The properties of retrieval cues constrain the picture superiority effect

In three experiments, we examined why pictures are remembered better than words on explicit memory tests like recall and recognition, whereas words produce more priming than pictures on some implicit tests, such as word-fragment and word-stem completion (e.g., completing -l-ph-nt or ele----- as elephant). One possibility is that pictures are always more accessible than words if subjects are given explicit retrieval instructions. An alternative possibility is that the properties of the retrieval cues themselves constrain the retrieval processes engaged; word fragments might induce data-driven (perceptually based) retrieval, which favors words regardless of the retrieval instructions. Experiment 1 demonstrated that words were remembered better than pictures on both the word-fragment and word-stem completion tasks under both implicit and explicit retrieval conditions. In Experiment 2, pictures were recalled better than words with semantically related extralist cues. In Experiment 3, when semantic cues were combined with word fragments, pictures and words were recalled equally well under explicit retrieval conditions, but words were superior to pictures under implicit instructions. Thus, the inherently data-limited properties of fragmented words limit their use in accessing conceptual codes. Overall, the results indicate that retrieval operations are largely determined by properties of the retrieval cues under both implicit and explicit retrieval conditions.     

Factor analysis of the wisc-r and the wrat with a referral population

Scores on the WISC-R and the WRAT from a referral sample of 250 children, ages 6 through 11, were factor analyzed using a principal factor method with varimax rotation. Results offered support for interpretation of WISC-R scores in terms of Verbal and Performance scales, and for interpretation of WRAT scores as a separate achievement factor. The contention that achievement and intelligence tests measure identical constructs is challenged.     

The relationship of selected consultant/teacher characteristics to consultation outcomes

This study examined the relationship of teacher life position, teacher dogmatism, perceived consultant facilitativeness, years of teacher teaching experience and number of consultations per year to the consultation outcomes of teacher satisfaction, teacher strength, and problem resolution. A number of significant findings resulted, with the consultant's perceived facilitativeness being the main predictor of the desirable consultation outcomes. These results are consistent with some earlier findings. Some results that are inconsistent with other studies also are discussed.     

Student perception of school environment and its relationship to mood,achievement, popularity,and adjustment

This study examined relationships between student perceptions of classroom environment and mood, achievement, popularity, and adjustment, both for students in general and for problem (i.e., acting-out, anxious, and unpopular) children. Subjects included 511 fifth- and sixth-grade students from 23 classes in four suburban schools. Class environment was assessed by responses to a short form of the Classroom Environment Scale (CES). Students also completed mood adjective checklists and peer sociometric ratings. Reading and arithmetic report card grades and achievement test scores were recorded for the school year, and teachers submitted adjustment ratings for all students. Classes, rather than students, were used as the main unit of analysis. For classes in general, high perceived Order and Organization and Affiliation related to greater student popularity. Relationships between perceptions of class environment and the dependent measures were stronger for problem students. For that group, high perceived Order and Organization, Affiliation, and Innovation related to positive mood, greater peer popularity, and teacher ratings indicating more positive adjustment. This study was supported by grants from the National Institute of Mental Health (MH 14574-04) and the New York State Department of Education. That support is acknowledged with gratitude as are specific contributions made by Evelyn Arlas, Ellis L. Gesten, and Elizabeth Kaplan.     

Men's friendships,women's friendships and the alleged inferiority of the latter

Over a decade of research utilizing a model and technique for the study of same-sex friendships has revealed some unsought and initially unexpected differences between men and women. Relevant aspects of this research are reviewed. Taken as a whole, the findings indicate overall differences between men and women that were readily interpretable in terms of traditional sex roles and socialization practices. However, when differences were found, they were seldom extremely large or glaringly obvious and thus provide no sound basis for predicting the character of the friendship of any particular pair of men or women. Moreover, when the friendships examined were limited to those that were very strong and of long duration, no appreciable sex differences were found. Special attention is given to the contention that women's friendships are inferior to those of men.     

A satellite system for controlling real-time experiments

In this paper, we describe a computer system for controlling real-time psychology experiments. We begin by considering the kinds of experiments that are performed in our laboratory and examining the hardware and software requirements of these experiments. We then review various systems along a continuum ranging from general-purpose timesharing systems to stand-alone dedicated processors. The capabilities of these systems are described in comparison with our requirements. The features of the PARASITE-FS system are then described. This host-satellite system includes a local file system and monitor program, real-time device drivers with flexible interrupt processing capabilities, user-level routines for controlling the real-time devices, and a package for controlling the timing of experimental events.     

Strict finitism

Conclusion Dummett's objections to the coherence of the strict finitist philosophy of mathematics are thus, at the present time at least, ill-taken. We have so far no definitive treatment of Sorites paradoxes; so no conclusive ground for dismissing Dummett's response — the response of simply writing off a large class of familiar, confidently handled expressions as semantically incoherent. I believe that cannot be the right response, if only because it threatens to open an unacceptable gulf between the insight into his own understanding available to a philosophically reflective speaker and the conclusions available to one confined to observing the former's linguistic practice; for an observer of our linguistic practice could never justifiably arrive at the conclusion that red, child, etc., are governed by inconsistent rules. But the Sorites is not the subject of this paper. The points I hope to have made plausible are: that a generalized intuitionist position cannot be so much as formulated and that even a most local intuitionism, argued for the special case of arithmetic, is hard pressed effectively to stabilize and defend itself; that strict finitism remains the natural outcome of the anti-realism which Dummett has propounded by way of support for the intuitionist philosophy of mathematics; that it is powerfully buttressed by the ideas of the latter Wittgenstein on rule-following; and that there is no extant compelling reason to suppose that its involvement with predicates of surveyability calls its coherence into question. The correct philosophical assessment of strict finitism, and its proper mathematical exegesis, remain absolutely open, almost virgin issues. This is not a situation which philosophers of mathematics should tolerate very much longer.The term was introduced by Kreisel in [6] to denote what he took to be an aspect of Wittgenstein's later philosophy of mathematics; and taken over by Kielkopf (Strict Finitism, Mouton 1970) — misunderstanding, as it seems to me, both Kreisel and Wittgenstein — as a label for Wittgenstein's later philosophy of maths. in its entirety. It is not a happy label for the ideas I am concerned with, since it is only from non-strict finitist points of view that the strict finitist can be straightforwardly seen as stressing the finitude of human capacities, countenancing only finite sets, etc. (See subsections 5 and 6 below). But we need a labeel; and Dummett in [3] has already followed Kreisel's lead. Anyway, a rose by any other name,...     

Trance and confusion in Gestalt therapy

This article introduces hypnotic principles of confusion and trance as fundamental operations in Gestalt therapy. A process is identified which utilizes perceptual shifts of reference as a method of organizing Gestalt techniques. The sequence of operations constituting the confusion process is outlined and developed in a psychotherapy session through the use of implication, dissociation, and embodiment. The development of this organization of Gestalt therapy is intended to enhance the strategic capacities of therapists.     

Color-naming functions for the pigeon

Six pigeons were trained to match wavelengths in a three-key matching-to-sample paradigm. Test trials were occasionally presented, where probe wavelengths appeared on the center key and choices were made to the training stimuli presented on the side keys. Color naming functions were obtained by plotting the percentage of test trials that each training stimulus wavelength was chosen for each center key probe wavelength. The wavelength where the functions intersected was interpreted as a transition point between pigeon hues. Three experiments employed different wavelengths as training stimuli. The first two experiments demonstrated that the intersection of the color-naming functions occurred in all cases at 540 nm and 595 nm. The third experiment employed 540 nm and 595 nm as two of the three training stimuli, and the relatively slow acquisition, together with the resulting color-naming functions, supported the proposition that 540 nm and 595 nm may be transition point wavelengths between pigeon hues.