Repeated Questioning for Order of Events: Disparate Effects following Logical versus Random Presentation

2006 ◽  
Vol 98 (2) ◽  
pp. 419-426
Author(s):  
Matthew R. Kelley ◽  
Melissa S. Lehman
1965 ◽  
Vol 8 (3) ◽  
pp. 245-251 ◽  
Author(s):  
Gerald M. Siegel ◽  
Richard R. Martin

Forty normal speakers were divided into two groups to study the effects of two types of verbal punishment of disfluencies. The two conditions, Random and Contingent, were divided into three segments each. Punishment was not delivered in Segments 1 or 3. Segment 2 presented Random subjects with the tape recorded word “wrong” on a predetermined random schedule. Contingent subjects were delivered the word “wrong” after each disfluency. Random presentation of “wrong” did not significantly affect rate of disfluencies. Contingent presentation resulted in a sharp decrease in disfluencies during Segment 2, and an increase in disfluencies during Segment 3.


2005 ◽  
Vol 16 (08) ◽  
pp. 622-630 ◽  
Author(s):  
Richard H. Wilson ◽  
Christopher A. Burks ◽  
Deborah G. Weakley

The purpose of this experiment was to determine the relationship between psychometric functions for words presented in multitalker babble using a descending presentation level protocol and a random presentation level protocol. Forty veterans (mean = 63.5 years) with mild-to-moderate sensorineural hearing losses were enrolled. Seventy of the Northwestern University Auditory Test No. 6 words spoken by the VA female speaker were presented at seven signal-to-babble ratios from 24 to 0 dB (10 words/step). Although the random procedure required 69 sec longer to administer than the descending protocol, there was no significant difference between the results obtained with the two psychophysical methods. There was almost no relation between the perceived ability of the listeners to understand speech in background noise and their measured ability to understand speech in multitalker babble. Likewise, there was a tenuous relation between pure-tone thresholds and performance on the words in babble and between recognition performance in quiet and performance on the words in babble.


2004 ◽  
Vol 7 (3) ◽  
pp. 314-314 ◽  
Author(s):  
Rieko Osu ◽  
Satomi Hirai ◽  
Toshinori Yoshioka ◽  
Mitsuo Kawato
Keyword(s):  

2009 ◽  
Vol 14 (2) ◽  
pp. 263-278 ◽  
Author(s):  
Sarah Krähenbühl ◽  
Mark Blades ◽  
Christine Eiser

1977 ◽  
Vol 41 (3_suppl) ◽  
pp. 1143-1146 ◽  
Author(s):  
Calvin D. Sowder

A 2 × 2 × 2 factorial experiment examined the effects on recall of (a) blocked and random sequential organization during presentation of categorized lists, (b) presence or absence of category item cues at recall, and (c) presence or absence of category label cues at recall. 24 subjects in the blocked-presentation condition and 24 subjects in the random-presentation condition learned and recalled lists in all of the four conditions of cues at recall. Significant effects were noted for both category label and category item cues following blocked presentation, but only category label cues significantly affected recall following random presentation. More words per category were recalled for blocked than for random list presentation. The presence of item cues at recall suppressed the words per category recalled.


Perception ◽  
1996 ◽  
Vol 25 (1_suppl) ◽  
pp. 15-15
Author(s):  
B Blum ◽  
O Barnes

Perceptual performance schema are consistently prepared by human beings. Minimal ‘experience’ with pertinent stimulus attributes seem necessary. We presume that with new stimuli, a ‘linkage’ is formed with inner representations on the basis of commonly shared stimulus components. To investigate this hypothesis, we used ‘confusion stimuli’, ie degradations of five-corner and six-corner stars. These were presented within each of four paradigms: upright (u), rotated (10°; r), foveal/local viewing (A) or eccentric/global viewing (B), that is uA, uB, rA, and rB paradigms. Random presentation of stimuli prototypes preceded the stimulus so that in comparing the presented stimulus to one and the other prototype, the subject faced a 2AFC task. Series (4 to 6) each of 32 randomised paradigms were run on each of six subjects. The subjects keyed 5 or 6 on identifying one or the other stimulus. On the assumption that exposure time and/or acuity grades impose stimulus intensities, psychometric curves were derived by plotting probability of correct choice against either parameter. The results indicate that in hybrid paradigms such as the present uA and uB, or rA and rB subjects may use shared component strategy: ‘u strategy’ with uA and uB, ‘r strategy’ with rA and rB, shared A and B in generating viewpoint invariance. Similar log-linear psychometric curves and slopes for pairs of paradigms were obtained, and ‘transfer’ of learning presumably also based on shared stimulus properties was observed.


1988 ◽  
Vol 45 (3) ◽  
pp. 438-456 ◽  
Author(s):  
Michael Siegal ◽  
Lorraine J. Waters ◽  
Leigh Simon Dinwiddy

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