A moving video window or mask yoked to eye movements: A system to permit free ocular scanning within delimited areas of the visual field

A system is described for generating a video window or mask that is yoked to a subject’s eye movements and that can be used to mask off either the left or the right visual field, while still permitting prolonged examination of simple or complex visual stimuli. It can also be used to simulate various visual field defects or scotomata and to ensure that subjects maintain fixation during extended stimulus presentations. Circuitry is provided, and two additional options are suggested.     

Ratio responding as a function of concurrent avoidance schedules, yoked shocks, and ratio value

Fixed-ratio food-reinforced responding in rats was studied alone and with concurrent shock avoidance or with concurrent response-independent shocks matched to those that occurred in the avoidance condition. Under each condition, fixed-ratio size was increased over successive daily sessions. Fixed-ratio response rate generally passed through a maximum as a function of fixed-ratio size. Decreased fixed-ratio responding at values beyond the maximum occurred when (1) the time to complete a fixed ratio approximated the response-shock interval of the avoidance schedule, (2) the shock rate increased, and/or (3) the ratio requirements were so high that ratio strain occurred. Avoidance rates decreased slightly as fixed-ratio size increased.     

Causal attributions, sanctions, and normal mood variations

The causal-locus hypothesis (CLH) asserts that persons making internal attributions for failure and external attributions for success experience more negative postoutcome moods than persons making the opposite attributions. Three experiments assessed the CLH. Although outcomes consistently affected moods and attributions, attributions did not affect moods. Significant correlations consistent with the CLH were also infrequently obtained. Another theory, the sanctioned-object hypothesis (SOH), was proposed for understanding how causal attributions lead to mood changes. This hypothesis asserts that the application of positive or negative sanctions to objects in the perceptual field is a central determinant of mood and that attributions affect mood when their content and salience activate sanctioning processes. A fourth experiment evaluated the competing theories. The results supported the SOH but not the CLH. The findings are discussed in terms of their implications for understanding mood variations and the effects that moods have on the construction of attributions and for adopting methodological alternatives that may be valuable for future laboratory research studying mood variations.     

Effects of graded doses of alcohol on speed-accuracy tradeoff in choice reaction time

The inconsistency of previous results concerning the effects of alcohol on reaction time (RT) may be related to possible tradeoffs between speed and accuracy. In the present experiment, complete speed-accuracy tradeoff functions were generated for each of five doses of alcohol (0-1.33 ml/kg) in a choice RT task. Such functions permit RT differences resulting from changes in performance efficiency to be distinguished from those due to changes in subjects’ speed accuracy criteria. Increasing doses of alcohol produced a progressive decrease in the slope parameter of linear equations fit to the speed-accuracy data, but did not significantly alter the intercept of the functions with the RT axis. Thus, alcohol reduced performance efficiency by decreasing the rate of growth of accuracy per unit time. A change in speed-accuracy criterion was combined with the decrease in efficiency at the highest alcohol dose.     

Integration of student development theory into the academic classroom

This paper demonstrates how collaboration among student development educators and university instructors can utilize the content of academic courses to facilitate personal development in adolescent college students. Through an application of Chickering's (1969) seven vectors of human development (which occur during adolescence and early adulthood), this objective was accomplished in a course entitled Drinking and Driving: Legal and Social Aspects. Essay exams were analyzed for self-reported anecdotal behavioral examples of developmental growth attributable to participation in this course. Analysis of the results indicated that the class content had a definite developmental impact on the students, in addition to intellectual growth. By helping academic educators recognize that within their course content and structure they can and do affect adolescents on many developmental dimensions, the end result can be a richer, holistic educational experience for students.     

Impact of conceptions of ability on self-regulatory mechanisms and complex decision making

Tested the hypothesis that induced conceptions of ability as a stable entity or as an acquirable skill would affect self-regulatory mechanisms governing performance in a simulated organization. Ss served as managerial decision makers in which they had to match employees to subfunctions and to discover and apply managerial rules to achieve a difficult level of organizational performance. Those who performed the challenging managerial task under an entity conception of ability suffered a loss in perceived self-efficacy, lowered their organizational goals, and became less efficient in their analytic strategies. Ss who managed the organization under an acquirable skill conception of ability sustained their perceived self-efficacy, set challenging organizational goals, and used analytic strategies effectively. These divergences in self-regulatory factors were accompanied by substantial differences in organizational performance. Path analysis revealed that perceived self-efficacy had both a direct effect on organizational performance and an indirect effect through its influence on analytic strategies. Personal goals also affected organizational performance through the mediation of analytic strategies. The relation of prior organizational performance to subsequent performance was mediated entirely by the combined influence of the self-regulatory factors.     

Effect of perceived controllability and performance standards on self-regulation of complex decision making

Tested the hypothesis that perceived controllability and stringency of performance standards would affect self-regulatory mechanisms governing performance attainments of a simulated organization. Ss who managed the simulated organization under a cognitive set that organizations are not easily controllable displayed low perceived self-efficacy, even when standards were within easy reach, and lowered their organizational goals. Ss who operated under a cognitive set that organizations are controllable maintained a strong sense of self-efficacy, set increasingly challenging goals, and exhibited effective analytic thinking. The divergent changes in these self-regulatory factors were accompanied by large differences in organizational attainments. Path analyses revealed that perceived self-efficacy, which was affected by prior accomplishments, influenced subsequent organizational performance through its effects on analytic strategies. After further experience, the performance system was regulated more extensively and intricately by Ss' self-conceptions of efficacy. Perceived self-efficacy affected subsequent organizational attainments both directly and indirectly through its influence on personal goal challenges. Personal goals, in turn, enhanced organizational attainments directly and through mediation of analytic strategies.     

Development and psychometric properties of the Children's Assertive Behavior Scale

The purpose of this paper is to present the psychometric properties and individual items comprising the Children's Assertive Behavior Scale (CABS). The CABS is a behaviorally designed self-report instrument for children which measures general and specific social skills and covers many socially relevant situations which are problematic for children. Acceptable psychometric properties of the 27-item test were obtained in several independent investigations across both geographical regions and grade levels. The CABS showed significant concurrent validity with peer, parent, and teacher measures of social competency. The CABS also discriminated trained versus untrained children participating in social skills versus a placebo discussion group. The instrument is presented, along with recommendations for future applications and research.Both authors share equal responsibility for the development and evaluation of the Children's Assertive Behavior Scale.     

Warm and cool thresholds as a function of rate of stimulus temperature change

Ss lifted three weights in sequence with instructions to judge the average heaviness of the weights. In agreement with previous work, a recency effect was obtained, with the later weights having more influence on the judgment. In contrast to previous work, a discrepancy was found from predictions based on the hypothesis that the judgment was an average of the felt heavinesses of the weights. The discrepancy had the appearance of a response end-effect, and was eliminable by a scaling procedure based on functional measurement.