The influence of flavor preexposure and test interval on conditioned taste aversions in the rat

The effects of flavor preexposure and test interval on conditioned taste aversions were examined in four experiments. In the first three experiments, prior experience with a flavor different from that used as a conditioned-stimulus (CS) produced attenuated aversions when testing occurred after a 1-day interval but not after a 21-day interval. Preexposure to the same stimulus used as a CS produced attenuated aversions at both 1- and 21-day intervals. In Experiment 4, a delay interval between flavor preexposure and conditioning eliminated the attenuating effect of preexposure, but only when different stimuli were used for preexposure and conditioning. These data could not be easily accounted for by contemporary interpretations of preexposure as an event that interferes with subsequent acquisition of a conditioned aversion. An alternative retrieval interference hypothesis was outlined.     

An Apple II package for computer-assisted telephone interviewing

This paper describes an Apple II (an Apple-compatible) microcomputer package for a computer-assisted telephone interviewing (CATI) system. This system generates random telephone numbers within any number of exchanges that the user supplies, automatically dials the telephone, prompts the interviewer with each question, and records and permanently saves each response. It also provides a printed copy of the collected data by frequency of response in each question category. The Apple II CATI package is readily available, inexpensive, and easy to program in the BASIC language.     

Inhibition of response mode in task switching

Task inhibition was explored in two experiments that employed a paradigm in which participants switched among three tasks. Two tasks required manual choice responses based on numerical judgment (parity or magnitude), whereas a third task required an unconditional double-press of both response keys. Both experiments showed that switching to a just-abandoned task (n-2 task repetition) generally leads to a performance cost relative to switching to another task. Specifically, this task inhibition effect also occurred for the double-press task, suggesting inhibition of response mode. Prolonging the task-cuing interval showed that advance task preparation reduced only inhibition of the double-press task but not of the choice tasks (Experiment 1). Prolonging the response-cue interval led to a decrease of the inhibition effect in all tasks (Experiment 2), suggesting a time-based release of task inhibition. Together, the experiments support the notion of a response-related component of task inhibition.     

A mixed model approach to meta-analysis of diagnostic studies with binary test outcome

We propose 2 related models for the meta-analysis of diagnostic tests. Both models are based on the bivariate normal distribution for transformed sensitivities and false-positive rates. Instead of using the logit as a transformation for these proportions, we employ the tα family of transformations that contains the log, logit, and (approximately) the complementary log. A likelihood ratio test for the cutoff value problem is developed, and summary receiver operating characteristic (SROC) curves are discussed. Worked examples showcase the methodology. We compare the models to the hierarchical SROC model, which in contrast employs a logit transformation. Data from various meta-analyses are reanalyzed, and the reanalysis indicates a better performance of the models based on the tα transformation. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Acceptance of sexual aggression myths in a representative sample of German residents

A representative sample of German residents (N = 5397) was surveyed with the aim of studying their acceptance of contemporary rape myths (RMA), using items from the Acceptance of Modern Myths About Sexual Aggression Scale [AMMSA; Gerger et al., 2007] in relation to demographic variables (e.g., gender, age), intolerant belief systems (e.g., sexism, islamophobia), the ideologies of rightwing authoritarianism (RWA), and social dominance orientation (SDO), as well as gender identification. Age showed a U-shaped relationship with RMA, whereas gender was unrelated to RMA. For men (women), greater identification with their gender was associated with higher (lower) RMA. Substantial correlations of RMA with intolerant belief systems support the idea of a schema of intolerance. Although RWA and SDO were both related to RMA, only RWA explained unique variance beyond the effects of intolerant belief systems. Results are discussed in comparison to prior studies using mainly student samples.     

Attentional capture by evaluative stimuli: Gain- and loss-connoting colors boost the additional-singleton effect

In a valence induction task, one color acquired positive valence by indicating the chance to win money (in the case of fast and correct responses), and a different color acquired negative valence by indicating the danger to lose money (in the case of slow or incorrect responses). In the additional-singleton trials of a visual search task, the task-irrelevant singleton color was either the positive one, the negative one, or one of two neutral colors. We found an additional-singleton effect (i.e., longer RTs with a singleton color than in the no-singleton control condition). This effect was significantly increased for the two valent colors (with no differences between them) relative to the two neutral colors (with no differences between them, either). This result favors the hypothesis that the general relevance of stimuli elicits attentional capture, rather than the negativity bias hypothesis.     

Examiner error in curriculum-based measurement of oral reading

Although curriculum based measures of oral reading (CBM-R) have strong technical adequacy, there is still a reason to believe that student performance may be influenced by factors of the testing situation, such as errors examiners make in administering and scoring the test. This study examined the construct-irrelevant variance introduced by examiners using a cross-classified multilevel model. We sought to determine the extent of variance in student CBM-R scores attributable to examiners and, if present, the extent to which it was moderated by students' grade level and English learner (EL) status. Fit indices indicated that a cross-classified random effects model (CCREM) best fits the data with measures nested within students, students nested within schools, and examiners crossing schools. Intraclass correlations of the CCREM revealed that roughly 16% of the variance in student CBM-R scores was associated between examiners. The remaining variance was associated with the measurement level, 3.59%; between students, 75.23%; and between schools, 5.21%. Results were moderated by grade level but not by EL status. The discussion addresses the implications of this error for low-stakes and high-stakes decisions about students, teacher evaluation systems, and hypothesis testing in reading intervention research.     

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