This study examined if listener behavior and responding by exclusion would emerge after training 3 participants with autism to tact stimuli. Tacts for 2 of 3 stimuli were directly trained using discrete trial training methodology and were followed by an auditory-visual discrimination probe in which auditory-visual discrimination by naming (i.e.,…

Informal education in museums is structured through movement in space. This article summarizes a range of research that examines the role of spatial layout in shaping the ways in which visitors explore, engage, and understand museums and museum exhibitions. It is demonstrated that behavior patterns are systematically linked to spatial…

Two variants of the habituation paradigm were used to investigate fine orientation discrimination and shape constancy in 34 young infants. Results demonstrate that conditions determine whether young infants show sensitivity to relatively fine variations in pattern orientation or give evidence of shape constancy with the same patterns. (HOD)

Eighteen profoundly retarded men (mean age 41) were given repeated presentations of a two-choice visual discrimination using a modified Wisconsin General Test Apparatus and two probabilistic reinforcement schedules counterbalanced for order. (Author)

The Stroop effect is psychology's classic measure gauging the selectivity of attention to individual attributes of complex stimuli. The emotional Stroop effect gauges the influence on behavior of threat and emotional stimuli. The former taps central/executive processes abstracted from particular stimulus contexts, whereas the latter taps automatic…

Examines whether three-month-old infants can detect variations within the single expression category of smiling and whether individual differences in infants' sensitivities are related to identifiable mother or infant behaviors. (HOD)

A comparison of observed classroom behavior, tonic and phasic physiological arousal level, and task performance of 98 male and female first-grade children revealed sex differences in only 3 of 18 variables. Many assumed sex differences may be negligible and teachers' expectations may influence their perceptions. (SB)