Stimulus-response compatibility in the programming of speech

Subjects chose between sequences of one syllable (e.g.,/gi/vs./bi/), two syllables (e.g.,/gibi/ vs./gubu/), and three syllables (e.g.,/gibidi/ vs. gubudu/), when/i/sequences were signaled by high-pitched tones and/u] sequences were signaled by low-pitched tones (high compatibility), or the reverse (low compatibility). Choice times were additively affected by sequence length and compatibility. A second experiment showed attenuated compatibility effects for sequences with different vowels in the first and second syllables. These results replicate previously reported results for choices between finger sequences, which suggests that the same programming methods are used in both output domains. Evidently, choices between response sequences can be achieved by selecting a distinguishing parameter and assigning it in a serial fashion to partially prepared motor subprograms.     

Preference, familiarity, and recognition after repeated brief exposures to random geometric shapes

Repeated one-millisecond exposures to random polygon targets have been shown to result in preference for the target shapes over similar distractor shapes in the absence of recognition (Knust-Wilson & Zajonc, 1980). Seamon, Brody, and Kauff (1983a) interpreted this preference-without-recognition effect in terms of a two-process model of recognition memory. The present set of experiments tested three predictions of the two-process model: Target discrimination equal to that found in the preference task should also occur when subjects make familiarity judgments; recognition performance should improve if the target stimuli are presented and tested with an easily encodable visual context; and both preference and familiarity judgments should be unaffected by manipulations of context. The results supported all three predictions. The implications of the results for a competing model proposed by Zajonc (1980) are also discussed.     

Perceived responsibility for disease onset affects HIV/AIDS Education

Abstract

Ninety-nine participants were assigned to one of three experimental conditions in which they viewed an AIDS education videotape that systematically manipulated whether or not the educator would be perceived as responsible for HIV infection. Participants were administered pre and post-video affect measures, and an HlV/AIDS knowledge test after watching the video. Participants who viewed the speaker who acquired HIV through a blood transfusion (perceived not responsible) and those who viewed the speaker who did not reveal mode of acquisition (control) performed significantly better on the knowledge test compared to those who viewed the speaker who acquired HIV through unprotected sexual inttrcourse (perceived responsible). In addition. male participants in the perceived responsible condition reported a significant increase in sensation-sceking after viewing the video. Finally, females experienced a significantly greater increase in anxiety as a result of seeing the video than did males. Implications of these tindings for the design and implmentation of AIDS education programs were discussed.