Sensitivity to combinations of musical parameters: Pitch with duration,and pitch pattern with durational pattern

In four experiments, listeners’ sensitivity to combinations of pitch and duration was investigated. Experiments 1–3 involved “textures” of notes, which were created by repeatedly sounding one of two notes (e.g., C₄ quarter note; D₄ eighth note), so that each note had an equal chance of occurring at any point within a texture. Experiment 1 showed that if a texture change was effected by introducing a pitch or duration that was not in the initial texture, the change was perceived by both attentive and distracted listeners. If a texture change was effected by combining the pitch of one note with the duration of the other note in the initial texture, and vice versa, it was perceived only if the listeners were attentive. Sensitivity to pitch/duration combinations was poorer when the pitch difference between component notes of textures was increased (Experiment 2), but it was better when the difference in duration between component notes was increased (Experiment 3). In Experiment 4, listeners’ sensitivity to combinations of pitch pattern and durational pattern in brief sequences was examined. Listeners were sensitive to the manner in which parameter patterns were combined when they were attentive, but not when they were distracted. The results are discussed in view of featureintegration theory and its application to music cognition.     

The calibration and resolution of confidence in perceptual judgments

Carleton University, Ottawa, Ontariot Canada Confidence rating based calibration and resolution indices were obtained in two experiments requiring perceptual comparisons and in a third with visual gap detection. Four important results were obtained. First, as in the general knowledge domain, subjects were underconfident when judgments were easy and overconfident when they were difficult. Second, paralleling the clear dependence of calibration on decisional difficulty, resolution decreased with increases in decision difficulty arising either from decreases in discriminability or from increasing demands for speed at the expense of accuracy. Third, providing trial-by-trial response feedback on difficult tasks improved resolution but had no effect on calibration. Fourth, subjects can accurately reportsubjective errors (i.e., trials in which they have indicated that they made an error) with their confidence ratings. It is also shown that the properties of decision time, conditionalized on confidence category, impose a rigorous set of constraints on theories of confidence calibration.     

Novel popout with nonsense strings: Effects of predictability of string length and spatial location

Recent studies have shown that when one of four expected words is replaced by a single unexpected word, the unexpected word may capture attention. In three experiments, we explored the generality of this effect. In each experiment, observers viewed arrays composed of four computergenerated “nonsense” strings. Accuracy of string localization was assessed after each array. Some strings, calledfamiliar, appeared in many arrays, whereas others, callednovel, appeared in only one. In each experiment, novel strings in arrays composed of one novel and three familiar strings were localized more accurately than were novel strings in arrays composed entirely of novel strings, and familiar strings in these arrays were localized less accurately than were familiar strings in arrays composed entirely of familiar strings. These two effects, termednovel popout andfamiliar sink-in, respectively, were observed even when novel and familiar strings were rendered less discriminable by holding their lengths constant (Experiment 2) and when familiar strings always appeared in the same spatial locations (Experiment 3). The data suggest that novel objects can capture attention even when the objects lack any clear linguistic referent, when they are superficially similar to the familiar objects that surround them, and when the spatial locations of familiar objects are completely predictable.     

USING REINFORCEMENT-BASED METHODS TO ENHANCE MEMBERSHIP RECRUITMENT IN A VOLUNTEER ORGANIZATION

The present study employed reinforcement-based methods to induce existing members to recruit new members to join a chamber of commerce. Three interventions took place during June and July of 3 successive years. The investigators trained chamber leaders to use reinforcement methods (e.g., contingent tokens) to reinforce recruitment and dues collections. All three interventions produced substantial increases in their targets.     

Optimism and Pessimism in Business Leaders1

Male business leaders responded to 3 instruments, the Leadership Practices Inventory (LPI-SELF), the Kirton Adaption-Innovation Inventory (KAI), and a measure of optimism and pessimism (O/P). Approximately 5 to 6 (range = 3 to 9) of each of the 48 leaders' direct reports rated their leaders on the LPI (LPI-OBSERVER) and also responded to the O/P instrument. As predicted, both the leaders and their direct reports had lower mean scores on pessimism than a normative group; neither group differed from the norm on optimism. The leader KAI scores were negatively correlated with pessimism, and positively, though not significantly so, with optimism. Optimism was positively correlated with 2 factors of the LPI-OBSERVER, but pessimism was not correlated with any of the five LPI factors.     

TEACHING ELEMENTARY STUDENTS WITH DEVELOPMENTAL DISABILITIES TO RECRUIT TEACHER ATTENTION IN A GENERAL EDUCATION CLASSROOM: EFFECTS ON TEACHER PRAISE AND ACADEMIC PRODUCTIVITY

Four fourth graders with developmental disabilities were trained to recruit teacher attention while they worked on spelling assignments in a general education classroom. The students were taught to show their work to the teacher two to three times per session and to make statements such as, “How am I doing?” or “Look, I'm all finished!” Training was conducted in the special education classroom and consisted of modeling, role playing, error correction, and praise. A multiple baseline across students design showed that recruitment training increased (a) the frequency of students' recruiting, (b) the frequency of teacher praise received by the students, (c) the percentage of worksheet items completed, and (d) the accuracy with which the students completed the spelling assignments.