Experimenter effects on responses to explicitly sexual stimuli

Experimenter effects on responses to explicitly sexual stimuli were investigated in 63 single undergraduate males and 89 single undergraduate females. A completely factorial design with sex of subject, sex of experimenter, and experimenter's style of interacting (informal vs formal) as the independent factors was employed. While the variables under investigation did not have an overriding effect on the outcome measures, at least one experimenter attribute was discovered to significantly influence a large percentage of the variables assessed: The data suggest that informal experimenters permit less socially desirable responses and more generalized arousal than formal experimenters. In addition to replicating earlier work on experimenter effects, the present study serves to delineate a possible set of cues by which experimenters may influence their subjects' arousal to explicitly sexual stimuli.     

Modification of the externality effect in young infants.

When presented with two-element geometric stimuli, with one element enclosed within the other, infants under 2 months of age do not appear to detect the internal element and fail to respond to a change in that element. Infants over 2 months of age experience no difficulty in this respect. However, it is established that this “externality effect” does break down under certain circumstances, for example, where there is independent modulation of the internal element. Evidence is presented which appears to run counter to explanations of this effect in terms of information processing limitations, capture of attention by dominant salience, or level of arousal. An alternative explanation based on figure-ground organization is given partial support.     

Psychological reactivity to discrepant events: Support for the curvilinear hypothesis

80 male and 60 female infants were observed under 5 a priori judged levels of discrepancy to assess whether sustained attention was linearly or curvilinearly related to degree of discrepancy from an experimental standard. Following habituation, $\text{7}\text{1}\text{2}$-month-old infants were exposed to either the repetition of the standard, a minimal, first- or second-level moderate discrepancy, or a novel stimulus having no relation to the standard. The related stimuli, varying in elongation, were sphere, pear, club, and cylinder-shaped objects; the novel stimulus was a different colored, tooth-like object. 80 infants observed the sphere as the standard and the cylinder as the second-level moderate discrepancy; 60 infants were exposed to the reverse order with the cylinder as the standard. The use of different stimuli at each discrepancy level controlled for specific stimulus effects. Habituation and recovery of responding were observed in an operant paradigm. Lever pressing, fixation, and vocalization increased most to the second-level moderate stimuli and decreased most to the familiar and novel objects; fretting was highest to the redundant stimuli and lowest to the moderate objects. There were no stimulus main effects or interactions. The results support the hypothesis of a curvilinear relation between stimulus discrepancy and sustained attention, excitement, and preference.     

Antecedents to Fechner's law: the astronomers J. Herschel, W. R. Dawes, and N. R. Pogson

The history of the stellar magnitude scale is briefly traced from the second century b.c. until the middle of the nineteenth century. It becomes clear that astronomers formulated "Fechner's Law" by about 1850. While Fechner is credited with the grander view of things, the contention is made that the astronomers John Herschel, W. R. Dawes, and N. R. Pogson have not been given their due by historians of psychology.     

The behavioral treatment of insomnia an alternative to drug therapy.

The use of hypnotic drugs to treat insomnia is criticized because of (a) tolerance effects, (b) carry-over effects, (c) alterations in sleep patterns, (d) rebound effects, and (e) attributional effects. Behavioral treatments represent a more viable alternative and are reviewed under four headings: (a) systematic desensitization: (b) applied relaxation; (c) attribution-based therapies; and (d) classical conditioning therapies. The behavioral therapies are predicated upon three views of insomnia: first, that insomnia results from excessively high levels of arousal prior to and during sleep; second, that insomnia occurs when the sleep environment lacks sufficient stimulus control over sleeping; and finally, that insomnia is often enhanced and maintained by exacerbation cycles in which worries about not falling asleep interfere even further with one's sleep.     

Spatial variables and the feature-positive effect

Pigeons were trained in discriminations where S+ and S? shared common visual elements but were distinguished by the presence or absence of a visual feature. When S+ contained the distinctive feature (the feature-positive condition), the pigeons rapidly learned to withold responses to S?: The learning rate was not markedly affected by changes in the relative size of the feature and the common element. When S? contained the distinctive feature (the feature-negative condition), the pigeons learned to withhold responses to S? more rapidly when the feature was large relative to the common element than when the feature was small relative to the common element. This effect was observed when the stimuli were present at the locus of response and when the stimuli were remote from the locus of response. To explain these results, and the results of generalization tests, it was proposed that the effectiveness of the feature in suppressing responding to the common element during feature-negative training depended on the relative size of the feature and the common element.     

Task parameters affecting the efficacy of a visual imagery learning strategy in younger and older children

Second- and sixth-grade children were presented a list of paired associates (concrete nouns) either at a faster (6-second) or a slower (12-second) presentation rate, under either an instruction to generate an interactive image for the pairs or a no strategy, control instruction. The list was composed of two pair types: easy-to-imaginally relate and difficult-to-imaginally relate pairs, as determined from a prior norming study. At the faster presentation rate, 2nd graders were able to benefit from the imagery strategy with easy pairs, but not with difficult pairs. At the slower rate, however, they applied the imagery strategy equally well to both pair types. Older children benefited from the imagery strategy with both pair types at both rates.