Effects of sucrose concentration and goal units on runway behavior in the rat

Experiment 1 investigated the between-S and within-S effects of sucrose concentration (32 and 6%) and number of goal units (equal volumes of sucrose presented in single or multiple goal cups). The goal-unit variable had no effect on behavior under any of several test conditions employed. Within-S effects of sucrose concentration were approximately equal to between-S effects; no contrast effects were found. When 64 and 6% sucrose solutions were used as reinforcers in Experiment 2, a simultaneous, but not a successive, negative contrast effect was found. Results were discussed in terms of possible functional differences between the successive and simultaneous contrast paradigms and between sucrose solutions and solid food as reinforcers.     

Laterality differences in speaker and consonant identification in dichotic listening

Two dichotic listening experiments assess the lateralization of speaker identification in right-handed native English speakers. Stimuli were tokens of /ba/, /da/, /pa/, and /ta/ pronounced by two male and two female speakers. In Experiment 1, subjects identified either the two consonants in dichotic stimuli spoken by the same person, or identified two speakers in dichotic tokens of the same syllable. In Experiment 2 new subjects identified the two consonants or the two speakers in pairs in which both consonant and speaker distinguished the pair members. Both experiments yielded significant right-ear advantages for consonant identification and nonsignificant ear differences for speaker identification. Fewer errors were made for speaker judgments than for consonant judgments, and for speaker judgments for pairs in which the speakers were of the same sex than for pairs in which speaker sex differed. It is concluded that, as in vowel identification, neither hemisphere clearly dominates in dichotic speaker identification, perhaps because of minor information loss in the ipsilateral pathways.     

Variables affecting preference for signaled shock in a symmetrical changeover design

In a signaled-shock situation, the signal's presence serves a warning function (prediction of shock) whereas the signal's absence serves a safety function (prediction of nonshock periods). The relative contribution to preference for signaled shock made by these two potential sources of reinforcement was assessed using a symmetrical changeover procedure in which rats were permitted to control the amount of time spent in one of two mutually exclusive conditions, the signaled and unsignaled states. The stimulus conditions that prevailed in the signaled state differed for several groups of animals. For some groups, the safety function of signals was degraded while the warning function was left intact. For other groups, the warning function was degraded and the safety function was not. The availability of the unaltered feature was then manipulated in both sets of groups to determine its effect on preference for the signaled state. Changeover behavior was strongly related to the availability of the signal's safety function and weakly related to its warning function, indicating that the two variables contribute differentially to preference for signaled shock. Other sources of behavioral control, having little to do with the safety or the warning function of signals, were also demonstrated, suggesting the need for careful control procedures when using changeover behavior as a measure of preference.     

Observational goals and schema activation: A theoretical framework for behavior perception

A framework for behavioral observation is described in which the processing of a stream of behavior is influenced by an individual's prior knowledge about behavior, organized into cognitive “schemas.” It is proposed that observational goals determine the selection of goal-relevant schemas which, in turn, influence the observer's processing of an actor's behavior. Subjects watched a series of videotaped sequences featuring a female actor with instructions either to form an impression of her or to remember the details of the tasks she engaged in. They were then asked to answer questions that were either consistent or inconsistent with these instructions. Subjects were also instructed to unitize the actions or events that occurred in the sequence (D. A. Newtson, Journal of Personality and Social Psychology, 1973, 28 28–38). According to the unitizing measure, subjects observing with different goals attended to different behavioral features. Further, impression-forming subjects were apparently more influenced by their implicit theories of personality than were task-learning subjects when asked to give ratings of the actor's personality, and task-learning subjects were relatively more accurate in recalling task-related details. Implications of this framework and these results for research in behavioral unitization and implicit personality theory are discussed.     

Characteristic patterns of word association responses in institutionalized elderly with and without senile dementia

This study examined the responses of 91 institutionalized elderly persons to the Goldfarb-Halpern Word Association Test (1981), Journal of Speech and Hearing Research, 24, 233–246. Subjects with senile dementia evidenced a characteristic pattern of responses which included marked reduction of paradigmatic responses, no decrease in syntagmatic responses, and a marked increase in unclassifiable and multiword responses not previously reported in the literature. The declines and increases appeared linear and progressive with severity of dementia. The pattern was distinct from that of any other adult group previously tested with this tool. Institutionalized elderly subjects without senile dementia performed similarly to previously tested noninstitutionalized elderly. Theoretical and clinical implications are discussed.     

A cognitive-behavioral analysis of parental facilitation of children's social-cognitive problem solving

The present study used a case study framework to examine ways in which parental belief systems and parental teaching strategies interact to enhance children's social-cognitive problem solving and school adjustment. The focus of the investigation was to examine the robustness of several postulated typologies of interrelationship among the key variables, as well as antecedents and consequences of means-ends problem solving exhibited by children. Four intact families with second grade children were observed in the home as they participated in discussion and decision making concerning problematic social situations. The data suggested these major points: Parental behavior was generally consistent with their beliefs; parents could most effectively elicit means-ends verbalizations from children through direct questioning; families differed in the extent to which children's inputs into family decision making were valued and the degree of interparental discord concerning beliefs and strategies. The latter points suggest a reconceptualization of how parental variables can be linked to the development of social-cognitive and behavioral competence in children. Specific implications for theory and recommendations for research are discussed.     

Applications of the theory of meaningfulness to psychology

The theory of meaningfulness of statements using numerical scales is summarized. Applications of this theory are surveyed. These deal with average performance, importance ratings, statistical tests, indices of consumer confidence, psychophysical scaling, block modeling of social structure, structural modeling in decision making, and the analysis of order and matching experiments.     

Contextual determinants of retrieval in three-month-old infants

Three-month old infants learned to kick to produce movement in an overhead crib mobile on a conjugate reinforcement (FRI) schedule. All infants were trained in the presence of one of two distinctive crib bumpers. In Experiment 1, infants receiving cued-recall tests in the presence of the original training bumper remembered the conditioned association 1 week later, but those tested in the presence of a different bumper did not. Two weeks later, neither training group evidenced retention of the contingency. In Experiment 2, infants who received a 3-min exposure (“a reactivation treatment”) to the original training bumper 24 h prior to the 2-week retention test exhibited excellent long-term retention, whereas those exposed to a different bumper as a reminder did not, irrepective of whether it was identical to the test bumper or not. These findings demonstrate that the context alone, even though it was never exclusively paired with reinforcement, can act as a retrieval cue.