Process assessment: An examination of reinforcer effectiveness and predictive validity

This research describes an assessment procedure based on measures of actual learning. First-grade children (N = 120) learned five sight vocabulary words under feedback only, and were then assigned to one of five conditions where they learned five additional words either under feedback, praise, candy, praise and candy, or reproof. In a sixth condition (reciprocal to the first treatment), students learned the first five works under praise and the second five under feedback only. Although results indicated no differences in learning rate under different reinforcement conditions, learning measures under feedback accounted for approximately 39% of the variance in achievement (r = .62), with combined reinforcement learning measures slightly improving prediction (r = .68). The order of treatments had no effect on learning rate. Implications for this process approach to assessment are discussed. Directions for future research are suggested.     

Self-observation and behavior change: Applications to academic and adjustment problems through behavioral consultation

Self-observation as a behavior change technique was implemented through behavioral consultation in a public elementary school system. The self-observation procedures were introduced to two subjects with academic problems (assignment completion) and two subjects with behavioral problems (disruptive talk and interruptions, respectively). In each of the four cases, self-observation resulted in improvement in client behavior. Results are discussed within the context of previous methodological issues in the self-observation literature and the relevance of self-observation as a therapeutic tool in school settings.     

Partial pictures as imagery-retrieval cues in young children's prose recall.

Two experiments, involving first-grade children, were conducted to test a retrieval-inefficiency explanation for the failure of visual imagery to facilitate young children's prose recall. Consistent with this explanation, children who were given stimuli presumed to elicit visual imagery (“partial pictures”) both during the presentation of a story and at the time questions were asked about the story recalled more story content than children given the partial pictures only during story presentation. An alternative account of these findings—namely that they may be attributed to a general cueing effect—was ruled out in the second experiment. Cognitive-developmental aspects of visual imagery strategies in prosememory situations are discussed.     

Congruence,personality pattern,and satisfaction in college women

One hundred and twenty-nine female undergraduates took the Barron's Ego Strength Scale, the Levenson Locus of Control Scale, and the Holland VPI. Congruence scores were calculated using three-letter codes from the VPI and expressed major choice. Multivariate analysis of variance revealed that congruent subjects were significantly more consistent and reported higher levels of certainty and perceived congruence. No satisfaction differences were found. Results are discussed with respect to Holland's theory and previous research on the correlates of congruent person-environment interactions.     

Long-term memory for a common object

A series of experiments was done to determine how completely and accurately people remember the visual details of a common object, a United States penny. People were asked to: draw a penny from unaided recall; draw a penny given a list of its visual features; choose from among a list of possible features those which do appear on a penny; indicate what was wrong with an erroneous drawing of a penny; and select the correct representation of a penny from among a set of incorrect drawings. Performance was surprisingly poor on all tasks. On balance, the results were consistent with the idea that the visual details of an object, even a very familiar object, are typically available from memory only to the extent that they are useful in everyday life. It was also suggested that recognition tasks may make much smaller demands on memory than is commonly assumed.     

The development of metacognitive awareness in memory,communication, and attention

Four- and six-year-olds were asked questions about hypothetical situations in which a child was to perform one of three cognitive activities: (1) to remember something, (2) to communicate a message, or (3) to attend to a visual array. Questions focused on the child's understanding of the following four facts about the variables under study: (1) that it is easier to cognize about a shorter than a longer list (length), (2) that it is easier to cognize in the absence of noise than in its presence (noise), (3) that an adult or older child will find a cognitive problem to be easier than will a younger child (age), and (4) that it is generally easier to cognize with more time than with less time (time). Results indicated that the pattern of understanding was the same across the different cognitive activities, that there was a higher level of accuracy in answering questions about length and noise than about age and time, and that, over all, the 6-year-olds were more accurate than the 4-year-olds.     

Listener preferences for stuttered and syllable-timed speech production

The purpose of this study was to determine how “naive” listeners react to syllable-timed speech production. Three stutterers were videotape recorded while speaking in their usual manner and pacing their speech at 100 words per minute (wpm) and 70 wpm. Twenty-three listeners rated the speech samples as to which they preferred to hear. The results indicated generally that listeners preferred paced speech to stuttering.