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This study examined the relationship between scores on field dependence and field independence and sensory learning preference, cognitive learning style, personality, interpersonal trust, attributions of responsibility for solving social problems, and attitudes regarding citizenship among youth. Participants were 72 private school students in Grades 6 through 12 (26 girls, 46 boys; M age: 15.2 yr., SD-1.9). When controlling for grade and sex, field independence (measured by Group Embedded Figures Test scores) was associated with Intuitive Thinking personality, Concrete Global learning style, and rejection of individual responsibility for social problems, relative to governmental and community responsibility. Associations with other aspects of learning style fell short of significance. No association was found with generalized trust or citizenship attitudes. Reassessment of these variables with a larger sample should be undertaken.

In three experiments, humans received preexposure to two compound flavours (AX and BX: saline-lemon and sucrose-lemon) that were presented either in an intermixed (e.g., AX, BX,... BX, AX....) or a blocked (e.g., AX, AX, ... BX, BX ...) fashion. Subsequently, AX was paired with an unpleasant bitter taste, and the discriminability of AX and BX was assessed using the accuracy of same/different judgements and by the extent to which any learned dislike of AX generalized to BX. When participants received feedback about the accuracy of their same/different judgements during preexposure those given intermixed preexposure were more accurate in making these judgements during the test than those given blocked preexposure (Experiments 1 and 2A), however, there was no evidence of any learned dislike in these experiments. In Experiment 2B, in which participants did not receive feedback about the accuracy of their judgements, there was no effect of the preexposure regime on same/different judgements, but there was a learned dislike of AX, and this generalized less to BX in participants given intermixed than in those given blocked preexposure. The beneficial effects of intermixed preexposure are consistent with results from other species (chicks and rats), but the differences created by the presence or absence of feedback place constraints on the analysis of these effects.

Rats received exposure to two compound flavours, AX and BX, where A and B were sucrose and saline and X was acid. For group intermixed (I), exposure consisted of alternating trials with AX and BX; group blocked (B) received a block of AX trials and a separate block of BX trials. Experiment 1 showed that generalization to BX after conditioning with AX was less profound in group I than in group B. Separate examination of the elements of the compound showed that the source of this difference lay in the strength acquired by the X element. X acquired less strength in group I than in group B (Experiments 1 and 2), whereas for the A element (Experiments 3 and 4) the reverse pattern was obtained. These results support the proposal that the perceptual learning effect (restricted generalization from AX to BX in group I) depends on a process that enhances the effectiveness of unique stimulus elements (A and B) and reduces that of common elements (such as X).

The flavor perceptions of rats were tested using a saline-lemon flavoring and a sucrose-lemon flavoring. The study showed that the rats developed an inhibitory association between the two flavors.

The effect of preexposure to visual stimuli on subsequent discrimination was studied in 17 girls and 23 boys, ages 53 to 61 mo., using a test in which a sample stimulus had to be identified from a set of comparison stimuli. Preexposure significantly facilitated discrimination. This facilitation was more noticeable between stimuli which shared a large proportion of common elements. The results were consistent with an associative theory of the representation of stimuli suggested by McLaren, Kaye, and Mackintosh in 1989, and implications are considered for teaching.

A computer-administered schematizing test was used to assess three measures of leveling-sharpening: accuracy scores, incremental difference scores, and rate of change scores. Reliability and correlational analyses of 119 subjects' responses showed that the mean accuracy measure was superior to the ranking accuracy, incremental error, incremental discrepancy, and response-lag measures. Analysis also indicated that a 50-trial version of the schematizing test would be as reliable as a 150-trial version.

The present study examined procedure-specific differences in the acquisition and retention of perceptual learning using four forms of the Horizontal-Vertical illusion. Training to criterion was conducted using intertrial feedback, continued visual inspection, or yoked-control procedures. Retention of perceptual learning was assessed at posttraining intervals ranging from 1 minute to 1 month. Subjects trained with feedback achieved criterion in fewer trials and showed greater accuracy and short-term retention of perceptual learning on the inverted-T figure and the 1-in. vertical line-production task. The present results show that the correction of inaccurate strategic factors most likely represents the temporary acquisition of compenstory strategies that facilitate performance on simple perceptual-motor skills tasks.

We investigated the influence of mood states on the framing effect on tasks that involve systematic processing and on a task that involves heuristic processing. On the systematic processing tasks, the framing effect was not exhibited under induced mood states, while on the heuristic processing task, the framing effect was exhibited under induced mood states. The relationship between mood states and the framing effect was discussed from the standpoint of an information-processing mechanism.

The mere repetition of events tends to enhance subjective familiarity and subjective preference for those events. It has been shown that the enhancement of subjective preference is neither contingent upon a feeling of familiarity nor an awareness of the physical identity of the stimulus during learning. This finding is surprising since the weight of existing theoretical and empirical evidence suggests that subjective preference is derivative of familiarity. An experiment was conducted to test the hypothesis that at least one preattentive/preconscious product, figure-ground organization, is shared between the processes responsible for preference enhancement and those responsible for the enhancement of recognition memory. There were two significant findings. First, subjects were able to discriminate between objectively familiar stimuli and objectively unfamiliar stimuli on the basis of preference judgments but were unable to do so on the basis of familiarity judgments. Second, preference enhancement occurred only for those objectively familiar stimuli for which the figure-ground aspects had not been phenomenally reversed. The significance of these findings is discussed.

The Trail Making Test for children was administered to 268 subjects between the ages of 10 and 15 yr. All subjects reported normal psychological histories. When responses were compared with those reported by Reitan in 1971 differences were noted between the two samples. The possibility that the test may not be free of cultural influences is contemplated. The results suggest the use of local normative data in interpreting the scores obtained on this test.

A prospective pilot study of 172 Hispanic children was performed to identify developmental predictors of 9 maternal reports of childhood injuries that required medical attention during the following year. The 1972 McCarthy Scales of Children's Abilities was administered near the children's third birthday and maternal reports of injuries were obtained the following year. Multiple regression analysis indicated that the Verbal, Perceptual, Quantitative, Memory, and Motor Subscales of the McCarthy Scales of Children's Abilities accounted for a small but statistically significant proportion of variance. Within the model, children who showed advanced abilities on the Perceptual Subscale were more likely to be reported as having an injury requiring medical attention during the subsequent 12-month period.