‘Random’ saccadic eye movements during verbal-linguistic and visual-imaginal tasks

Previous research has suggested that questions eliciting visual imagery are associated with lower rates of saccadic eye movements as compared to questions eliciting verbal processes. Two experiments reported here examined the roles of external visual stimulation and speech output in this effect. In both experiments, questions designed to elicit verbal-linguistic or visual-imaginal processing, and which required either syntactically complex or simple responses, were administered while eye movements were recorded by electrooculography. In experiment 1, 42 subjects responded while viewing either the interviewer's face or a gray oval on a video monitor. Imaginal questions elicited a lower rate of eye movements than did verbal questions regardless of the display on the monitor. In experiment 2, 17 subjects responded in conditions of light and darkness. Imaginal questions elicited lower rates of eye movements in both light and dark. Neither cognitive mode nor speech output requirements interacted with stimulus conditions in either experiment. The failure of visual conditions to influence the verbal-imaginal difference in eye movement rate is viewed as inconsistent with a visual interference interpretation of the relationship of eye movements to cognitive activity. Alternate interpretations are discussed.     

On the psychological reality of a natural rule of syllable structure

If natural rules in phonology, such as the rule which deletes a word final consonant before a consonant, are frequently found in unrelated languages, it must be because they tap universal features of production and/or perception. The present experiment employed a learning task to see whether naive subjects have a predisposition for the natural rule as opposed to its converse (consonant deletion before a vowel). The Ss first learned four novel words (nouns) - two beginning with a consonant, two with a vowel - as paired associates to English ‘translations’. Then three novel adjectives were combined with each of the four nouns, following the natural rule for one group of Ss, the unnatural rule for the other. The twelve phrases were cued by their English translations and the S had to respond to each with the phonologically correct sequence of adjective and noun; confirmation followed each response. The Ss learning the unnatural corpus had a strong tendency to give natural responses, whereas the converse was not true. Consequently they made many more errors en route to mastery than their natural counterparts, even when the operative rule was displayed on the first trial by presenting in turn each adjective with its four following nouns. It appears that our Ss had implicit knowledge of the natural rule, even though it does not operate to any significant extent in English.     

Converging evidence for the functional significance of imagery in problem solving

Two kinds of explanations have been offered for the process by which three-term series problems are solved, one in terms of linguistic principles and the other in terms of visual-spatial imagery. Two experiments are reported in which three different classes of operations are brought to bear on the problem: (1) Manipulation of stimulus attributes (characteristics of problems), (2) manipulation of variables that selectively encourage or inhibit the use of imagery (facilitating instructions; the suppression of visualization by reading), and (3) measurement of relevant individual differences (spatial-reasoning ability). All of the results indicate that imagery plays a functional but not a necessary role in the solution of three-term series problems; it is suggested that imaginal representation is functional because it reduces the load on memory. An adequate explanation of problem-solving will have to address certain general issues, such as the diversity of forms of cognitive representation and differences within and between individuals in the choice of problem-solving strategies.     

“in”, “on”, and “under” revisited

The present study presents evidence that young children's comprehension of the locatives ‘in’, ‘on’, and ‘under’ is, at least in part, contextually determined. Children aged 1;6–3;0 were given tasks with verbal instructions which were either contextually congruent or incongruent. The results were interpreted in terms of the non-linguistic as well as linguistic strategies apparently used to interpret speech. The results and interpretation are in contrast to those of earlier research.     

Subjective ratings of credibility following brief exposure to desensitization and pseudotherapy

Forty-two Ss were selected as if they were to participate in an analogue desensitization experiment. They then listened to taped excerpts of desensitization and pseudotherapy and responded to a questionnaire assessing the relative credibility of the two treatments. Desensitization was found to be more credible than pseudotherapy. The implications of this finding for previous and future research are discussed.     

Stimulus probability and prediction outcome as determinants of choice reaction time: Some procedural considerations

Effects of stimulus probability and prediction outcome on two-choice reaction speed (CRS) were determined when a frequency imbalance was reversed half-way through 300 samples of a 70/30 stimulus distribution and when the same 70/30 distribution was sampled for 1200 trials. Prior to each presentation Ss made a prediction; following each presentation Ss identified the stimulus by pressing a right-hand or left-hand trigger. CRS was faster to correctly predicted stimuli, and faster to the more probable stimulus. Ss who were informed of the frequency imbalance reacted significantly faster than Ss who were not. Both practice and boredom effects were demonstrated by using the extended number of trials. CRS was faster during the second session of 300 trials than during the first; after two sessions, CRS was slower during the second half of two additional sessions.     

Relationships among measures of visual imagery

As a step toward the development of an objective measure of visualization ability, five tasks which yielded seven separate measures were administered to 74 Ss and intercorrelated. The tasks were: paired associate recall improvement (RI), recognition memory (RM), the Bett's Questionnaire on Mental Imagery (QMI) as revised by Sheehan (1967a, b), a task calling for the production of visual images (PVI) where rated vividness and latency of image attainment were measured, and a task requiring the imagining of emotional scenes (ES) where rated vividness and rated anxiety were measured. The results indicated that although paired associate learning scores per se were related to RM, neither of the memory measures of visualization (RI and RM) were related to any of the other visualization measures. A cluster of intercorrelations was obtained among self-ratings of image vividness on the QMI, PVI and ES tasks. This cluster also included a measure of latency of report of “best image” attainable derived from the PVI task. None of the measures correlated with anxiety ratings on the ES task. These findings were discussed in relation to previous studies and the potential value of the latency measure as an adjunct measure of visualization ability was noted.     

Systematic desensitization, relaxation-training and suggestion in the treatment of test anxiety.

In investigations that have examined the component procedures in traditional desensitization treatment, desensitization was more effective than relaxation-training alone in several studies (Freeling and Shemberg, 1970: Davison, 1968; Rachman, 1968). while these treatments were equally effective in other studies (Benjamin, Mark and Huson, 1972: Aponte and Aponte, 1971; Johnson and Sechrest, 1968). One possible determinant of these inconsistent findings may be the presence of uncontrolled differences in therapeutic suggestion due to the fact that desensitization treatment typically includes a specific ‘rationale’ that explains the expected course and outcome of treatment while comparable authoritative guidelines for providing the rationale for relaxation treatment are not available.The present study compared the relative effectiveness of desensitization and relaxation-training in the treatment of test anxiety under conditions in which suggestion concerning the nature and outcome of treatment were essentially the same for both procedures. To examine systematically the role of suggestion in the treatment of test anxiety, instructions that were high and low in suggestion were given. Treatment outcomes were assessed in terms of changes in measures of anxiety and in performance on objective ability tests. A no-treatment group controlled for the effects of using the same pre- and post-treatment measures.     

Evaluating socioeconomic status bias in the WISC-R

The use of intelligence tests in making special education placement decisions for children has come under repeated scrutiny in recent years. Arguments for and against the use of IQs have centered around the issue of test bias. In California a permanent moratorium on the use of intelligence tests in placing minority group children into classes for the educable retarded has been handed down by the court. One defense proposed by advocates of mental testing has been that the tests are biased against socially and economically disadvantaged groups irrespective of race. According to Clarizio (1978), if a test predicts equally well for two groups it can not legitimately be described as biased. The purpose of this investigation was to evaluate the test bias of the Verbal IQ as measured by the Wechsler Intelligence Scale for Children-Revised in relation to predictions of academic achievement in two different socioeconomic status groups. The results indicated that Verbal IQs are not biased with respect to socioeconomic status. Derived regression equations are presented along with an analysis to inspect the statistical power of the original tests.