A system for the assessment of human performance in concurrent verbal and manual control tasks

A multipurpose laboratory system incorporating a voice interactive terminal and graphic display system is described. The facility is designed to investigate some aspects of human performance on concurrent verbal and tracking tasks. The results of a pilot study showing decrements in dual-task performance are reported.     

Assessment of the relative importance of S+ and S− in rats using differential training on intercurrent discriminations

The present studies assessed the degree of stimulus control exerted by S+ and S? without confoundings of stimulus novelty and stimulus ambiguity. In Experiment 1, rats were trained on two intercurrent simultaneous discrimination problems with nine times more training given on one than the other. Then the animals were given transfer tests with re-paired stimuli. The results showed that S? exerts greater stimulus control than S+ in a two-choice simultaneous discrimination. Experiment 2 provided a test of the possibility that the relative degree of control by S? varies with different amounts of training. Three groups were trained on two intercurrent simultaneous discrimination problems; each group was given 7, 11, or 15 times more training on one problem than the other. Then transfer tests were given with re-paired stimuli. Again the results showed that S? exerts greater stimulus control than S+ in a two-choice simultaneous discrimination.     

TRAINING PARENTS IN BEHAVIORAL SELF-MANAGEMENT: AN ANALYSIS OF GENERALIZATION AND MAINTENANCE

This study examined the generalization and maintenance effects of three phases of parent training (Instructions plus Feedback and two Self-management Training phases) on levels of disruptive child behavior and the accuracy with which parents implemented programs. Data were collected from five families in three main settings: the initial training setting (the home), a variety of generalization settings in the community, and the family breakfast. A multiple baseline across subjects design was used. Instructions plus Feedback comprised instructing parents to use a range of behavior management procedures and provided home-based differential feedback concerning accuracy of program implementation. Self-management Training phases involved training parents in goal setting, self-monitoring, and planning skills, specific to their performance of appropriate parenting skills in generalization settings. Results indicated that the Instructions plus Feedback phase was sufficient to produce reduced levels of problem behavior at home and high levels of accurate implementation, but generalization effects out of home were equivocal. Self-management maintained reduced levels of problem behavior at home but, in addition, resulted in generalization effects in community settings for both children and parents. Maintenance probes 3 months following the program revealed the effects had been maintained.     

Mental imagery and pictorial memory

Previous research has failed to show consistent effects upon memory performance of individual differences in the use of mental imagery. A test of pictorial memory was devised which varied the ease with which the stimulus patterns could be verbally encoded. A factor analysis related performance in this task to a variety of other individual characteristics. The recall of material which could not be readily verbalized defined a factor within the solution which showed significant loadings of age and performance in the Progressive Matrices, but not of subjective ratings of the vividness of experienced imagery. The recall of material which could be readily verbalized did not contribute to the factorial structure of the results. It was concluded that the two sorts of pictorial material are remembered in quite different ways.     

Low-cost equipment for schedule generation I: Fixed- and random-ratio schedules

The use of complementary metal oxide semiconductor (CMOS) technology to produce fixed-ratio and random-ratio schedules is described. Such a technology implies several advantages over traditional methods of construction, especially with respect to cost and complexity. Suitable interfaces for linking with everyday laboratory equipment are also described.     

Parents’ postnatal depressive symptoms and their children's academic attainment at 16 years: Pathways of risk transmission

The aim of the study was to examine whether parents’ increased postnatal depressive symptoms predicted children's academic attainment over time and whether the parent–child relationship, children's prior academic attainment, and mental health mediated this association. We conducted secondary analyses on the Avon Longitudinal Study of Parents and Children data (12,607 mothers, 9,456 fathers). Each parent completed the Edinburgh-Postnatal Depression Scale at 8 weeks after the child's birth (predictor) and a questionnaire about the mother–child and father–child relationship at 7 years and 1 month (mediator). The children's mental health problems were assessed with the teacher version of the Strengths and Difficulties Questionnaire at 10–11 years (mediator). We used data on the children's academic attainment on UK Key Stage 1 (5–7 years; mediator) and Key Stage 4 (General Certificate of Secondary Education 16 years) (outcome). We adjusted for the parents’ education, and child gender and cognitive ability. The results revealed that parents’ depressive symptoms at 8 weeks predicted lower academic performance in children at 16 years. Mothers’ postnatal depressive symptoms had an indirect effect through children's mental health problems on academic outcomes at 16 years via negative mother–child relationship, and prior academic attainment. There was a significant negative indirect effect of fathers’ postnatal depressive symptoms on academic attainment at 16 years via negative father–child relationship on child mental health. The findings suggest that the family environment (parental mental health and parent–child relationship) and children's mental health should be potential targets for support programmes for children of depressed parents.