The corroboration time measure: An implicit confidence judgement

The corroboration time technique is introduced as a means of eliciting covert confidence judgements. A validation experiment is reported in which three measures based upon the corroboration time are compared with overt confidence judgements. It is concluded that the technique yields a valid, sensitive measure of confidence which is as sensitive as an overt confidence judgement to variations in the independent variable, and which is less intrusive in use. It may be used whenever there is a unique correct response which can given as feedback for corroboration.     

Vocational maturity in adulthood: Toward turning a model into a measure

It is postulated that adult vocational maturity needs to be assessed because of the changing developmental tasks encountered during the course of a career. Vocational maturity having been found to be multidimensional, existing undimensional inventories of adult vocational maturity are considered of limited although demonstrated validity. Relevant theories of adult vocational development and adjustment are reviewed. Super's proposed adult vocational maturity model is examined for the promise that it offers and for the problems that arise in developing a multidimensional measure of vocational maturity. A way of surmounting these problems is proposed as a basis for work now being undertaken.     

Remembering plurals: Unit of coding and form of coding during serial recall

Subjects were required to recall lists of six words which had been presented visually in sequence. One or two of the words might be plural nouns. A substantial number of errors occurred in which the plural form became detached from its original root. This is taken as evidence for a morpheme-based code as opposed to a unitary word code. A significantly high proportion of these errors maintained the form of the plural ( /S/, /Z/ or (ЪZ/) which is considered evidence for a primarily phonological coding of the plural morpheme. There is however a suggestion that on some occasions the plural is coded morphemically—i.e., in a way which does not distinguish between the various plural endings.     

A reappraisal of the relation between performances of quantitative identity and quantitative equivalence conservation tasks

Previous studies of children's performance on quantitative identity and equivalence conservation problems in the number domain are suggested to be flawed because of the low numbers of items in the arrays. In Experiment 1, children were tested on three different number versions of identity and equivalence conservation tasks. Their performance varied with the number of items and no child was found to pass a large number version of an equivalence conservation task and fail the corresponding version of an identity conservation task. In Experiment 2 the notion that the contextual effect of asking two similar questions might underlie the difference in performance on the two tasks was tested and rejected. The results are discussed in relation to recent analyses of conservation problems.     

Through the looking glass: Sex differences in memory for self-facial poses

This study investigated recognition memory of photographs of the subject's own face. Male and female subjects were photographed as they projected sociable faces, trustworthy faces, and intelligent faces. After deciding which face of 10 best represented each characteristic, and judging which photograph best represented their “real self,” a recognition memory test of poses was given. Half of each sex were tested under intentional learning conditions and the remainder were tested under incidental learning conditions. Females demonstrated superior recognition memory of their own facial projections and, in particular, recalled photographs of their “real self” and “most sociable” self most easily. No differences were found between the two learning conditions. Subjects' recognition performance was not related to their confidence of judgments. The results were discussed in terms of sex differences and the role of self in memory.     

What is right with “deep” dyslexic patients?

Two aphasic adults with a specific acquired dyslexia were given tests requiring the processing of written words and sentences. Despite the general severity of the patients' deficits, some aspects of such processing appear to be relatively well preserved. The patients have particular difficulty reading aloud function words and abstract words; yet in word/nonword discrimination tests, both patients showed normal recognition of function words and one showed normal performance with abstract words. The patients do have a deficit in comprehension of visually presented words and sentences; yet their performance on comprehension tests was considerable and, moreover, showed meaningful relationships with their ability to read aloud.     

Lateralization for reading musical chords: Disentangling symbolic, analytic, and phonological aspects of reading

It has been repeatedly shown that the left hemisphere (right visual field) is superior to the right hemisphere (LVF) in reading English, a bias possibly due to any or all of three confounded factors: (1) the symbolic nature of the coding system; (2) the analytic requirements of the decoding process; and (3) the phonological associations of the elements. Recent work on reading Japanese ideograms (Kanji) disentangles (1) from (2) and (3), but leaves the latter two confounded. We further disentangle (2) and (3) by examining visual field preference for reading musical chords, representatives of an analytic, nonphonological symbol system. The strong RVF advantage is interpreted as indicating that the left hemisphere is dominant for reading an analytic symbol system that is not phonologically based. We conclude that the left-hemisphere advantage traditionally found for reading phonological symbols is due to their analytic nature in addition to any effect due to their linguistic association.     

Effects of differential reinforcement and task difficulty on preschoolers' compliance with teacher instructions

Preschool children in day schools were given instructions to complete certain tasks. Four tasks were given of two types and two levels of difficulty. In each condition compliance with at most one instruction (one task) was reinforced. In two similar experiments, with six children, general results were: compliance with easy tasks was maintained without reinforcement when any task compliance was reinforced; compliance for hard tasks remained high only when that specific task was reinforced. Thus, generalization of compliance with instructions varied with task difficulty. The setting and procedure for both studies were designed to reduce possible coercive features of laboratory studies of generalized performance. Results show generalized performance can occur under naturalistic conditions. The effect of effort, as a response characteristic affecting generalized performance, is discussed.     

Control of observing by antecedent stimuli

Five pigeons were run on a one-key discrete trials observing procedure. Trial onset was signaled by a white or yellow key light. Pecks in white or yellow intermittently produced S⁺ and S⁻, green and red key lights that signaled whether the trial would end with response-independent grain reinforcement or nonreinforcement. In the Redundant conditions, white and yellow were correlated with trial outcome, making S⁺ and S⁻ redundant. In the Informative condition, white and yellow were uncorrelated with trial outcome, so that S⁺ and S⁻ provided new information. During the Informative condition, all birds responded in the formerly positive, now uncorrelated color at higher rates than they did during the preceding or succeeding Redundant conditions, in which that same color was positively correlated with primary reinforcement. This result confirmed the prediction that an animal will observe at higher rates in the absence of reinforcement-correlated cues than in their presence.     

Effect of sample presentation time on long-delay matching in the pigeon

The effect of sample stimulus presentation time on long-delay matching in highly practiced pigeons was investigated. The birds were found capable of above chance matching performance at a delay of 60 sec provided the sample stimulus was presented for 4 sec or longer. Matching accuracy increased as a negatively accelerated function of sample stimulus presentation time and decreased as a negatively accelerated function of time since the termination of the sample. The rate of forgetting was found to be independent of sample stimulus presentation time. The data were inconsistent with a temporal discrimination interpretation of the effect of presentation time on delayed matching. The data were interpreted as supporting a simple trace strength and decay model of pigeon delayed matching.