interview, both components of anxiety (worry and emotionality) were affected by expectancy conditions, and emotionality was higher for high- than for low-SAD subjects. The prediction of an interaction between SAD level and expectancy condition on worry was confirmed: only high-SAD subjects exposed to the negative-expectancy condition experienced significant elevations in worry. Though social anxiety and self-disclosure measures correlated negatively, anxiety did not affect self-disclosure during the interview.     

Helping Counselors Learn to Confront

This article presents a model for training counselors to confront empathetically and presents a confrontation training scale that includes the inadequate responses of acquiescing and scolding and the progressively more effective responses of recognizing ineffective behavior, realizing its negative consequences, and committing to change. The authors contend that counselors who confront tend to become more empathic but also more able to help others and themselves face their problems responsibly.