Changes of pupil size and rehearsal strategies in a short-term memory task

Twelve subjects learned lists consisting of 3 groups of 4 items each drawn from vocabularies of digits, colour names or boys' names. There were two conditions of recall, total or partial, and two retention intervals, 3 and 7 sec. A view of the function of rehearsal suggests that rehearsal for total recall should be more intense than for partial recall, but only with a brief retention interval. Measurements of pupillary diameter confirm this prediction. Conditions under which pupillary measurements can serve to test theories of psychological processes are discussed.     

CHANGES IN REPEATED REPRODUCTION OF WEIGHT AS A FUNCTION OF ADAPTATION LEVEL

The retention of memorized weights was repeatedly tested by the reproduction method, the subject's state of adaptation for weight being systematically changed between the tests. The reproduction scores were found to vary as approximately linear functions of the adaptation level. This relationship was unaffected by changes in the degree of learning of the memorized weight and in several other variables. The 'anchoring' and retention of weight, and different indicators of adaptation level, are discussed.     

ON QUALITATIVE CHANGES IN THE RETENTION OF FORMS

An experiment was performed to test the following prediction: If a pattern is learned in terms of 'schema with correction', and the subject's conception of the figural schema is changed during the retention interval, the 'memory' of the pattern will change correspondingly. Following the repeated presentation of a pattern S , and the memorization of a related pattern A , patterns deviating from S more and more in a predetermined direction were interpolated. This led to a highly significant systematic error of the predicted kind in the subject's performance when he subsequently was given a recognition test for A.     

A behaviour modification technique for the hyperactive child

This paper describes a procedure for the conditioning of attending behaviour in a brain-injured hyperactive boy.

Observations of the behaviour of two hyperactive children were made in the classroom setting. These observations were made from an observation bootn adjoining the classroom and provided data on the frequency of occurrence of the following high rate responses: walking, talking, distraction, “wiggling”. Each child was observed for a minimum of ten minutes a day, four days a week. Following several weeks of baseline observation, the conditioning procedure was begun with the expel imental subject. The conditioning trials took place in the classroom setting. During each time interval in which one of the high rate responses did not occur, S received an auditory stimulus (secondary reinforcer). This auditory stimulus had previously been paired with the delivery of candy and pennies. The stimulus was dispensed by a radio device which activated an earphone worn by the subject. At the end of each conditioning trial, S received whatever candy or pennies he had “earned”.

The data show that the control subject showed no significant change in the frequency of occurrence of the high rate responses during the three month period. The experimental subject showed a significant decrease in non-attending behaviour. This reduction in rate was maintained over a four week extinction period.     

Decision time,subjective probability,and task difficulty

This study analyzed the relationships between decision time, subjective probability, and task difficulty in the context of a probability assessment task involving memory search. The results indicate that decision time and subjective probability do not yield identical functions. Also, decision time increases as subjective task difficulty increases. A similar relationship obtains between decision time and a measure of objective task difficulty. These latter two findings are inconsistent with Hogarth’s (1975) prediction of a nonmonotonic relationship between decision time and task difficulty.     

The effects of peer-teaching on student perceptions of class environment,adjustment, and academic performance

This study explored the effects of a social studies peer-teaching intervention on student perceptions of class environment, adjustment, and academic performance. There were 45 students in the experimental group (E) and 46 controls (C) from four fifth-grade classes in a suburban, predominantly white, middle-class school. The Classroom Environment Scale (CES) and a School Opinion Survey were used to assess student views of the classroom. Students completed self-esteem and peer sociometric rating measures and teachers submitted adjustment ratings for all pupils. Report card and average monthly grades were recorded in social studies. After the intervention, Es compared to Cs came to see their classes as more Involved, Orderly and Organized, and Competitive, and reported being happier in class and enjoying aspects of their school work more. The groups did not differ in change in self-esteem. Both groups improved directionally in peer liking, though Cs did so more than Es. Teachers rated Es as having increased competence and decreased in problems after the program. Es did significantly better than Cs both on report cards and monthly social studies grades due primarily to the substantial improvement of Es with initially low academic status.