Investigations of a mirror-image transfer effect in pigeons

In two separate experiments, pigeons trained binocularly to peck a key on which an oblique line (e.g., 60 degrees counter-clockwise rotation from horizontal) was projected yielded bi-modal angularity generalization gradients in extinction, with peaks of responding at both the training stimulus and its mirror image (in this case 120 degrees ). This mirror-image transfer effect may be analogous to an "octave effect" in auditory generalization, but Mello's finding of a mirror-image reversal transfer effect following monocular training in pigeons suggests an alternative interpretation.     

Binocular summation in the perception of form at brief durations

Visual form identification at brief durations was studied under: (a) monocular presentation; (b) dichopic presentation where the same form was presented successively on noncorresponding areas; and (c) dichopic presentation where the same form was presented on corresponding areas simultaneously and successively. Form identification for noncorresponding area dichopic presentation was at the level to be expected from 2independent chances to perceive. Both simultaneous and successive dichopic presentation on corresponding areas gave identification accuracy significantly above the level predicted by the assumption of independence. However, the binocular summation was not complete. When the same amount of energy entering the visual system in a binocular presentation was given in a monocular stimulation, the latter condition gave significantly better identification.     

Persistent behavior maintained by unavoidable shocks

Squirrel monkeys were trained on a multiple schedule in which 10-min periods on a continuous shock avoidance schedule, indicated by a yellow light, alternated with 10-min periods on a 1.5-min variable interval schedule of food reinforcement (VI 1.5). A white light indicated that VI 1.5 was in effect, except for the middle 2 min of the period on VI 1.5, in which a blue light appeared and terminated with the delivery of a 0.5-sec unavoidable shock. Stable response rates developed in the avoidance and VI 1.5 components. However, the highest response rates occurred in the blue, preshock stimulus. A series of experiments showed that responding in the blue stimulus persisted even when responding had been extinguished on both the VI schedule of food reinforcement and the shock avoidance schedule. Responding in the blue stimulus ceased when the blue stimulus terminated without shock or when it terminated with a response-contingent shock. Each time responding ceased, it was restored by terminating the blue stimulus with an unavoidable shock. When the blue stimulus was on throughout each session and unavoidable shocks were delivered at regular 10-min intervals, responding was well maintained. These results show that in monkeys that have been trained on a continuous avoidance schedule, unavoidable shocks can maintain responding even under conditions where responses have no programmed consequences.     

Production deficits in aphasia: A voice-onset time analysis

An experimental study was conducted to examine phonetic and phonemic deficits in the speech production of aphasics. Subjects included four Broca's aphasics, four Conduction aphasics, five Wernicke's aphasics, one nonaphasic dysarthric patient, and four normal controls. The subjects read a list of words containing word-initial stop consonants which were subsequently measured acoustically for voice-onset time. The results showed that Broca's aphasics exhibit a more severe production disorder than Conduction aphasics who in turn exhibit a more severe disorder than Wernicke's aphasics, in accord with clinical observations. In addition, although Broca's aphasics produced both phonetic and phonemic errors, the results showed that they have a pervasive phonetic disorder which affects their correct target productions as well as the total number of phonetic errors produced. This deficit however seems to be a speech deficit rather than a low-level motor control problem. In contrast, the Wernicke's aphasics show a deficit characterized by isolated phonemic mistargeting errors. Finally, the pattern of productions for the Conduction aphasics indicates that some patients show a predominantly phonetic disorder similar to the Broca's aphasics and others show predominantly a phonemic disorder similar to the Wernicke's aphasics.     

Pastoral counseling with youth

Conclusion Young people need their pastor, not only as the preacher, or as the youth group leader, or as the energetic dynamo of congregational life, but as the one to whom they can go with their personal problems. They need a representative of the adult world with whom they can share and find in such sharing an incentive for developing their own identity. The pastor is in a unique position to be such a representative since he represents also the world of the Spirit.     

The effect of directed forgetting on the time to remember

A recognition memory task was used to determine whether the search set is reduced by cueing subject to forget a part of the input. Correct recognition reaction time was used to infer the size of the search set. The principal results were that RT on forget trials was faster than RT on remember trials and that RT was fastest when the forget cue was presented at the outset of the trial rather than after the material had been presented. These findings are generally consistent with the hypothesis that selective search is responsible for the enhancement of recall produced by forget instructions in earlier studies.