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4. Behavioral Inference in Young Children

Author

Halliday, M. S.

Abstract

Three experiments are reported on behavioral inference in children of 3 to 5 years of age. In each experiment the children learned two separate sequences of behavior which they were required to put together in the final test stage in order to obtain a reward. (MS)

Published
1977

13. Book reviews

Author

Halliday, M. S., Halliday, M. S., Gray, J. A., Gray, J. A., Land, Michael F., Mackintosh, N. J., Rick, J. T., Wilcock, John, Davis, R., Marcel, Tony, Furth, H. G., Furth, H. G., and Furth, H. G.

Abstract

DIAMOND, S. J. The Social Behaviour of Animals. London: Baqtsford. 1970. Pp. 256. £2.50.JARRARD, L. E. (Ed.). Cognitive Processes in Non-human Primates. New York: Academic Press. 1971. Pp. 188.BROZEK, J. and SLOBIN, D. I. (Eds). Psychology in the USSER: An Historical Perspective. New York: International Arts and Sciences Press. 1972. Pp. x + 30.1. $ 15.00.A. R. JENSEN. Genetics and Education. London: Methuen. 1972. Pp. Vii + 379. £ 3.50.OATLEY, K. Brain Mechanisms and Mind. London: Thames and Husdson. 1972. Pp. 216. £2.25.BOAKES, R. A. and HALLIDAY, M. S., (Eds). Inhibition and Learning. London: Academic Press 1972. Pp. 568. £7.25.TOBACH, E., ARONSON, L. R. and SHAW, E. (Eds). The Biopsychology of Development. New York: Academic Press. 1971. Pp.xix + 593. dollar 22.50.MOLTZ, H. (Ed.). The Ontogeny of Vertebrate Behavior. New York and London: Academic Press. 1971. Pp. 500. $ 22.50.SOKOLOV, A. N. Inner Speech and Thought. London: Plenum Publishment Co. 1972. Pp. 283. £ 10.50SHOUKSMITH, G. Intelligence, Creativity and Cognivity and Cognitive Style. LOndon: Batsford. 1970.Pp. 240. £ 2.30,BOLTON, N. The psychology of Thinking. Lond Methuuen. 1972. Pp. 291. £3.20.JOHNSON, D. M. Systematic Introduction to The Psychology of Thinking. New York: Harper and Row, 1972. Pp. 498. £ 5.10.LLOYD, B. Preception and Cognition. Harmondsworth: Penguin Books. 1972. Pp. 190. £ 0.80.

Published
1973
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14. An investigation into some factors influencing the communication of health education messages for adolescent 'slow learners'.

Author

MacKenzie, B., Halliday, M. S., Holloway, P. J., and Worthington, H. V.

Subjects
HEALTH education, SLOW learning children, PSYCHOLOGY of learning, LEARNING ability, PSYCHOSOCIAL factors, INTELLIGENCE tests, SOCIOCULTURAL factors
Abstract

The article presents a study investigating some features of communicating health messages to young people who are below average in reading and learning abilities. The effective communication with such persons can be influenced by three major factors: their psychosocial needs, the quality of the message channel, and the suitability of the educational material. It was found essential in the study that the health educators consider the psychosocial needs but the factors such as peer group norms and socio-cultural background need special attention.

Published
1988

17. Item Identification Time and Rehearsal Rate as Predictors of Memory Span in Children

Author

Hitch, G. J., Halliday, M. S., and Littler, J. E.

Abstract

According to the working memory model of Baddeley and Hitch (1974), the sensitivity of memory span to word length arises from the time taken to rehearse items in a speech-based “articulatory loop”. Alternatively, it has been suggested that the word-length effect may result from differences in the speed of perceptual processes of item identification. Changes in the speed of rehearsal and of item identification have also been claimed to contribute to the growth of memory span that is seen in development. In order to compare these two variables directly, groups of children aged 8 and 11 were assessed on memory span for words of one, two, and three syllables; span under articulatory suppression; rehearsal rate; and item identification time. Span was found to be a linear function of rehearsal rate across differences in both word length and age. The word-length effect was unrelated to item identification time and was diminished by articulatory suppression. These results show that the word-length effect reflects rehearsal and not item identification processes. However, the results also suggest that changes in item identification time contribute to developmental differences in span when articulation is suppressed. A distinction between item identification and rehearsal effects can be readily interpreted in terms of the working memory model if it is assumed that they indicate the efficiency of different subsystems involved in span.

Published
1989
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18. Book reviews

Author

Taylor, M. M., Garner, W. R., Welford, A. T., Ryan, Joanna, Anstis, S. M., Halliday, M. S., Muntiz, W. R. A., Weiskrantz, L., Zangwill, O. L., Lee, S. G., Heim, A. W., Morgan, M. J., Farrell, B. A., Davis, R., Wason, P. C., Mackintosh, N. J., Darwin, C. J., and Burns, B. Delisle

Abstract

Patterns of Redundancy: A Psychological Study. By A.C. Staniland. London: Cambridge university Press. 1966. Pp. viii + 216. 45s. $50.Signal Detection theory and Psychophysics. By David M. Green and John A. Swets. London and New York: Wiley. 1966. Pp. xi + 455. 104s.Acquisition of Skill. Edited by E.A. Bilodeau. New York and London: Academic Press. 1966. Pp. xiii + 539. £5.0Readings in Verbal Learning: Contemporary Theory and Research. Edited by Donald H. Kausler. London and New york: Wiley. 1966. Pp. xii + 578. 60s.Experiments in Visual Perception. Edited by M.D. Vernon. London: Penguin Modern Psychology. Pp. 430. 8s 6d.Motivation. Edited by Dalbir Bindra and Jane Stewart. London: Penguin Modern Psychology. 1966. Pp. 352. 8s. 6d.Pattern Recognition: Theory, Experiment, Computer Simulations, and Dynamic Models of Form Perception and discovery. Edited by Loenard Uhr. New York and London: wiley. 1966. Pp. xii + 393. 68s. cloth, 45s. paper.Advances in the Study of Behavior. Volume I. Edited by D. S. Lehrman, R. A. Hinde and E. shaw. New York and London: Academic Press. 1965. Pp. x + 320. 76s.Fields of Psychology. Edited by J. P. Guilford. Third Edition. Princeton, N. J. and London: Van Nostrand. 1966. Pp. x + 350. 72s.Attitudes. Edited by M. Jahoda and N. Warren. London: Penguin Modern Psychology. 1966. Pp.375. 8s. 6d.Personality Assessment. Edited by Boris Semeonoff. London: penguin Modern Psychology. 1966. Pp. 443. 8s. 6dThe Psychology Of Learning. By R. Borger and A. E. M. Seaborne. Harmondsworth. Middx.: penguin Books (Pelican Orginal). 1966. Pp. 243. 5s.Eliminating the Unconscious: A Behaviourist View Psycho-analysis. By T.R. Miles. Oxford and London: Pergamon. 1966. Pp. xviii + 171. 17s. 6d.Manuel Pratique de Psychologie Experimentale. By Paul Fraisse. Paris: Presses universitaires de France. 2nd edition, 1963. Pp. 392. 20F.Abstraction and Concept Formation. By Anatol pikas. London: Oxford University press (Harvard University Press). 1966. Pp.xiii + 303. 56s.Tactics of Scientific research. By Murray Sidman. London and New York: Basic Books. 1966. Pp. x + 428. $17s. 6d.Psychodynamics and Hypnosis: New Contributions to the practice and theory Of hypno-therapy. Compiled and Edited by Milton V. Kline. Springfield. Illinois: Thomas. 1966. Pp. xi + 194. $8.75.Psychology: The Science of Mental Life. By G.A Miller. London: Penguin Books. 1966. Pp. 415.7s. 6d.The Memory System of the Brain. By J. Z. Young. London: Oxford University Press. 1967. Pp. vii + 128. 28s.

Published
1967
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19. Book reviews

Author

Humphrey, N. K., Leibowitz, Herschel W., Whittle, Paul, Halliday, M. S., Broadhurst, P. I., Gray, Jeffrey A., Eayrs, J. T., Thomas, E. A. C., Curle, Adam, Fraser, Elizabeth D., Johnson-Laird, P. N., Penrose, L. S., Kinsbourne, M., Hermelin, Beate, Smythies, J. R., Crown, Sidney, Pratt, R. T. C., Zangwill, O. L., Symons, J. R., Grindley, G. C., and Davis, D. Russell

Abstract

New Horizons in Psychology. Edited by Brian M. Foss. London: Penguin Books. 1966. Pp. 446. 7s. 6d.Eye and Brain: The Psychology of Seeing. By R. L. Gregory. London: Weidenfeld and Nicolson (World University Library). 1966. Pp. 254. 14s.Vision and Visual Perception. Edited by Clarence H. Graham. London and New York: Wiley. 1965. Pp. vii + 637. 19.The Critical Flicker Frequency Series Effect. By Käroly Ákos and Magda Ákos. Budapest: Akadémiai Kiadó. 1966. Pp. 245.Cuviosity and Exploratory Behaviour. By Harry Fowler. London : Collier-Macmillan. 1965. Pp. viii + 216. 15s.Psychiatric Animale. Edited by A. Brion and H. Ey. Paris: Desclée de Brouwer. 1964. Pp. 605. 480 FB.Attention, Arousal and the Orientation Reaction. By K. Lynn. International Series of Monographs in Experimental Psychology, Vol. 2. Oxford : Perganion Press. 1966. Pp. viii + 118. 35s.Sex and Behavior. Edited by F. A. Beach. London and New York: Wiley. 1965. Pp. xvi + 592. 75s.Structural Models: An Introduction to the Theory of Directed Graphs. By F. Harary, R. Z. Norman and D. Cartwright. London and New York: Wiley. 1965. Pp. ix + 415. 75s.Ruhleben: A Prison Camp Society. By J. Davidson Ketchum, with a Foreword and Postscript by Robert B. MacLeod. London :Oxford University Press. (University of Toronto Press). 1966. Pp. xxiii + 397. 48s.Individual Differences. By Anne Anastasi. London and New York: Wiley. 1965. Pp. xiii + 301. 40s. cloth. 25s. paper.Cognition and Thought: An Information-Processing Approach. By Walter R. Reitman. London and New York: Wiley. 1965. Pp. xiii + 312. 60s.Mental Deficiency: The Changing Outlook. Edited by Ann M. Clarke and A. D. B. Clarke. London: Methuen. 2nd Edition. 1965. Pp. xxi + 596. 63s.Handbook of Mental Retardation Syndromes. By Charles H. Carter. Springfield, Illinois: Thomas. 1966. Pp. xiii + 168. $8.00.The Biosocial Basis of Mental Retardation. Edited by Sonia F.Osler and Robert E. Cooke. London: Oxford University Press (Johns Hopkins Press). 1966. Pp. xiv + 151. 40s.Prediction of Response to Pharmacotherapy. Edited by J. R. Wittenborn and P. R. A. May. Springfield, Illinois: Thomas. 1966. Pp. xii + 231. $10.00.Perspectives in Psychopathology: Readings in Abnormal Psychology. Edited by James O. Palmer and Michael J. Goldstein. London: Oxford University Press. 1966. Pp. xiii + 434. 32s.Hypnosis. By L. Chertok. Translated by D. Graham. Oxford: Pergamon Press. 1966. Pp. xv + 176. 45S.Psychology: An Introduction to a Behavioral Science. By H. C. Lindgren, D. Byrne and L. Petrinovich. New York and London: Wiley. and Edition. 1966. Pp. xv + 560. 60s.Basic Contributions to Psychology: Readings. Edited by Robert L. Wrenn. Belmont, California: Wadsworth. London: Prentice-Hall International. 1966. Pp. xi + 308. 24s.Reward and Punishment. By Frank A. Logan and Allan R. Wagner. Boston: Allyn & Brown. 1965. Pp. viii + 119. $2.25.Insight vs. Desensitization in Psychotherapy: An Experiment in Anxiety Reduction. By Gordon L. Paul. London : Oxford University Press (Stanford University Press). 1966. Pp. 148. 40s.Determinants of Infant Behaviour III. Edited by B. M. Foss. With a Foreword by John Bowlby. London: Methuen. 1965. Pp. xiii + 264. 50s.An Introduction to Psychopathology. Second Edition. By D. Russell Davis. London: Oxford University Press. 1966. Pp. x + 158. 16s.

Published
1966
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32. Speech, "inner speech," and the development of short-term memory: effects of picture labeling on recall.

Author

Hitch GJ, Halliday MS, Schaafstal AM, and Heffernan TM

Subjects
Child, Child, Preschool, Humans, Retention, Psychology, Semantics, Serial Learning, Verbal Learning, Attention, Memory, Short-Term, Mental Recall, Pattern Recognition, Visual, Phonetics, Practice, Psychological
Abstract

Three experiments explored the effect of overt speech on children's use of "inner speech' in short-term memory (STM). Experiments 1 and 2 compared recall of a series of pictured objects when 5- and 11-year-olds either labeled stimuli at presentation or remained silent. Use of inner speech was assessed by manipulating word length of the picture names (Experiment 1) or phonemic similarity (Experiment 2). Word length and phonemic similarity had greater effects in the older children and when pictures were labeled at presentation. These tendencies were such that 5-year-olds were sensitive to word length and phonemic similarity only with labeling. Experiment 3 compared labeling by the child with labeling by the experimenter in 5-year-olds. There were no significant differences with respect to overall performance or effects of word length and phonemic similarity. It is suggested that speaking or listening to speech activates and internal "articulatory loop,' and that such activation is especially important when the child's ability to use inner speech in STM has not fully developed.

Published
1991
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33. Successive discrimination training with equated reinforcement frequencies: failure to obtain behavioral contrast.

Author

Boakes RA, Halliday MS, and Mole JS

Abstract

In two experiments, pigeons were trained on two-component multiple schedules in which responding in one component (S(1)) was always maintained by a variable-interval schedule. In Experiment I, low response rates were reinforced in the second (S(2)) component for six master subjects. This schedule was adjusted to equate reinforcement frequencies in the two components. These subjects were compared to yoked partners, for which reinforcement in the S(2) component was made available on a variable-interval schedule whose value was determined by the master subjects. A similar procedure was used in Experiment II, where the S(2) schedule for master subjects made reinforcers contingent on the absence of responding. No evidence was found in either experiment for a behavioral contrast effect in the S(1) component attributable to response reduction in the S(2) component. A reliable contrast effect was obtained from a group of pigeons given extinction conditions in the S(2) component, which was compared to a group maintained throughout on a multiple variable-interval schedule. The results suggest that previous indications of behavioral contrast in similar situations were probably caused by uneven reinforcement distributions or reflect uncontrolled fluctuations in response rates.

Published
1976
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34. Behavioral contrast without response-rate reduction.

Author

Halliday MS and Boakes RA

Abstract

Behavioral contrast was obtained in two experiments, which both employed a standard free-operant successive discrimination (a multiple variable-interval extinction schedule), without the occurrence of reductions of response rate in the extinction component. In Experiment I, one group of four pigeons was trained on a multiple schedule in which one stimulus was associated with a variable-interval schedule and the second stimulus with response-independent reinforcement on a free variable-interval schedule. Though by the end of this training three pigeons were responding very little to the second stimulus, when this stimulus was associated with extinction all subjects showed a contrast effect. In Experiment II, eight pigeons were trained extensively to respond to a single stimulus on a variable-interval schedule, before a second stimulus associated with extinction was introduced. This second stimulus was dissimilar to the initial stimulus and five pigeons never responded in its presence. Nevertheless, all pigeons showed a contrast effect and there was no evidence that the effect was smaller in errorless subjects or smaller than in a subsequent discrimination where all subjects made many errors. Both experiments indicated that response reduction in one component of a multiple schedule is not a necessary condition for the occurrence of contrast.

Published
1974
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35. Disinhibition and spontaneous recovery of response decrements produced by free reinforcement in rats.

Author

Boakes RA and Halliday MS

Subjects
Animals, Male, Rats, Time Factors, Conditioning, Classical, Reinforcement Schedule
Abstract

Spontaneous recovery and disinhibition were studied in 3 experiments in which, after rats had been trained to bar press on a variable interval schedule of reinforcement, response rates were reduced by the introduction either of extinction or of a response-independent (free) reinforcement schedule. Spontaneous recovery was consistently obtained in extinction, especially when session durations were long. Under free reinforcement conditions there was little sign of spontaneous recovery, even when with high reinforcement rates response reduction was almost as rapid as in extinction. In disinhibition tests the introduction of noise produced increased responding under free reinforcement conditions, but not in extinction. The results are interpreted as demonstrating a dissociation between spontaneous recovery and disinhibition.

Published
1975
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36. Behavioral contrast and response independent reinforcement.

Author

Halliday MS and Boakes RA

Abstract

Four pigeons received pre-training that included presentation of the reinforcer independently of behavior and then baseline training on a variable-interval schedule of reinforcement. With the introduction of a multiple schedule, in which the first stimulus was associated with a response contingent and a second stimulus with a response independent, 1-min variable-interval schedule, a reduction in response rate was obtained in the second component, which was not accompanied by a behavioral contrast effect in the first component. A further three pigeons were given the same pre-training and baseline training before the introduction of an otherwise identical multiple schedule, in which no reinforcement occured in the second component. Behavioral contrast was obtained from all three subjects. The results indicated that under conditions of constant reinforcement density a reduction in responding is not a sufficient condition for the occurrence of behavioral contrast.

Published
1971
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