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Biomedical subjects

H Lobb

Publications and source records attributed to H Lobb.

At least 19 recordsLinked to original sources
PubMed1976

Eyelid conditioning and intellectual deficit: role of CS duration, US intensity and US mode.

When two separate and independent organizations must work together to accomplish a mutual task, difficulties often arise which remain poorly understood. The analysis of intergroup phenomena involves an exploration of interaction within and between groups; such relationships include problems arising from differences in tasks, structure, and culture of the two groups, definition of the intergroup task, choice of group representatives, and the possibilities and problems of dual group membership for the negotiators. While the literatures on group process and organization development contain some work on intergroup phenomena (e.g., Aldrich, 1971; Baker and O'Brien, 1971; Klein et al., 1971; Mills, 1975; Walton, 1972), much conceptual work remains to be done. We will focus upon one type of intergroup relationship--that between a traditional human service organization and a social movement group--in which dual membership is a particular problem, and in which conflict may be neutralized by the form of the negotiations. A case example of an interaction between a mental health center and a women's liberation group will provide one example of such negotiations. The analysis is presented within the framework of the open system model of Miller and Rice (1967) and Ric's general model of intergroup relations (1965, 1969).

Adolescent↗
PubMed1976

Eyelid conditioning and intellectual level: effects of repeated acquisition and extinction.

Groups of college students and moderately retarded persons averaging approximately equal age received eight alternating phases of acquisition and extinction trials with an electric pulse as the unconditioned stimulus for classical eyelid conditioning. The two conditioning groups did not differ significantly in attaining the acquisition criterion during any phase and showed systematic improvement in approaching the maximal rate of acquisition. However, the college students exhibited abrupt extinction in every phase, in contrast to retarded subjects. "Learning to learn" in the retarded group was more marked across acquisition than across extinction phases. Random control groups of the two subject classes displayed equal relative frequencies of nonconditioned blinks. Some of the findings clearly contradict a stimulus-context hypothesis of differences in learning rate associated with IQ level.

Acoustic Stimulation↗
PubMed1975

Effects of verbal rehearsal on discrimination learning in moderately retarded and nursery-school children.

In a simultaneous discrimination task with intradimensional shift, low-IQ and average-IQ children were required either to rehearse audibly a phase relating the positive cue to reward or not to rehearse audibly. A limited number of rehearsal trials substantially reduced discrimination errors and the facilitating effect transferred fully when new color cues were introduced and audible rehearsal stopped. Retarded subjects tended to need extra prompting to rehearse, but their discrimination performance showed no reliable deficit. It seems valuable to view the equal-MA deficit that retarded subjects have previously displayed on discrimination tasks as a consequence of deficiency in short-term memory strategies.

Child, Preschool↗
PubMed1975

Low-IQ deficit in intradimensional discrimination shift despite overtraining and verbal feedback.

One hundred and twenty low-IQ and average-IQ children (MA 5 to 7 years) were required to learn a 2-choice discrimination involving verbal and manual responses, with verbal correction of errors, before proceeding to an intradimensional shift with new color cues. One-half of each group also received 100 interpolated trials (overtraining) on the original task. Results disclosed a low-IQ deficit during original learning, which was absent during overtraining but recurred in the final phase, undiminished by either overtraining or verbal feedback conditions applied during the transfer phase. The findings oppose a theoretical explanation based on probability of attending to color, since the inference that this probability approximated 1 for all subjects was amply justified, thus emphasizing the need for alternative interpretations of the retarded subjects' difficulty.

Attention↗