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At least 577 records · Page 32Linked to original sources
PubMed1989

A limited-capacity response process in absolute identification.

In two absolute identification experiments, the dependency of the current response, Rn, on the immediately preceding stimulus, Sn-1, and response, Rn-1, was measured by means of multivariate information transmission (see McGill, 1954). In these experiments, the amount of stimulus information available to subjects, measured as the amount of information transmission from a current stimulus, Sn, to Rn, was manipulated. The magnitude of the dependency of Rn on Sn-1 and Rn-1 was inversely proportional to that of information transmission from Sn to Rn, supporting the argument of Ward and Lockhead (1971) that the less stimulus information the subjects get, the more their responses will be likely to depend on previous stimuli and responses. Interestingly, the sum of information transmission from Sn, Sn-1, and Rn-1 to Rn was always about 2.5 bits, without respect to the variance of each term. This result could have arisen from the operation of a limited-capacity response process.

Adult↗
PubMed1975

Tests of the psychological meaning of the power law.

The purpose of this study was to establish a theoretical framework for Stevens' empirically derived power law. Three models were proposed to explain the power law. They respectively outline how sensory, stimulus, and response variables determine the judgmental behavior in a psychophysical task. A correlational study on individual differences in exponents was carried out to test the predictions derived from each model. The use of four different sensory continua and four scaling procedures provided the experimental means of manipulating the sensory, stimulus, and response variables in the scaling situation. The results showed that response variables are important determinants of judgmental behavior in psychophysical scaling. These findings suggest that subjects' responses to stimulus intensities in a scaling task are largely cognitive.

Adolescent↗
PubMed1975

Dimensional salience and judgments of bigness by three-year-old children.

3-year-olds were shown triads of rectangles and asked to select the "big" one, where the biggest rectangle in each triad was neither the tallest nor the widest. Dimensional salience and response choice were highly related. In addition, as saliency of a particular dimension increased relative to the other dimension, significantly more responses were based on that dimension. The results support the notion that the young child does not rely on 1 specific dimension to make judgments of bigness but, rather, attends to the most salient differences among stimuli.

Child, Preschool↗
PubMed1987

A comparison between illumination and position pictorial depth cues.

It has long been established that pictorial depth is created by position and illumination cues, but the relative effectiveness of these cues is unknown. This study compared position cues in line illustrations to combined position and illumination cues in color illustrations for the amount and quality of depth depiction. Results show that including illumination cues in illustrations enhances the impression of space and that illustrations of shallow space are more affected than illustrations of deep space when illumination cues are deleted.

Depth Perception↗
PubMed1978

The effect of change in stimuli on the transfer of dimensional pretraining to the discrimination learning of kindergarten children.

Kindergarten children were given verbal pretaining prior to a simultaneous discrimination learning task under 1 or 2 stimulus conditions. For half the children, the stimuli were changed from the pretaining task to the criterion task; for the other half, the stimuli were identical in the 2 tasks. During pretaining, the children learned to label the values of the dimension that would be either relevant, constant, or irrelevant in discrimination learning. When the stimuli were identical in 2 tasks, pretaining produced significant facilitation and interference effects in discrimination performance. The pretaining effects in the changed-stimulus condition were greatly attenuated and nonsignificant. The relation of these results to earlier findings and to studies of dimensional attention in general is discussed.

Child↗
PubMed1980

A general strategy for quantity judgments: the height width rule.

Previous work has found that 5-year-olds judge the area of rectangles by a height width rule. Present results indicated that 3- and 4-year-olds also judge area by a height width rule. This adding rule was interpreted in terms of a general-purpose judgmental strategy that young children employ to make quantitative judgments. Both the use of a rating scale and the use of an adding rule in judgment indicate an impressive level of quantitative ability at a very early age.

Child Development↗
PubMed1996

Black and white adolescent females' perceptions of ideal body size.

A stratified, random sample of 344 White and Black adolescent females participated in a survey of ideal body size beliefs, which included responses to a questionnaire and a series of nine female and male body size drawings. Using SES and race as independent variables and BMI (kg/m2) as a covariate. Black females preferred a significantly heavier ideal female body size than Whites. They also perceived their parents and both male and female friends would select as ideal a significantly heavier female body size than White subjects. Black subjects' body size preferences were significantly more influenced by family members than were White subjects, who were significantly more influenced by their peer group. These findings suggest a greater social approval of increasing weight and body size for Black adolescent females, a desire for a smaller size by White adolescent females, and cultural differences in the influencing factors that help to communicate these body size preferences.

Adolescent↗
PubMed1976

Eye movements and conservation acceleration in mildly retarded children.

Thirty mildly retarded elementary-school children, 15 of whom had received perceptual/attentional training, were tested on four Piagetian conservation tasks (number, length, and continuous quantity solid/liquid) presented on 16 mm movie film with taped instructions. Eye movements were recorded during the response period for each task. Subsequent analyses of eye-movement patterns showed clear differences between the training and control groups. Trained conservers showed more visual exploratory activity and less perceptual centration than control group subjects. Moreover the eye-movement patterns of trained conservers closely approximated those shown by natural (i.e., untrained) retarded conservers in a previous study. The findings were discussed in terms of possible cognitive structural changes resulting from training and possible cognitive structural differences between mildly retarded and nonretarded children.

Child↗