Homogeneity analysis withk sets of variables: An alternating least squares method with optimal scaling features

Homogeneity analysis, or multiple correspondence analysis, is usually applied tok separate variables. In this paper we apply it to sets of variables by using sums within sets. The resulting technique is called OVERALS. It uses the notion of optimal scaling, with transformations that can be multiple or single. The single transformations consist of three types: nominal, ordinal, and numerical. The corresponding OVERALS computer program minimizes a least squares loss function by using an alternating least squares algorithm. Many existing linear and nonlinear multivariate analysis techniques are shown to be special cases of OVERALS. An application to data from an epidemiological survey is presented.This research was partly supported by SWOV (Institute for Road Safety Research) in Leidschendam, The Netherlands.     

Component analysis with different sets of constraints on different dimensions

Many of the classical multivariate data analysis and multidimensional scaling techniques call for approximations by lower dimensional configurations. A model is proposed, in which different sets of linear constraints are imposed on different dimensions in component analysis and classical multidimensional scaling frameworks. A simple, efficient, and monotonically convergent algorithm is presented for fitting the model to the data by least squares. The basic algorithm is extended to cover across-dimension constraints imposed in addition to the dimensionwise constraints, and to the case of a symmetric data matrix. Examples are given to demonstrate the use of the method.The work reported in this paper has been supported by the Natural Sciences and Engineering Research Council of Canada, grant number A6394, and by the McGill-IBM Cooperative Grant, both granted to the first author. The research of H. A. L. Kiers has been made possible by a fellowship of the Royal Netherlands Academy of Arts and Sciences. We thank Michael Hunter for his helpful comments on earlier drafts of this paper.     

小学儿童“互反可逆性“发展的研究

本文运用成分分析法研究经典的皮亚杰有关儿童“互反可逆性”的理论。     

The choose-short effect and trace models of timing

The tuned-trace multiple-time-scale (MTS) theory of timing can account both for the puzzling choose-short effect in time-discrimination experiments and for the complementary choose-long effect. But it cannot easily explain why the choose-short effect seems to disappear when the intertrial and recall intervals are signaled by different stimuli. Do differential stimuli actually abolish the effect, or merely improve memory? If the latter, there are ways in which an expanded MTS theory might explain differential-context effects in terms of reduced interference. If the former, there are observational and experimental ways to determine whether differential context favors prospective encoding or some other nontemporal discrimination.     

Behavioral contrast for key pecking as a function of component duration when only one component varies

Pigeons pecked keys for food reinforcers delivered by multiple variable-interval 2-min variable-interval 2-min schedules. Positive behavioral contrast was created by changing one component to extinction; negative contrast was achieved by changing one component to a variable-interval 15-s schedule. The duration of each component was varied independently of the other from 5 to 960 s. The size of positive contrast was greatest when the extinction component was 30 or 60 s long. It did not change significantly with changes in the duration of the variable-interval 2-min component. The absolute size of negative contrast decreased with increases in the duration of the variable-interval 2-min component. It did not change significantly with changes in the duration of the variable-interval 15-s component. These results show that the size of contrast is determined primarily by the duration of the component that provides the less favorable conditions of reinforcement. These results are not predicted by current theories.     

FUNCTIONAL ANALYSIS OF A PROGRAM FOR TRAINING HIGH AND LOW PREFERENCE PEERS TO MODIFY DISRUPTIVE CLASSROOM BEHAVIOR1

Although considerable evidence has accumulated regarding the effectivenes of peers as behavior managers, little attention has been directed toward the analysis of components of training programs. Also, it is not known whether high and low preference peers have different reinforcing effects. In this study, a two-phase peer training program was introduced to five high preference and five low preference peer managers. The Managers were assigned one to each of 10 grade-four elementary pupils with high rates of disruptive behavior. Peer Training I was composed of instructions to monitor and reinforce target subject behavior on a time-sample schedule, to record this reinforcement, and to ignore inappropriate behavior in target subjects. Peer Training II introduced, in addition, backup reinforcement for the monitoring behavior of managers. Measures were taken of target subject behavior, antecedent and consequent attention from managers and other peers, monitoring behavior of managers, teacher behavior, and preference ratings of peer managers by target subjects. Significant improvements in target subject behavior occurred following Peer Training I and further improvements occurred following Peer Training II. These changes were paralleled by decreases in the frequency of antecedent and consequent manager attention to problem behaviors, and improvements in the number and accuracy of monitoring checks. Recorded reductions in teacher attention to individual children and to target subjects were not statistically significant. Posttest preference scores improved significantly over pretest scores for low preference managers, while remaining high for high preference managers.     

Positive and negative contrast as a function of component duration for key pecking and treadle pressing

Pigeons responded on several multiple schedules for food reinforcers. The duration of the components varied from four seconds to 16 minutes. The absolute size of positive (Experiment 1) and negative (Experiment 2) behavioral contrast varied inversely with component duration when key pecks produced the reinforcers. The absolute size of negative contrast varied directly with component duration, when treadle presses produced the reinforcers (Experiment 3). These results conform to theories that suggest that positive and negative contrast are symmetrical when pigeons peck keys. They also conform to theories that suggest that the same principles do not govern contrast when pigeons peck keys as when they press treadles. Finally, the results support the measurement of behavioral contrast by the differences between baseline rates of responding and the rates emitted when contrast is present.     

Effects of different types of analogy instruction on the performance and inter-joint coordination of novice darts learners

ObjectivesAnalogy instruction has an advantage on motor skill learning. The effect of analogy instructional type on kinematics, particularly on inter-joint coordination, is an extremely understudied area of research. Against this background, this paper experimentally controlled the quality and quantity of the to-be-learned information included in instruction and applied principal component analysis (PCA) to time-series data of joint angles to examine whether different instruction methods could change inter-joint coordination structure.Methods and designForty-five novice participants, fifteen each for three independent groups, performed dart-throwing training with either explicit, rule-based biomechanical metaphor (RBM), or information-integrated biomechanical metaphor (IIM) instructions. Performance and kinematics were evaluated in pre-test, retention test, and transfer test that can increase psychological pressure. The dependent variables were performance outcome, joint variability, and measurements derived from PCA.ResultsAnalyses revealed a significant test effect for the performance outcome, joint variability, and PCA measurements. No significant group effect or group–test interaction was found for the performance outcome and joint variability. Significant test effect and test–group interaction were found for the wrist PC1 loading. The IIM group means significantly increased in the retention and transfer tests. The explicit and RBM group means showed no significant effects of the test. These results suggest that IIM learners significantly changed the PCA structure in the retention test and maintained it in the transfer test, whereas explicit and RBM learners did not.ConclusionsThe findings provide the first insight into the effects of information-integrated biomechanical metaphors on the acquisition of inter-joint coordination structures for novice learners.     

认知负荷与编码方式对前瞻记忆及其成分的影响

实验1探究认知负荷（高、低）与编码方式（标准、书写、执行意向）对前瞻记忆的影响,实验2进一步探究其对前瞻记忆两种成分的影响。实验1显示执行意向与书写编码的正确率高于标准编码,而前二者无差异;低负荷的前瞻记忆表现好于高负荷。实验2显示执行意向与书写编码的前瞻成分正确率高于标准编码,而前二者无差异;低负荷的前瞻成分表现好于高负荷;不同认知负荷与编码方式均对回溯成分无影响。结果表明：在意向内容相对简单的情况下,执行意向与书写编码对前瞻记忆的促进作用主要表现在促进前瞻成分的提取,低负荷比高负荷有利于前瞻记忆的成功执行,主要体现在前瞻成分成功率更高。     

Prospective memory and frontal lobe function

The study sought to examine the role of frontal lobe functioning in focal prospective memory (PM) performance and its relation to PM deficit in older adults. PM and working memory (WM) differences were studied in younger aged (n = 21), older aged (n = 20), and frontal injury (n = 14) groups. An event-based focal PM task was employed and three measures of WM were administered. The younger aged group differed from the other two groups in showing significantly higher scores on PM and on one of the WM measures, but there were no differences at a statistically significant level between the older aged group and the frontal injury groups on any of the memory measures. There were, however, some differences in correlations with a WM measure between groups. It is concluded that there are similarities and differences in the deficits in PM between older adults and patients with frontal lobe injury on focal as well as nonfocal PM tasks.