The effects of attention-directing training on recognition memory task performance of three-year-old children

Thirty-eight 3-year-old children served as subjects in an investigation of recognition memory in which schematic faces differing only in the orientation of the eyes were employed as stimuli. A pretest was administered to all children, after which the two experimental groups received training in either attention to the distinctive feature of the training stimuli (also schematic faces) by means of a matching task, or in labeling the faces according to how they looked (sleepy, happy, sad, mad) and in using the labels to perform a matching task. After the training session all children were given a posttest on recognition memory of the faces. The verbally trained group obtained significantly higher scores on the posttest than either the feature or control groups. These results indicate that although the children were able to discriminate the faces, evidenced in their ease of performance on the training tasks, they were not able to use this knowledge unless given training in attaching labels to the stimuli, which enabled them to store the information for later use. Results are discussed in light of Gibson's (1969) theory of the developmental interrelations of cognitive processes.     

Visual placing by human infants

Prior research has not agreed that extension of the arms by the human infant on approach to a surface is a visual response. In this research, human infants 8 to 11-months-old extended their arms on approach to a patterned surface covered with glass. The arms did not extend to a patterned surface 14 in. below the glass. Thus, the response is a visual, not a vestibular, proprioceptive one. Ambiguity of the visual stimulus that elicits the response is shown by the finding that the infants also extended their arms almost as much to a gray surface just beneath the glass as they did to the patterned one.     

Androgyny and traditional versus nontraditional major choice among college freshmen

The present study investigated the relationship of psychological androgyny to career choice among college freshmen. Women in home economics and engineering and men in engineering (N = 231) completed the Bem Sex-Role Inventory and rating scales of satisfaction with and certainty of college major and intended occupation. As a group, women in engineering scored in a more androgynous direction than did either men in engineering or women in home economics. Among sex-typed subjects, more women in engineering scored in a masculine sex-typed category than did women in home economics. Men and women in engineering did not differ on satisfaction and certainty ratings of major or career; however, feminine-typed women were significantly less satisfied with and tended to be less certain of their choice of major than other women in engineering.     

The role of cue additivity in salience in taste aversion conditioning

In toxiphobia conditioning certain cues are more easily associated with malaise (i.e., more salient) than others. The present experiments show that cue additivity can account for previously found differences in salience of certain fluids. The relative salience of saccharin, saline and casein hydrolysate was tested in normal rats and in animals rendered anosmic by treatment of their nasal passages with zinc sulphate. The normally more salient casein was reduced in salience to the same level as saccharin and saline in the anosmic animals, while anosmia did not affect the relative salience of saccharin and saline. A second study tested the cue properties of vanilla, a fluid of very low salience. Anosmic animals could not show a conditioned aversion to vanilla. Normal animals readily learned the aversion but could not show it following a later anosmia treatment. Anosmia did not disrupt a saccharin aversion previously conditioned in normal animals. The data show that some of the “tastes” used in toxiphobia conditioning have olfactory components, and some are purely olfactory. Further, olfactory cues can summate with taste cues to form a more salient stimulus.     

Go Set a Watchman: revealing phantom narratives and shattering projections in the era of Black Lives Matter

Harper Lee’s novels, To Kill a Mockingbird and Go Set a Watchman, are examined through the lens of reader-response theory and the Jungian concept of the cultural complex or phantom narratives. Socio-historical context includes the American civil rights movement of the 60’s as well as Black Lives Matter. The clinical and institutional implications are briefly considered.