Some theorems in haploscopic vision

Three formal hypotheses are specified concerning the combination of neural signals from the two eyes. The hypotheses are (1) that a large uniform light presented to the opposite eye has no effect (independence), (2) that all information from one eye relevant to a given percept (for example, brightness) is encoded by a single neural signal (isolation), and (3) the mutually exclusive and exhaustive alternative to isolation (interaction). Though independence or isolation often has been claimed or simply assumed to hold, these hypotheses imply specific empirical relationships. These relationships are derived for brightness and for equilibrium colors. In addition, one model consistent with the interaction hypothesis is developed. The isolation hypothesis is important for generalizing results from monocular experiments to normal binocular vision. If it is false, monocular results can reflect a combination of one eye's neural signals that never occurs with binocular stimuli.     

How teachers use the group I.Q. test scores

Ninety elementary school teachers, grades 2–6, in two school districts in Ohio were interviewed to obtain information on how they used the results of group IQ tests. Twenty-seven of 90 teachers (30%) reported making “little or no use” of the test scores. Most of these teachers presumably had more faith in their own tools and observations than in the IQ test scores. However, 76 of 90 teachers (84%, including the ones who made little use of the test scores) stated that they used the test scores for one or more purposes. The four most frequently mentioned uses were: (a) “for discussion in parent conferences” (51%); (b) “to know a student's potential and/or determine ability-motivation discrepancy” (42%); (c) “to plan instruction” (39.5%) and (d) “for referral purposes” (29%). The instructional strategies mentioned by the teachers varied and were categorized into 21 categories.     

Sex-role orientation and relationship development in same-sex dyads

The purpose of the present study was to assess the relationship between sex-role identity, behavioral interaction, and interpersonal attraction in an initial extended encounter. Eighty-two female subjects identified as either feminine, androgynous, or undifferentiated participated in the study in same-sex dyads. The design contrasted three different dyad types: (a) feminine-feminine; (b) androgynous-androgynous; and (c) undifferentiated-undifferentiated. Each dyad completed an initial 5-min unstructured interaction, a 10-min getting-acquainted exercise, and a final 5-min unstructured interaction. Results of the combined initial and final unstructured interactions indicated greater interpersonal attraction between androgynous as compared with undifferentiated and feminine dyad types. During the interactions, androgynous individuals talked, looked at, and gestured to one another longer than did nonandrogynous individuals. There were, however, no significant differences between the feminine and undifferentiated dyads in interpersonal attraction or behavioral interaction. Discussion of the results emphasized the need to examine further the relationship between sex-role identity, behavioral interaction, and attraction in interpersonal encounters.     

Hemispheric emotional asymmetry in a dichotic listening task.

In a dichotic listening experiment white noise was played to one ear and either music or poetry to the other ear. Subjects rated the stimuli on each of three dimensions. The results showed that both music poetry were judged as more pleasant when heard at the left than the right ear. In addition the music, but not the poetry, was perceived as more soothing at the left ear. The findings are discussed in relation to other indications in the literature that left and right cerebral hemispheres differ in their emotional make-up.     

The optional shift performance of reflective and impulsive girls

The optional shift performance of 52 reflective and 50 impulsive second-grade girls was assessed under two response-consequence conditions: (a) reward for correct responses only, and (b) reward for correct responses and a penalty for incorrect responses. Reflection—impulsivity was defined on the basis of performance on the Matching Familiar Figures test. The reflectives showed a significantly greater percentage of reversal shifts than the impulsives. The impulsives showed more reversal shifts under the penalty condition than the reward alone condition whereas the performance of the reflectives was the same in both consequence conditions. A test of statistical association indicated that reflection—impulsivity may be as strongly related to reversal shift performance as age and perceptual pretraining. The results are interpreted as indicating that individual differences in perceptual search strategies may have an important influence on the problem-solving behavior of children.     

Recognition and discrimination of emotional faces and pictures

In order to learn whether patients with right-hemisphere disease (RHD) had a deficit in their ability to discriminate and comprehend emotional faces and pictures, we studied nine patients with RHD, nine patients with left-hemisphere disease (LHD), and nine controls. The subjects were presented with six picture tests that comprised either emotional faces or emotional scenes. Their task was either to denote (name or choose) an emotion or to discriminate (same, different) between two faces or emotions. Patients with RHD performed significantly worse than subjects with LHD when asked to discriminate between faces, to discriminate between emotional faces, and to name emotional scenes. There was also a trend for the RHD group to be more impaired than the LHD group when asked to name the emotional face or choose the emotional face. Except for the facial and emotional discrimination tests, the LHD patients also performed worse than controls.     

Saccadic eye movements during reading

Exposure duration and sequential redundancy are major determinants of report accuracy for textual displays. Increased emission of left-to-right saccades to both word strings and letter strings are associated with sequential redundancy. Such saccades are more frequent when words rather than pseudowords are viewed. The pattern of scanning is not simply left to right, and certain patterns of eye movements are associated positively with accuracy of report. These are a function of the sequential constraints of the display and are stronger for word strings than for letter strings. Presence of a word elicits more left-to-right saccades than does a pseudoword, even at exposures too short for a second fixation to be useful. In that case, there is no difference between redundant and nonredundant pseudowords. There is no redundancy effect at short exposures of pseudosentences.     

The role of analogy in transfer between similar problem states

The study investigated the effect of transfer between two problems having similar (homomorphic) problem states. The results of three experiments revealed that although transfer occurred between repetition of the same problems, transfer occurred between the Jealous Husbands problem and the Missionary—Cannibal problem only when (a) Ss were told the relationship between the two problems and (b) the Jealous Husbands problem was given first. The results are related to the formal structure of the problem space and to alternative explanations of the use of analogy in problem solving. These include memory for individual moves, memory for general strategies, and practice in applying operators.     

Job attitudes of black and white workers: Male blue-collar workers in six companies

A 74-item attitude questionnaire was administered in six companies to 101 black and 87 white male blue-collar employees holding similar jobs in the same company. Differences between the two ethnic groups were not marked, both in terms of job satisfaction and in other respects; Where there were differences the black workers were usually slightly more favorable. However, the picture was not uniform across the different companies.