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The study of transposition, as the references to the work of Kuenne and Spence in this paper indicate, has long been a favorite testing ground for S-R theories of learning and mental development. The addition of modern eye-movement recording technology gives this paper very much in common with the recent work of Vinpillot (Journal of Experimental Child Psychology, 1968, 6, 632-650), although the results of the two studies seem difficult to reconcile. Vinpillot's data indicate that young children do less sampling of the attributes of stimuli being compared. [ABSTRACT FROM AUTHOR]

The aim of this paper is to analyze the mechanisms of sensory responses and their relation to the criterion for making a voluntary decision. In principle, sensory responses may be described by a statistical model of the observer. By "observer" we mean a person following a system of signals that occur against a background of external interference. In the present report we shall examine one particular type of task performed by the observer, namely, signal detection. In signal detection the observer must choose between two alternatives: he must decide whether an observation belongs to the category "signal plus noise" or to the category "noise." Other authors who have studied this problem (1, 2) have placed their main emphasis on the statistical properties of signals and noise. In our investigation, on the other hand, the stimuli were followed by poly graphically recording the responses. Hence we were able to deal not only with the statistical properties of the signals but also with the statistical properties of the neural responses (3). The stimulusresponse relationship is characterized by the probability of a response given the occurrence of a stimulus and by the probability of a false alarm (that is, the presence of a response when a stimulus is absent). [ABSTRACT FROM AUTHOR]

The article by Nebylitsyn that precedes this paper concentrates on a more sophisticated and consistent theory of how the hypothetical factor-determined types of nervous system can be established. Golubeva, working from currently accepted typological parameters, is concerned with bridging the gap between psychophysiology and cognitive psychology: she is attempting to determine the relation between physiologically defined individual differences in parameters of nervous system activity and differences in memory for intentionally and incidentally learned material. Work of this kind is rare in the United States, although some recent research indicates that there is growing interest in Golubeva's general enterprise. [ABSTRACT FROM AUTHOR]

This brief paper gives a very clear demonstration of a phenomenon of considerable interest to American researchers on memory and the nature of the brain. In addition to demonstrating clearly the effect of dissociated learning, the authors point to many areas in which the principle of dissociated learning may be applied. [ABSTRACT FROM AUTHOR]

This paper begins with a commonplace, but important, observation: children modify both the content and syntax of what they say depending on the demands of the situation in which they are placed. This observation is brought into the classroom and made a part of the student's conscious and controllable repertoire of rhetorical skills. Note the very up-to-date reference to the American literature. [ABSTRACT FROM AUTHOR]

This paper, by two members of A. R. Luriya's laboratory, reflects part of an ongoing, extensive study (for which Luriya is famous) of the relation between the human brain and psychological processes. [ABSTRACT FROM AUTHOR]

The role of organizational factors in memory is currently a major concern of American cognitive psychologists. The present paper replicates the generally obtained trend toward increasing recall and categorization as a direct function of age. The authors' suggestions for accelerating the development of organizational skills offer interesting hypotheses for educational psychologists. [ABSTRACT FROM AUTHOR]

The issue in this paper is currently widely debated among American experimental psychologists concerned with the general problem of "information processing": Do human adults take in and process visual information one piece at a time (serial processing), or do they "chunk" information so that several stimuli may be processed simultaneously (parallel processing)? [ABSTRACT FROM AUTHOR]

Works on the history of psychology have been considered in several general reviews of current developments in Soviet psychology (Brozek, 1962, 1964). Both reviews cover a broad area of research and publishing activity. They list the original Russian publications, translations into English, and papers by English-speaking scientists. [ABSTRACT FROM AUTHOR]

To begin with, I must warn you that my paper will not cover the whole gamut of vital questions on the development of Pavlov's teaching concerning higher nervous activity. I must confine myself merely to what I consider the most vital of these questions. [ABSTRACT FROM AUTHOR]

I. in the last few years interest has grown both in this country and abroad in the problem of instruction and the mental development of children. A clear sign of this was the recent XVIII International Congress of Psychology which met in Moscow, where the problem was discussed not only in special symposia by specialists in child psychology (J. Piaget, B. Inhelder, J. Bruner, P. Ya. Gal'perin, N. A. Menchinskaya, G. S. Kostyuk, R. Ojemann, N. F. Talyzina, J. Linhart, H. Aebli, etc.), but it also arose - and this is particularly interesting - at symposia not directly concerned with these matters. Examples of this were the following papers: A. D. Slonim, "The Environment of Post-Natal Development and Innate Behavioral Programs in Mammals"; D. Krech, "Heredity, Environment, the Brain, and Intellectual Activity"; M. Rosenzweig, "Anatomical and Chemical Changes in the Brain During Primary Learning"; A. Jacobson, "The Transfer of Learning by Injections of RNA Extracted from the Brains of Trained Animals"; R. Held, "Plasticity in Sensorimotor Coordination"; L. Lipsitt, "Learning in Human Newborns"; and many others. of course, the research presented at the symposia could not arrive at a unity of opinion. Instead, the various positions were more clearly formulated. [ABSTRACT FROM AUTHOR]

The first data on the sense that might be termed cutaneous optical appeared in the Russian scholarly literature at the end of the 19th century. (10) A Tambov physician, A. I. Khovrin, studied a patient who read ordinary printed and written text with her fingers and was able to identify colors of papers and fabrics in the same way. [ABSTRACT FROM AUTHOR]

The present paper is part of a study of involutional melancholias. This group of affective disorders falls into those divisions of psychiatry in which course and manifestations have as yet had little research. [ABSTRACT FROM AUTHOR]

I. This paper is devoted to an effort to trace the distinctive features of the relationships between sensory and verbal generalizations among children. [ABSTRACT FROM AUTHOR]