Effects of Pointing Rate and Availability of Visual Feedback on Visual and Proprioceptive Components of Prism Adaptation

While looking through laterally displacing prisms, subjects pointed 60 times straight ahead of their nose at a rate of one complete movement every 2 or 3 s, with visual feedback available early in the pointing movement or delayed until the end of the movement. Sagittal pointing was paced such that movement speed covaried with pointing rate. Aftereffect measures (obtained after every 10 pointing trials) showed that when the limb became visible early in a pointing movement, proprioceptive adaptation was greater than visual, but when visual feedback was delayed until the end of the movement, the reverse was true. This effect occurred only with the 3-s pointing rate, however. With the 2-s pointing rate, adaptation was predominately proprioceptive in nature, regardless of feedback availability. Independent of the availability of visual feedback, visual adaptation developed more quickly with 3-s pointing, whereas proprioceptive adaptation developed more rapidly with 2-s pointing. These results are discussed in terms of a model of perceptual-motor organization in which the direction of coordinative (guidance) linkage between eye-head (visual) and hand-head (proprioceptive) systems (and consequently the locus of discordance registration and adaptive recalibration) is determined jointly by pointing rate and feedback availability. An additional effect of pointing rate is to determine the rate of discordant inputs. Maximal adaptive recalibration occurs when the input (pointing) rate matches the time constant of the adaptive encoder in the guided system.     

Improving cognitive search skills in resistant hypnotic subjects

Subjects who were resistant (n = 20) and susceptible (n = 20) to hypnotic suggestion were asked to find the letter Z in an array of other straight-form letters. Susceptibles found the letter more quickly than resistants, and this superiority appeared to be related to their use of a more efficient search strategy. When resistants were taught this strategy, their performance was not significantly different from that of susceptibles. Implications of these results for teaching search strategies are discussed.     

Latency and frequency reports to the Necker cube illusion: effects of hypnotic susceptibility and mental arithmetic

An experiment (N = 32) was conducted to assess latency of first apparent reversal (AR) and AR frequency while observing the Necker cube illusion. Subjects who were either high in hypnotic susceptibility (susceptibles) or low in hypnotic susceptibility (resistant subjects) observed the cube either while performing or not performing mental addition problems. Susceptibles reported perceiving the first AR more quickly and a greater frequency of ARs than did resistant subjects. Also, latency of the first AR was negatively correlated with AR frequency. These results were interpreted in terms of the ability of susceptibles to allocate concentrative or selective attention in a manner that was conducive to faster performance, when faced with competing tasks.     

Attitude and personality characteristics of older stutterers

Attitude and personality characteristics of 29 stutterers (19 male, 10 female) aged 52–82 yr were assessed using five questionnaires. Results indicate that, while the older stutterers score approximately the same as young adult stutterers on scales assessing approach and performance behaviors, the large majority of older stutterers perceive their stuttering as less handicapping than when they were young adults. Self-perceived personality characteristics of the older stutterers were similar to a group of older nonstutterers. While a few of the subjects had experienced some degree of success as a result of treatment later in life, the majority of the subjects did not currently desire treatment.     

Schedule-induced behavior in hyperactive children

A schedule-induced behavior paradigm was used to investigate the activity patterns of hyperactive children in a standardized situation. In Experiment I, 10 hyperactive and 10 normal control children matched for age, sex, and IQ were observed under conditions of baseline and schedule. Measures of a number of categorized activities were taken on a time-sampling basis. Hyperactive children were more active than controls in baseline and did not respond to the schedule, unlike the controls who became significantly more active in schedule conditions. In Experiment II, 12 hyperactive and 6 normal children were again subjected to the same experimental paradigm, but in two of the four experimental sessions the stimulant drug methylphenidate was administered in an attempt to reduce the amount of baseline activity. Results were substantially similar to those of Experiment I, with hyperactive children more active than controls in baseline and insensitive to the schedule. There was no overall effect of drug administration on the behavior of either group. There were some ratedependent effects of both drug and schedule conditions.     

Investigations of the reinstatement of extinguished fear

In two experiments, fear was conditioned to the situational cues in one compartment of a hurdle-jumping apparatus and was then extinguished. Subsequently, either one shock (Experiment 1) or three or nine shocks (Experiment 2) were given in a situation distinctively different from that in which conditioning and extinction had taken place. Although some associative strength between the situational cues and fear was shown to have remained after extinction, in neither experiment did the postextinction-shock treatment increase the fear elicited by these cues: Escape-from-fear performance was no better in the shocked groups than in control groups given no additional shock. Thus, the nonassociative hypothesis which postulates that inflating the value of the representation of the UCS with shock-alone presentations can reinstate the extinguished fear of a stimulus was not supported. Rather, the results showed that, after extinction, an increase in fear of a simulus depended on further conditioning to that stimulus. The data also indicated that the nonvisual components of the situational cues predominated over the visual component.     

A test of vaccine endorsement by political in- versus out-group sources: Effect on vaccination likelihood and exploration of mediation through perceived bias and liking

This study investigated whether political endorsements from in- versus out-group political elites would influence likelihood of COVID-19 vaccination. In March 2021, we ran an experiment with Democrats and Republicans in the United States to examine whether they would be more likely to get vaccinated following endorsements by former Presidents Obama or Trump. Participants reported greater likelihood of getting vaccinated if the vaccine was endorsed by an elite from their own rather than the opposing party. This effect was driven by Trump, who increased vaccination likelihood among Republicans but decreased it among Democrats. We also investigated the mechanisms underlying this persuasion effect and found that perceived bias and liking were plausible mediators, whereas perceived trustworthiness and expertise were not. This study highlights the potential of having endorsements from both Democrat and Republican political elites to increase support for health behaviors in a politically charged climate.     

Toward Effective Evaluation Of the Culturally Deprived

Attention is focused on some of the factors which may result in the invalidation or distortion of both objective and subjective evaluations of students from the lower socioeconomic strata of the population. These factors include: (a) counselor attitude in evaluation; (b) counselee attitude in evaluation; (c) counselor-counselee value systems; (d) test weaknesses such as low reliability and/or validity and inadequate norms; and (e) a lack of understanding by the counselor and/or counselee of the purpose for testing. Evaluation is an integral part of the counseling process; however, the effectiveness of the evaluative process is dependent upon the counselor's knowledge and sense of responsibility as well as the validity and reliability of the tests.