Thomas Perera Ph.D. - Professor of Psychology
The COMPUTER PROGRAMS FOR EXPERIMENTAL PSYCHOLOGY allow desktop
computers to perform most of the classical experiments in the field
of psychology without the need for specialized apparatus.
The MODULAR LABORATORY SESSIONS FOR PHYSIOLOGICAL PSYCHOLOGY may
be used in several ways. They may be used to show students how to
perform complex surgical procedures before they actually attempt them.
They may also be used as an alternative to having students perform the
procedures to avoid unnecessary use of animals or in cases where the
educational institution lacks the equipment or experience to permit
their completion. The MODULAR LABORATORY SESSIONS FOR GENERAL
PSYCHOLOGY may be used as instructional adjuncts for courses in
general psychology, experimental psychology, and perception.
Descriptions of each of the 27 computer programs are presented below.
They are followed by descriptions of the 20 modular laboratory sessions.
COMPUTER PROGRAMS FOR EXPERIMENTAL PSYCHOLOGY
These are a set of 27 computer programs written in the BASIC computer
language and designed to allow students and researchers to perform most of
the classical experiments in the field of psychology on a desktop
computer. Since they are written in BASIC, they can easily be modified
and customized to perform experiments for undergraduate, graduate, and
faculty research. The programs eliminate the need for the specialized
dedicated apparatus usually required in a psychological laboratory
Brief descriptions of each of the programs are given below:
INDEX OF PROGRAMS:
1. Reaction Time 14. Latency Analyzer
2. Muller Lyer 15. Interresponse Time Analyzer
3. Horizontal/Vertical 16. Event Recorder
4. Poggendorf 17. Cumulative Recorder
5. Line Length 18. Human Maze Learning
6. Rectangle Size 19. Signal Detection
7. Concept Formation 20. Pursuit Rotor
8. Verbal Learning 21. Mirror Tracing
9. Tachistoscope 22. Auditory Freq. Difference Thresholds
10. Visual Illusions 23. Auditory Frequency Scaling
11. Psychophysical Scaling 24. Laboratory Control System
12. Visual Acuity 25. Operant Conditioning Control
13. Operant conditioning 26. Delayed Matching to Sample
1. REACTION TIME (602)
Copyright (c) 1995: Thomas B. Perera Ph. D. Montclair State University.
and: Thomas B. Perera Jr. MD. - All rights reserved.
Reaction time, the time elapsing between a stimulus and a response,
was one of the first dependent variables to be used in psychological
experimentation. This is an exceptionally versatile and complete reaction
time program that allows measurement of the speed of a human subject's
responses to stimuli flashed on the computer screen. From one to ten
stimuli can be presented and from one to ten responses recorded. Number
of trials, inter-trial intervals, ready signal, and randomized
foreperiods can be selected from an interactive display prior to beginning
the experiment. The program controls for premature responses and
excessively long latencies. At the end of the selected number of trials,
the available data analysis options include mean, SD, variance, standard
error and coefficient of variation. The reaction times for each
foreperiod and stimulus are individually statistically analyzed and T-
tests may be displayed to compare foreperiods or stimuli. Raw data can be
displayed, a data file can be made, more trials may be added to existing
data, or the experiment may be rerun.
Many of the Classical reaction-time experiments can be replicated, and
a voice key or other external manipulandum may be used by attaching it to
the computer keyboard key contacts. A complete set of instructions
explains the use and operation of the system and describes how to make
modifications in the system for special applications.
2. THE MULLER-LYER ILLUSION (604)
Copyright (c) 1995: Thomas B. Perera Ph. D. Montclair State University.
and: Thomas B. Perera Jr. MD. - All rights reserved.
The Muller-Lyer Illusion has been studied for well over 100 years.
In this illusion, two equal length lines appear of unequal length when
arrowheads are placed at their ends. To date, no fully satisfactory
explanation of the phenomenon has been proposed. To study the effect, it
must be quantified along some numerical continuum so that changes produced
by varying the stimulus or organismic variables can be detected. Any of
the classical psychophysical methods may be used for quantifying the
Muller-Lyer Illusion.
The Muller-Lyer program allows the computer system to present the
Muller-Lyer Illusion using one of the three classical psychophysical
methods. The experimenter may select the method of adjustment, method of
limits, or method of constant stimuli. The experimenter may also select
the number of trials to be run and the maximum duration of each trial.
The subject is then presented with a set of instructions followed by
presentations of the Muller-Lyer Illusion. The subject's responses,
depressions of keyboard keys indicating judgments of shorter, equal, or
longer, are categorized in the memory of the computer during the running
of the experiment. At the end of the experiment, data analysis options
include viewing a statistical analysis of the data which includes values
for the point of subjective equality, constant error, difference limen,
and interval' of uncertainty. Probabilities and Z-scores for each
stimulus are displayed with the method of constant stimuli. Other options
include the display of the raw points of subjective equality for each
trial, making a recording of the data for future analysis or long term
storage, adding more trials to the present data, or running another
experiment. Instructions describe how the experiment works and how to
make changes in various aspects of the experiment.
3. QUANTIFICATION OF THE HORIZONTAL-VERTICAL ILLUSION (606)
Copyright (c) 1995: Thomas B. Perera Ph. D. Montclair State University.
and: Thomas B. Perera Jr. MD. - All rights reserved.
The Horizontal-Vertical Illusion has been studied for well over 100
years. In this illusion, a vertical line appears longer than a horizontal
line even though the two lines are actually the same length. To date, no
fully satisfactory explanation of the phenomenon has been proposed. To
study the effect, it must be quantified along some numerical continuum so
that changes produced by varying the stimulus or organismic variables can
be detected. Any of the classical psychophysical methods may be used for
quantifying the Horizontal-Vertical Illusion.
The Horizontal-Vertical program allows the researcher to study
the Horizontal-Vertical Illusion using one of the three classical
psychophysical methods. The experimenter may select the method of
adjustment, method of limits, or method of constant stimuli. The
experimenter may also select the number of trials to be run and the
maximum duration of each trial. The subject is then presented with a
set of instructions followed by presentations of the Horizontal-Vertical
Illusion. The subject's responses, depressions of keyboard keys indicating
judgments of shorter, equal, or longer, are categorized in the
memory of the computer during the running of the experiment. At the end
of the experiment, data analysis options include viewing a statistical
analysis of the data which includes values for the point of sub-jective
equality, constant error, difference limen, and interval of uncertainty.
Probabilities and Z-scores for each stimulus are displayed with the method
of constant stimuli. Other options include the display of the raw points
of subjective equality for each trial, making a disk recording of the data
for future analysis or long term storage, adding more trials to the
present data, or running another experiment. Instructions describe how
the experiment works and how to make changes in various aspects of the
experiment.
4. QUANTIFICATION OF THE POGGENDORF ILLUSION (608)
Copyright (c) 1995: Thomas B. Perera Ph. D. Montclair State University.
and: Thomas B. Perera Jr. MD. - All rights reserved.
The Poggendorf Illusion has been studied for well over 100 years.
It consists of two vertical lines with a diagonal line running through
them. The diagonal line which is actually straight appears to have a
definite offset. To date, no fully satisfactory explanation of the
phenomenon has been proposed. To study the effect, it must be quantified
along some numerical continuum so that changes produced by varying the
stimulus or organismic variables can be detected. Any of the classical
psychophysical methods may be used for quantifying the Poggendorf
Illusion.
The Poggendorf program allows the researcher to present the
Poggendorf Illusion using one of the three classical psychophysical
methods. The experimenter may select the method of adjustment, method of
limits, or method of constant stimuli. The experimenter may also select
the number of trials to be run and the maximum duration of each trial.
The subject is then presented with a set of instructions followed by
presentations of the illusion. The subject's responses, depressions of
keyboard keys indicating judgments of shorter, equal, or longer, are
categorized in the memory of the computer during the running of the
experiment. At the end of the experiment, data analysis options include
viewing a statistical analysis of the data which includes values for the
point of subjective equality, constant error, difference limen, and
interval of uncertainty. Probabilities and Z-scores for each stimulus
are displayed with the method of constant stimuli. Other options include
the display of the raw of subjective equality for each trial, making a
disk recording of the data for future analysis or long term storage,
adding more trials to the present data, or running another experiment.
The instructions describe how the experiment works and how to make changes
in various aspects of the experiment.
5. QUANTIFICATION OF LINE LENGTH JUDGMENTS (610)
Copyright (c) 1995: Thomas B. Perera Ph. D. Montclair State University.
and: Thomas B. Perera Jr. MD. - All rights reserved.
Quantification of judgments of the apparent length of lines can
easily be performed by using one of the classical psychophysical methods.
Articles describing the classical psychophysical methods and past
research on the line length judgments may be found in virtually any
textbook on experimental psychology or perception. A representative list
of references is included at the end of the instructions.
The line length judgment program allows the researcher to study
line length judgments using one of the three classical psychophysical
methods. The experimenter may select the method of adjustment, method of
limits, or method of constant stimuli. The experimenter may also select
the number of trials to be run and the maximum duration of each trial.
The subject is then presented with a set of instructions followed by
presentations of the line length stimuli. The subject's responses,
depressions of keyboard keys indicating judgments of shorter, equal, or
longer, are categorized in the memory of the computer during the running
of the experiment. At the end of the experiment, data analysis options
include viewing a sta-tistical analysis of the data which includes values
for the point of subjective equality, constant error, difference limen,
and interval of uncertainty. Probabilities and Z-scores for each stimulus
are displayed with the method of constant stimuli. Other options include
the display of the raw points of subjective equality for each trial,
making a disk recording of the data for future analysis or long term
storage, adding more trials to the present data, or running another
experiment. The instructions included with the program describe how
the experiment works and how to make changes in various aspects of the
experiment.
6. QUANTIFICATION OF SIZE OF RECTANGLE JUDGMENTS (611)
Copyright (c) 1995: Thomas B. Perera Ph. D. Montclair State University.
and: Thomas B. Perera Jr. MD. - All rights reserved.
Quantification of size judgments can easily be performed using one of
the classical psychophysical methods. Articles describing the classical
psychophysical methods and past research on size judgments may be
found in virtually any textbook on experimental psychology or perception.
A representative list of references is included in the instructions.
The size of rectangle program allows the researcher to study size
judgments using one of the three classical psychophysical methods. The
experimenter may select the method of adjustment, method of limits, or
method of constant stimuli. The experimenter may also select the number
of trials to be run and the maximum duration of each trial. The subject
is then presented with a set of instructions followed by presentations of
the stimulus figure. The subject's responses, depressions of keyboard
keys indicating judgments of shorter, equal, or longer, are categorized
in the memory of the computer during the running of the experiment. At
the end of the experiment, data analysis options include viewing a
statistical analysis of the data which includes values for the point of
subjective equality, constant error, difference limen, and interval of
uncertainty. Probabilities and Z-scores for each stimulus are displayed
with the method of constant stimuli. Other options include the display of
the raw points of subjective equality for each trial, making a recording
of the data for future analysis or long term storage, adding more trials
to the present data, or running another experiment. The instructions
included with the program describe how the experiment works and how to
make changes in various aspects of the experiment.
7. CONCEPT FORMATION (612)
Copyright (c) 1995: Thomas B. Perera Ph. D. Montclair State University.
and: Thomas B. Perera Jr. MD. - All rights reserved.
Concept formation or, as it is often called, concept attainment,
concept identification, or concept learning has been studied by
experimental psychologists for many years. In most cases, the
experimenter sequentially presents numerous examples of several concepts
until the subject has learned which label applies to which concept.
Knowledge of results is given as feedback to assist the learning. Most
experimental psychology textbooks describe the classical experiments
in this area and several typical references are included with the
instructions that accompany the program.
The concept formation program first presents a set of general
instructions to the experimenter. It then allows the experimenter to
select preset or externally programmed experimental parameters> It then
presents instructions for the subject. The experiment then presents sets
consisting of 9 concepts. The subject must complete each set perfectly, a
selectable number of times before being permitted to continue on to the
next set. The experiment is complete when the subject has completed all
of the 6 sets. There are 54 different data analysis options which are
available to the experimenter after the completion of the experiment.
They include statistical analysis of the data, graphing of the data, and
recording the data for future analysis. A complete set of instructions
explains the use and operation of the program and describes how to make
modifications for special applications.
8. VERBAL LEARNING (614)
Copyright (c) 1995: Thomas B. Perera Ph. D. Montclair State University.
and: Thomas B. Perera Jr. MD. - All rights reserved.
Two of the most common types of verbal learning experiments involve
serial and paired associates procedures. These procedures, as well as
detailed histories, of the field of verbal learning can be found in
virtually any textbook on experimental psychology. Several representative
texts are listed in the instructions that are supplied with the program.
The Verbal Learning program allows both serial and paired associates
experiments to be run. The experimenter can select not only the type of
experiment to be run, but also whether to use stimulus words that are
stored in the program, or to enter stimulus words directly from the
keyboard. The experimenter may also select a number of parameters for the
experiment before beginning to collect data. Appropriate instructions are
then displayed, and the subject is presented with the list or lists of
words to be learned. After one pass through the list, the subject is
given a cue to type the word, and the subject's response is timed. After
the subject has correctly reproduced the learned verbal material a
selectable criterion number of times, the program enters the data analysis
phase. There are 36 different types of data analysis which can be
selected. They include statistical analysis of the data, graphing the
data, and recording the data in a file for future analysis. The
instructions explain the internal workings of the program and suggest ways
to modify it for special applications.
9. MULTIPLE FIELD TACHISTOSCOPE (616)
Copyright (c) 1995: Thomas B. Perera Ph. D. Montclair State University.
and: Thomas B. Perera Jr. MD. - All rights reserved.
This program allows the computer system to function as a multiple
field tachistoscope. The computer is capable of presenting a series of
stimuli to the subject and measuring the latencies of response to one or
more of these stimuli. Tachistoscopes that present multiple visual fields
to a subject and measure the response latencies are used in a wide variety
of laboratory experiments in psychology. Virtually any textbook in
experimental psychology or perception describes the uses, applications,
and classical experiments performed with tachistoscopes. A number of
representative references are included in the instructions.
The tachistoscope program can select the duration of each stimulus,
and time the latencies of responses to each stimulus. Each trial begins
with the display of a fixation point for a selected duration. The
stimuli are then presented in sequence and latencies are measured. At
the end of the trial, an inter-trial interval is timed and then the
next trial begins. After a pre-selected number of trials has been
completed, the program enters the data analysis phase. During this
phase, the experimenter may select from 7 data analysis options. The
statistical analysis of the latency data may be displayed, the raw data
may be displayed, a data recording may be made, the latency histogram may
be displayed, another series of trials may be added to the existing data,
the experiment may be rerun with the current parameters, or the experiment
may be rerun with the preset parameters. A special calibration routine at
the beginning of the program allows the user to set the speed of the
program to the speed of any computer. A set of instructions describes
ways of modifying the program for special requirements and explains the
inner workings of the program.
10. VISUAL ILLUSION DEMONSTRATIONS (618)
Copyright (c) 1995: Thomas B. Perera Ph. D. Montclair State University.
and: Thomas B. Perera Jr. MD. - All rights reserved.
The visual illusion demonstration program allows the computer system
to display ten of the classical visual illusions. Many of these illusions
have been known for well over 100 years, and yet are still difficult or
impossible to explain. Virtually any textbook on experimental psychology
or perception deals with the history of, and attempts to explain, visual
illusions. A list of references is included at the end of the
instructions.
The visual illusion program allows the user to select from among 10
visual illusions. The illusions are displayed on the video monitor screen
for as long as desired. New illusions may be selected at any time. These
instructions include a description of the program's operation and a
detailed description of the BASIC language program so that modifications
of the illusions may be made.
Illusion First described by: Date
1. Muller-Lyer F. C. Muller-Lyer 1889
2. Horizontal-Vertical A. Fick 1851
3. Poggendorf J. C. Poggendorf 1896
4. Ponzo M. Ponzo 1912
5. Necker Cube L. A. Necker 1832
6. Distorted Square W. D. Orbison 1939
7. Distorted Square (2) A. Gatti 1926
8. Sander Parallelogram F. Sander 1926
9. Phi-Phenomenon M. Wertheimer 1912
K. Duncker 1938
10. Motion/Causality A. Michotte 1946
11. PSYCHOPHYSICAL SCALING OF LINE LENGTH (620)
Copyright (c) 1995: Thomas B. Perera Ph. D. Montclair State University.
and: Thomas B. Perera Jr. MD. - All rights reserved.
Psychophysical scaling is a technique which allows a subject to assign
a numerical value to the subjective magnitude of a stimulus. When these
subjective judgments are plotted against the physical magnitude of the
stimulus, a psychophysical function is produced. The shape of the
psychophysical function has been a source of argument for many years.
Fechner's law predicts that the psychological judgments are linearly
related the logarithm of the stimulus. Fechner thus predicts that
plotting the psychological judgments on the vertical axis against the
logarithm of the stimulus values on the horizontal axis will yield a
straight line. Stevens' law predicts a straight line when the logarithm
of the psychological judgments is plotted on the vertical axis and the
logarithm of the physical stimulus is plotted on the horizontal axis.
Detailed discussions of psychophysical scaling procedures and
techniques can be found in virtually all textbooks on experimental
psychology and psychophysics. A representative list of such textbooks
is attached to the end of the instructions.
The psychophysical scaling of line length program allows the computer
system to accept and analyze numerous psychophysical judgments of the
lengths of lines that are presented on the video screen. After a
pre selected number of trials has elapsed, the data analysis options
include drawing a graph of the individual data points or the averaged
data points, drawing a graph of the best fit least squares line through
these points or drawing a graph of both the points and the best fit line.
Each of these three graphs may be drawn on linear, common log, natural
log, or exponential axes. If the graphs are drawn with the Y axis
plotted in common logarithms, and the X axis plotted linearly, this graph
corresponds to Fechner's law ( Y = log X + K ). If the Y axis and the X
axis are both plotted as common logarithms, this corresponds to Steven's
law ( log Y = log X + K ). The program allows the data to be plotted in
both ways and compared for linearity.
Other data analysis options include displaying or printing the raw
data sequentially on a judgment-by-judgment basis, making a sequential
judgment-by-judgment data recording, adding more trials up to a maximum
total of 40 (10 judgment) trials, restarting the program at the
beginning, or stopping the program. A complete set of instructions
explains the use and operation of the program and describes how to make
modifications in the program for special applications.
12. VISUAL ACUITY (622)
Copyright (c) 1995: Thomas B. Perera Ph. D. Montclair State University.
and: Thomas B. Perera Jr. MD. - All rights reserved.
Visual acuity is a measure of the ability of the eye to correctly
identify fine detail. The higher the visual acuity, the smaller the
stimulus that can be correctly identified. Visual acuity is defined as
the reciprocal of the threshold visual angle. The threshold visual angle
is the minimum angle subtended by the stimulus at the subject's eye at
which the stimulus can be correctly identified. Visual acuity is greatest
in the central portion of the eye or fovea, and decreases gradually with
distance from the fovea. Virtually any textbook on experimental
psychology covers the topic of visual acuity and describes its
measurement. Some appropriate references are included in the program
instructions.
The visual acuity program allows the computer system to measure and
plot a subject's visual acuity at various retinal locations. Visual
acuity is classically measured with a device called a perimeter. The
subject fixates a small point directly in form of the eye while a small
visual stimulus, typically a gap in a circle called a Landolt "C", is
moved in toward the fixation point. The location in the subject's visual
field, at which the subject can just determine that the gap exists, is
recorded and finally a plot of these points is made. This plot
represents an iso-acuity plot and shows the locations in the subject's
visual field where the sub-ject's acuity is the same.
This program allows determination of the threshold visual angle at
various points in the subject's visual field by measuring where the
subject can just see a 3 mm gap in the circle. The visual angle of the 3
mm gap is calculated by the formula:
Visual angle
(degrees) = 57.3 X size of gap (mm) / distance of gap from eye (mm)
Since the size of the gap is fixed at 3 mm, the visual angle may be
varied by varying the distance from the subject's eye to the video
screen. For example:
Distance from eye to screen (mm) Visual angle (degrees) Acuity
150 1.146 .873
200 .860 .1163
250 .688 1.454
300 .573 1.745
350 .491 2.036
The experimenter must select the desired acuity value from this table
and position the subject's head accurately at the prescribed distance from
the video screen. The subject's head should be stabilized in such a way
that little or no movement toward or away from the screen will take place
during the experiment. The subject's eye for which the acuity is to be
measured should be located directly in front of the center of the video
screen at the correct distance from the screen. The other eye should be
covered with an eye patch. NOTE: since different video monitors produce
different size characters, you should measure the size of the gap in the
capital letter "C" on your monitor and use this measurement to calculate
acuity if it is different from the usual 3mm size. Further instructions
for refining and modifying the program are included.
13. OPERANT CONDITIONING SIMULATION (624)
Copyright (c) 1995: Thomas B. Perera Ph. D. Montclair State University.
and: Thomas B. Perera Jr. MD. - All rights reserved.
The operant conditioning program allows the computer system to
simulate an entire operant conditioning experiment and to observe and
record response rates generated by different mathematical models of
response probability. The user may select from among 10 conditioning
schedules. Each schedule is associated with a different mathematical
model of the probability of a response. A small picture of a rat is
then displayed on the video monitor along with the axes of a cumulative
response record. The rat presses the bar at a rate predicted by the
response probability model and the cumulative record displays each
response. The mathematical models of response probability for each
schedule of reinforcement are described in detail in the instructions,
and may be easily modified to observe the effect of other response
probability models. Operant conditioning is described in virtually
every textbook dealing with learning. A representative set of
references is included in the instructions.
This program does not always generate the classical textbook
operant conditioning cumulative records. Instead, it generates
cumulative response curves that result from a specific mathematical
probability-of-response model. If the user wishes to demonstrate simply
the textbook cumulative response curves, an 11th schedule option allows
the operant conditioning program to record depressing of the (1) key on
the keyboard as responses on the cumulative re-sponse curve. The user may
easily generate any type of cumulative response curve manually by pressing
the (1) key or by activating an external input line connected directly to
the keyboard contacts of the (1) key. In addition, pressing the (2) or
(3) keys or activating other external inputs will mark the occurrence of
reinforcements or stimulus presentations respectively.
Several data analysis options become available after the cumulative
response curve has been completed. These options include reconstructing
the cumulative response curve within a few seconds, re-scaling its vertical
axis, displaying the raw data, making a recording of the data for possible
future analysis or long term storage, running the experiment again on the
same schedule or on a new schedule, starting the program again, or
stopping the program. The instructions explain the use, operation, and
possible modifications of the computer program.
14. LATENCY ANALYZER (626)
Copyright (c) 1995: Thomas B. Perera Ph. D. Montclair State University.
and: Thomas B. Perera Jr. MD. - All rights reserved.
The latency analyzer program converts the computer into a timer
which is capable of measuring the elapsed time between the onset of a
stimulus and the onset of a response. Keyboard keys or external input
lines are used to signal the onset of the stimulus and the response.
The stimulus number and the latency in sec. are displayed on the video
screen after each trial. The user may specify the number of latencies
to be measured and the resolution, and may terminate the recording at any
time.
Data analysis options include displaying a time interval histogram of
the data, displaying or printing the raw data, recording the data, or
displaying a statistical analysis of the data. Other selectable options
include adding another set of data to the existing data, or restarting the
experiment with new or old parameters. A complete set of instructions
explains the use, internal operation, and modification of the program.
15. INTERRESPONSE TIME ANALYZER (628)
Copyright (c) 1995: Thomas B. Perera Ph. D. Montclair State University.
and: Thomas B. Perera Jr. MD. - All rights reserved.
The inter-response time analyzer program converts the computer into an
accurate timing device. The program is designed to measure and record the
time intervals elapsing between successive responses. The responses may
be either depressions of the (1) key, or activation of an external input
wire connected to the electrical keyboard contacts for the (1) key. The
user may select the maximum number of responses to be measured and the
size of each time bin in the inter-response time histogram. The program
will display each latency as it is recorded. Data analysis options
include displaying the time interval histogram, displaying, printing or
recording the raw data, or a general statistical analysis of the data.
The statistical analysis is based on the midpoints of the histogram bins.
The program starts out by presenting a brief set of instructions
which explain the operation of the program. Each time the (1) key on the
keyboard is depressed or an external input line is activated, the program
begins timing the elapsed time until the next similar event. These
elapsed times are divided into time categories or bins. The experimenter
may set the size or resolution of these time bins at the beginning of the
experiment. Permissible bin sizes range from 0.1 sec. to 10000 sec. per
bin. Since there are always 100 bins in the inter-response time
distribution, the maximum measurable interval between responses is 100
times the selected bin size in seconds. It no changes are made, the number
of responses is automatically set to 100. The bin width is set to 0.1
sec. This means that the maximum time interval that can be measured is
100 times 0.1, or 10 seconds. A complete set of instructions explains the
use and operation of the program and describes how to make modifications
in the program for special applications.
16. EVENT RECORDER PROGRAM (630)
Copyright (c) 1995: Thomas B. Perera Ph. D. Montclair State University.
and: Thomas B. Perera Jr. MD. - All rights reserved.
This data logging program allows up to eight independent events to be
recorded in the memory of the computer along with the time since the start
of the session at which the events occurred. Because it may be desirable
to record a large number of events, memory space in the computer is at a
premium. The program itself has been kept to a minimum size in order to
provide maximum memory space for storage of recorded events. The data
analysis options of the program have been restricted to just two. The
data may be displayed or printed in raw form, or it may be recorded on a
disk for later, more detailed, analysis.
Events which are recorded in this program consist of depressions of
the keyboard keys 1, 2, 3, 4, 5, 6, 7, or 8. If external events are to
be measured, you may connect wires to the contacts on the keyboard so
that connecting the wires will electrically mimic depressing the keys.
Pressing keyboard key (9) starts and stops data acquisition. A complete
set of instructions explains the use and operation of the program and
describes how to make modifications in it.
17. CUMULATIVE RECORDER (632)
Copyright (c) 1995: Thomas B. Perera Ph. D. Montclair State University.
and: Thomas B. Perera Jr. MD. - All rights reserved.
This program allows the computer system to record and display
responses in the format of a cumulative recording. The horizontal axis of
the recording consists of 600 time units. The vertical axis of the
cumulative recorder consists of 160 response units. The amount of time
and number of responses per vertical axis unit may be specified during the
initial display portions of the program.
Responses are entered by either depressing the (1) key or connecting
a wire to the contacts of this keyboard key. External contact closures
of this wire may come from the normally open contacts of any switch such
as a rat's bar. Depression of the (2) key or connecting a wire to the
(2) key contacts will record reinforcements on the graph. Depressing the
(3) key or connecting a wire to the (3) key contacts will display
stimulus presentations on the cumulative record.
The data analysis options allow the experimenter to reconstruct and
rescale the cumulative record, display or print the raw data, or make a
recording of the data in a disk file for long term storage or data
analysis. The program instructions explain how to use the program, how it
operates internally, and how to modify it.
18. MAZE LEARNING (634)
Copyright (c) 1995: Thomas B. Perera Ph. D. Montclair State University.
and: Thomas B. Perera Jr. MD. - All rights reserved.
The T maze has been widely used in both animal and human learning
experiments for many years. T mazes provide a convenient way to study
the speed and accuracy of learning. This experiment presents a T maze
consisting of up to 23 choice points. The subject is asked to respond
with a left or right turn as rapidly as possible. If the subject does
not respond correctly or fast enough, an error is scored and the subject
must begin the maze again. The subject must correctly complete the maze a
selectable criterion number of times in order complete the experiment.
Once the experiment has been completed, there are 36 data analysis
options available. The number of errors and correct responses can be
displayed or printed, plotted, or recorded for future analysis. A
complete set of instructions explains the use and operation of the
program and describes how to modify it.
19. SIGNAL DETECTION (638)
Copyright (c) 1995: Thomas B. Perera Ph. D. Montclair State University.
and: Thomas B. Perera Jr. MD. - All rights reserved.
Signal detection theory is a way of characterizing how people make
decisions in the face of uncertainty. It has been applied in a wide
variety of contexts, ranging from sensory detection experiments to
clinical studies. Signal detection theory provides a series of methods
and techniques for data analysis which permit the experimenter to
separately evaluate two aspects of a subject's performance: his
sensitivity, and his response bias. By response bias we mean the
effect of the non-sensory factors such as motivation and expectation
which affect a subject's response.
The Signal Detection program allows the computer system to perform
signal detection experiments with many variations. The experiments
simulate a vigilance task such as that performed by a radar operator
attempting to detect a target aircraft among other aircraft. A detailed
description of signal detection theory is beyond the scope of these
instructions; however, a clear, concise treatment may be found in: Joan
Gay Snodgrass, Theory and Experi-ments in Signal Detection, Baldwin, NY:
Life Science Associates, 1972, and in many recent textbooks dealing with
perception and psychophysics.
The signal detection program presents the subject with a selectable
number of trials. On approximately half of the trials, a signal in the
form of a selectable symbol is embedded in visual noise (many other
selectable symbols). On the other half of the trials, only visual noise
is presented. The subject's task is similar to that of a radar operator
attempting to locate an aircraft on the radar screen in the presence of
many other targets. The number of noise flashes and the duration of the
noise flashes may be varied as well as the size of the display. The
experimenter may select a set of instructions to the subject designed to
minimize misses, to minimize false alarms, or to present neutral
instruction. After the experiment is completed, the resulting data may be
displayed in an outcome matrix, in a cumulated frequency, probability, and
D-prime table, or may be plotted as ROC curves with P(YES/S) (HITS) on the
Y axis, and P(YES/N) (FALSE ALARMS) on the X axis. A best fit straight
line may be displayed on the screen or a disk file of the data may be made
for later analysis or long term storage. The program includes complete
instructions that explain its operation and ways of modifying it for
special purposes.
20. PURSUIT ROTOR (640)
Copyright (c) 1995: Thomas B. Perera Ph. D. Montclair State University.
and: Thomas B. Perera Jr. MD. - All rights reserved.
The pursuit rotor is a device which has classically been used to study
motor learning. The subject attempts to follow a moving stimulus while the
device keeps track of the number of errors and time-on and time-off
target. As the subject learns the task of following the moving stimulus,
errors decrease and time on-target increases. The topic of motor learning
and the use of the pursuit rotor is discussed in virtually all textbooks
on experimental psychology. A number of representative references are
listed in the instructions.
The pursuit rotor program allows the computer, in conjunction with a
light pen, to function as a pursuit rotor. The light pen is simply a
photocell that is connected to the (1) key contacts of the keyboard or to
an external interface. The program begins by explaining the use of the
pursuit rotor. The experimenter may select the number of trials, the
inter-trial interval, trial duration, target speed, target size, and
pathway size. The program then enters a light pen adjustment phase.
During this portion of the program, the experimenter adjusts the
sensitivity of the light pen so that it triggers reliably from the
blinking spot on the video screen. It is important that the user
carefully adjust room illumination, screen brightness, and light pen
sensitivity.
The program then presents a set of instructions to the subject. Once
the subject has read the instructions, the experiment may be started.
Each trial consists of a countdown during which reliable triggering of the
light pen is assured. At the end of the countdown, the spot of light
begins moving around the video screen in a square pattern. The number of
errors (light pen off-spot), time on target, and time off target are
recorded during each of the trials. After each trial is completed, an
inter-trial interval precedes the onset of the next trial.
After the pre-selected number of trials has been completed, the
experiment enters the data analysis phase. The total number of trials,
total number of errors, mean errors per trial, total time, total time on
target, and total time off target are displayed. The experimenter then
may select either displaying the raw data, displaying a histogram, or
making a data recording of either the number of errors for each trial, the
time on target for each trial, or the time off target for each trial. A
complete set of instructions explains the use, operation, and suggested
modifications of the program.
21. MIRROR TRACING (642)
Copyright (c) 1995: Thomas B. Perera Ph. D. Montclair State University.
and: Thomas B. Perera Jr. MD. - All rights reserved.
Mirror tracing experiments have frequently been used to study a
subject's ability to learn to reverse normal eye-hand coordination. The
subject attempts to follow a pattern with a pencil while viewing the
pattern and the pencil in a mirror. Mirror tracing experiments are
extensively described in most textbooks on experimental psychology. A
list of representative texts is included in the instructions.
The mirror tracing program allows the computer to present a simple or
complex figure on the video screen. The subject views the pattern and the
light pen in a mirror, which is placed at an angle in front of the video
screen, and tries to trace out the pattern on the screen as rapidly as
possible. The light pen consists of a photocell that may be connected
directly to the (1) key keyboard contacts or to an external interface.
The computer keeps track of the number of errors, total time per trial,
total time on target per trial, and total time off target per trial. After
the experiment has been completed, the experimenter may chose to view
or print raw data for any of the above measures, draw a histogram of the
data, or record the data in a disk file for future analysis. Instructions
explain how to use the program, how it operates, and how to modify it.
22. AUDITORY FREQUENCY DIFFERENCE THRESHOLDS (644)
Copyright (c) 1995: Thomas B. Perera Ph. D. Montclair State University.
and: Thomas B. Perera Jr. MD. - All rights reserved.
The difference threshold or difference limen (DL) is one of the most
basic and important measures of the performance of a sensory system. It
measures the minimum amount of DIFFERENCE between two stimuli that is
necessary to permit a subject to judge that they are different on 50% of
the trials. The measurement of the difference threshold has both
theoretical and practical significance. From a theoretical perspective,
it can provide clues to understanding the physiological functioning of
sensory systems. Controversies about whether a subject can improve the DL
through training, and controversies about which psychophysical method is
most appropriate are other related theoretical issues. From a practical
standpoint, it can provide knowledge about how well a subject can
discriminate between very similar stimuli. For instance, it may be useful
to know how well you can discriminate between musical tones if you plan to
become a musician. An unusually large difference limen compared to the
norms listed in Stevens' handbook of experimental psychology (1951) would
indicate that you need a greater difference between tones than most people
and might suggest another career choice.
The Auditory Frequency Difference Thresholds program is designed to
measure the difference threshold or difference limen (DL) for auditory
frequency tones. The program is exceptionally versatile and can be used
for undergraduate instruction or advanced graduate and clinical research.
It allows a computer to present and analyze complete experimental
determinations of the difference threshold using any of the three
classical psychophysical methods. It is written in the simple BASIC
computer language and can easily be modified for special applications.
The manual includes a complete description of the technical operation of
the program, a listing of all commands and variables, and a list of basic
and technical references dealing with psychophysics. It should allow an
experimenter to understand, modify, and use the program for virtually any
type of research.
23. AUDITORY FREQUENCY SCALING (646)
Copyright (c) 1995: Thomas B. Perera Ph. D. Montclair State University.
and: Thomas B. Perera Jr. MD. - All rights reserved.
Psychophysical scaling is a technique which allows a subject to assign
a numerical value to the subjective magnitude of a stimulus. When these
subjective judgments are plotted against the physical magnitude of the
stimulus, a psychophysical function is produced. The shape of the
psychophysical function has been a source of argument for many years.
Fechner's law predicts that the psychological judgments are linearly
related the logarithm of the stimulus. Fechner thus predicts that
plotting the psychological judgments on the vertical axis against the
logarithm of the stimulus values on the horizontal axis will yield a
straight line. Stevens' law predicts a straight line when the logarithm
of the psychological judgments is plotted on the vertical axis and the
logarithm of the physical stimulus is plotted on the horizontal axis.
Detailed discussions of psychophysical scaling procedures and
techniques can be found in virtually all textbooks on experimental
psychology and psychophysics. A representative list of such textbooks
is attached to the end of the instructions.
The Auditory Frequency Scaling program allows the computer
system to accept and analyze numerous psychophysical judgments of the
frequencies of tones that are presented through the computer's
loudspeaker. After a pre selected number of trials has elapsed, the data
analysis options include drawing a graph of the individual data points or
the averaged data points, drawing a graph of the best fit least squares
line through these points or drawing a graph of both the points and the
best fit line. Each of these three graphs may be drawn on linear, common
log, natural log, or exponential axes. If the graphs are drawn with the
Y axis plotted in common logarithms, and the X axis plotted linearly, this
graph corresponds to Fechner's law ( Y = log X + K ). If the Y axis and
the X axis are both plotted as common logarithms, this corresponds to
Steven's law ( log Y = log X + K ). The program allows the data to be
plotted in both ways and compared for linearity.
Other data analysis options include displaying or printing the raw
data sequentially on a judgment-by-judgment basis, making a sequential
judgment-by-judgment data recording, adding more trials up to a maximum
total of 40 (10 judgment) trials, restarting the program at the
beginning, or stopping the program. A complete set of instructions
explains the use and operation of the program and describes how to make
modifications for special applications.
24. LABORATORY CONTROL SYSTEM (650)
Copyright (c) 1995: Thomas B. Perera Ph. D. Montclair State University.
and: Thomas B. Perera Jr. MD. - All rights reserved.
The laboratory control software package allows a microcomputer to
control virtually any type of experiment or process, and to record data on
all occurrence of events during the experiment. It is designed for use
with an external input/output interface. With this program, a single
computer can replace the numerous dedicated timers, counters, logic
systems, and data recorders normally used for the control and analysis of
experiments. The experimental data can be displayed, printed, or saved on
disk.
The instructions explains the operation of the program and the concept
of dividing on experiment into a series of "STATES" (Snapper et. al.,
1970). A number of sample psychology experiments have also been included
and may be run by simply entering the information when requested at the
beginning of the program. The first part of the instructions explains the
concept of a STATE. The second part describes the operation of the
computer program. The third part presents a set of sample experiments.
The fourth part presents a detailed description of program operation and
a listing of the computer program. With this information, an experimenter
should be able to use the program to run and record data for virtually any
type of experiment. Instructions for making a "customized" version of the
program to run any specific experiment are also included.
25. OPERANT CONDITIONING CONTROL PROGRAM (655)
Copyright (c) 1995: Thomas B. Perera Ph. D. Montclair State University.
and: Thomas B. Perera Jr. MD. - All rights reserved.
The operant conditioning control program is designed to convert the
computer system into an operant conditioning experiment controller. Ten
typical schedules of reinforcement have been programmed and may be
selected from an interactive display on the screen of the video monitor.
The experimenter may change these schedules at any time during an
experiment and response, and reinforcement data are continually displayed
and updated on the video screen.
A manipulandum, such as a rat lever, voice key, or response button is
attached to an external input lead which may be directly connected to the
(1) key on the computer keyboard or to an input/output interface.
Pressing keyboard key #1 can substitute for activating the #1 input line
for test or demonstration purposes. The reinforcement mechanism is
connected to the #1 output on the output interface card.
Since the operant conditioning control program cannot run every
conceivable type of operant conditioning experiment ten of the most widely
used schedules of reinforcement have been chosen. Descriptions of these
schedules and the behaviors that they may be expected to produce can be
found in virtually any textbook on operant conditioning. Several
classical references are listed in the instructions. The program routines
which are used for each of the schedules of reinforcement are also fully
explained in the instructions. These explanations should enable anyone
familiar with BASIC language programming to set up and run any desired
experiment. For experimenters who are not familiar with BASIC
programming, but who want to run, control, and record data from
diversified experiments, the laboratory control system software package,
based on the SKED system developed by Dr. A. Snapper, is available from
Life Science Associates. This software package allows virtually any
complex experiment or process to be run by simply dividing the experiment
into "states" and specifying the parameters of each state.
26. DELAYED MATCH-TO-SAMPLE (665)
John A. Brendel, Ph.D., Lock Haven University
This program is designed for use in undergraduate psychology
laboratories and classes. It can be used in classes in Experimental
Psychology, Cognition, Perception, Human Information Processing, Memory,
or Learning.
The delayed match-to-sample task is a recognition memory task in
which subjects are asked to recognize information which they have
previously seen. The task requires maintenance rehearsal and provides a
means of assessing the effects of proactive and retroactive interference
on intact short-term memory function.
In this program, the subject is presented with one of five stimuli,
referred to as the sample on the video terminal. The stimuli may be
chosen from one of three categories: letters, numbers, or forms. The
sample is observed by the subject for a chosen duration and then
disappears. The delay interval then commences, and the experimenter is
provided with several options during this delay. The time of the delay
can range from 0 to 180 seconds. An interference condition, in which the
subject is asked to add pairs of 2 digit numbers, can be presented during
the delay. When the delay period is over, three choice stimuli appear on
the video terminal. The subject must choose the stimulus that matches the
sample. The subject enters his/her choice on the keyboard by pressing the
L, M, R, or N key representing left, middle, right, or none, respectively.
The subject is told whether he/she is right of wrong (a buzzer sounds on
incorrect trials), and the next trial begins. The experimenter may
present up to 30 trials. At the end of the experiment, the data for each
trial are displayed. Information on trial number, total problems
attempted, total correct problems, percentages of correct problems,
reaction time in seconds, and match (O or 1) are displayed.
The experimenter can specify parameters and conditions from one of
six options within the program. In addition, the color, rotation, and
scale of the stimuli can be altered by modifying specific lines. The
instructions explain internal program operation, how to use the program,
and how to modify the program.
27. LEVELS OF PROCESSING (666)
John A. Brendel, Ph.D., Lock Haven University
This program acts as an experimenter and enables the user to perform
several related experiments to investigate the levels of processing theory
of memory. It is designed to be used in an undergraduate laboratory
setting in which an IBM-PC or an IBM-PC compatible computer is available.
Psychology courses in experimental psychology, cognition, perception,
memory, and learning are appropriate for this program.
This program presents word lists of selectable length and selectable
semantic categorization from a list of 200 words stored in a random
access text file. There are twenty semantic categories and a maximum of
10 words in each category. The rate of presentation of the words can be
selected by choosing the presentation duration and/or the inter-item
interval. In addition, one of 10 different subject instructions can be
selected in order to investigate the relationship between subject
memorization strategies and free recall performance. Following the
presentation of the word list, subjects are asked to recall as many of
the words as they can by typing them into the computer. The computer
will then display the original word list and the recalled list as well
as the percent correct score of the subject.
There are ten possible subject instructions which differ in the
degree to which they encourage a deep or shallow level of processing.
"Search for the Letter " " and "Count Vowels" are examples of shallow
processing instructions whereas "Use in a Sentence" and "Memorize" would
be examples of deep processing instructions. The instructions
explain the use and operation of the program and describe how to make
modifications in program operation.
MODULAR LAB SESSIONS FOR PHYSIOLOGICAL PSYCHOLOGY
This series of modules, consisting of slides and tape recorded and
transcribed commentary, is designed to complement the lectures in an
undergraduate or graduate level course in physiological psychology. Each
module covers a three hour laboratory session and describes and shows in
detail the procedures to be performed by each student group. The students
work in pairs, alternating the responsibilities for the specific surgical
procedures so that each student becomes competent in the performance of
each procedure. Students may carry out the laboratory procedures
themselves after observing the slide presentations. The 12 modules
have been used, tested and refined for eight years at Barnard College.
Each module is supplied with a script, equipment lists, references and
names and addresses of equipment and supply vendors.
MODULE 1: Introduction and Basic Surgical Procedures.
Introduction to a physiological psychology laboratory, review of
surgical instruments and supplies, anesthetics and their application.
Basic surgical procedures that are demonstrated include: calculation and
preparation of anesthetic dosage, holding the animal, administering drugs,
resuscitation, hair removal, incising, separating skin from underlying
tissue, retracting skin, separating muscles, application of antibiotics,
suturing, and the use of wound clips. This module is a prerequisite for
all other modules employing surgical procedures.
(Rat) 38 slides, 46 min.
MODULE 2: Tracheal Cannulation. (Prerequisite, Module 1)
An ideal "first operation" for students. Includes: positioning the
animal on the operating platform; incising the neck; separating tissues
and retracting tissues; separating muscle groups; exposing, elevating and
incising the trachea; inserting the cannula and tying it in place;
repositioning the tissues; and suturing the incision.
(Rat) 17 slides, 20 min.
MODULE 3: Perfusion of the Circulatory System and Removal of the
Central Nervous System. (Prerequisite, Module 2).
This third basic procedure module presents a proper and humane
method of sacrificing an animal, removing the central nervous system, and
preserving it for histological examination. Procedures include: surgical
instrument layout, positioning the animal, incising the chest and rib
cage, retracting, removal of the heart from the pericardial sac, incising
the right auricle, inserting needle into the left ventricle, perfusion,
removal of the intact perfused brain and spinal cord, and a procedure for
preserving and making them transparent.
18 slides, 21 min.
MODULE 4: Exposure of the Sciatic Nerve, Nerve-Muscle Physiology,
Removal and Stimulation of a Segment of the Sciatic Nerve,
and Clinical and Morphological Observation of Peripheral
Nerve Regeneration. (Prerequisite, Module 3).
Procedures include: Exposure of the sciatic nerve in the rat's thigh,
stimulation of the nerve in situ, study of nerve-muscle physiology,
comparing electrical stimulation of the nerve with direct electrical
stimulation of the muscle, determining the frequency of stimulation
necessary to produce tetany in the muscle, removal of a section of the
sciatic nerve, electrical stimulation , impulse propagation, observation
of individual axons in the nerve with the naked eye or under a microscope.
After two weeks, re-opening the incision shows numerous regenerating
nerve fibers readily visible to the naked eye. Coverage includes:
incising the skin. locating the sciatic nerve, stimulation of the nerve
in situ, removal of a segment of the nerve, nerve action potential
recording, direct and microscopic observation of individual axons in the
nerve. suturing the incision, testing for neurological deficits, reopening
the incision, and observation of regenerated nerve fibers.
(Rat) 34 slides, 25 min.
MODULE 5: Observation of Image Formation and Dissection of the eye.
The anatomy of the eye is studied utilizing readily available bovine
eyes. Considerably larger than human eyes, these specimens allow students
to observe the anatomy of the eye directly. A window is cut through the
side of the eye and an interface allows observation of the actual
formation of a visual image on the retina. Following this, the eye is
dissected and the important structures are shown.
Bovine Eye) 21 slides, 24 min.
MODULE 6: Direct Observation of a Subject's Retina and External Ear,
Plotting the Blind Spot, and Direct Observation of
One's Own Blind Spot and Retina.
Each student makes two concentric plots of their blind spot. Then, a
special technique using a flashlight allows each student to look directly
at his own blind spot. Placing their heads in the same position used in
plotting the blind spot, the actual image of the blind spot is
superimposed and compared for accuracy. Finally, ophthalmoscopes and an
otoscope are used to examine each other's eyes and external ears. The
diagnostic importance of the appearance of each is briefly discussed.
(Human Subjects) 16 slides, 20 min.
MODULE 6a: Production of a "Stabilized Retinal Image".
This simplified demonstration includes instructions and materials
for a demonstration of phenomena associated with the "Stabilized
Retinal Image". Complete adaptation to the image takes place in less
than 2 seconds. The demonstration includes a penlight flashlight and
alkaline batteries.
(Human Subjects)
MODULE 7: Exposure of the Spinal Cord, Stimulation of Spinal Nerves,
and Removal of the Entire Intact Central Nervous System.
(Prerequisites, Modules 1,2,3)
The student exposes and stimulates the spinal cord and spinal nerves
of a rat. Specificity of functions of dorsal and ventral spinal nerve
roots is demonstrated. The animal is then sacrificed and the entire
central nervous system including the brain and spinal cord is removed
intact, A simple procedure allows the central nervous system to be
made transparent to facilitate observation of internal structures.
Coverage includes: incising the skin, separating muscles, removing
muscles, removal of spinal processes, exposure of the spinal cord,
exposure and stimulation of spinal nerve roots.
(Rat) 26 slides, 23 min.
MODULE 8: Removal of the Lamb Brain from the Skull and Dissection
of the Brain.
Students remove the lamb brain from the skull and observe the
locations and paths of the cranial nerves and the lobes of a brain not too
different in size or shape from a human brain. Ordinary carpentry tools
are used to open and remove the skull from the brain. Once the brain and
brainstem are removed, they are sectioned on the midline. One hemisphere
is made transparent for easy inspection of the subcortical structures and
the other hemisphere is sectioned and the exposed structures identified.
(Lamb head) 34 slides, 25 min.
MODULE 9: The Anatomy of the Human Brain.
Utilizing coronal sections, and saggital sections of an actual human
brain, students learn the location of cortical and sub-cortical
structures. Sequential sections of several human brains are shown.
Students construct a 3-dimensional model of the brain out of cardboard.
The brain model may be traced directly onto cardboard from the slides, or
MODULE 9a, a kit of materials and instructions, may be used by each
student. (MODULE 9 includes one copy of MODULE 9a).
(Human Brain and brain model) 31 slides, 35 min.
MODULE 9a: Individual Materials and Instructions for the
Construction of a 3-Dimensional Model of the Human Brain.
This module includes the printed diagrams and backing material to
construct a 3-dimensional model of the human brain. The model includes a
mid-saggital section, several coronal sections, ventricles, the limbic
system, the thalamus, the lenticular nucleus, and the caudate nucleus
(Human brain model kit)
MODULE 10: Stimulating and Lesioning the Rat Brain with Clinical and
Gross Histological Follow-Up. (Prerequisite, Modules 1,2,3).
The surface of the brain is electrically stimulated and gross motor
responses are observed. A lesion is made in the brain and the animal is
sutured. One week after recovery, tests are performed for behavioral
deficits. The animal is sacrificed (using techniques learned in MODULE
3), and the brain and spinal cord is removed intact. The brain and
spinal cord are made transparent and the site of the lesion is observed.
(Rat) 27 slides, 23 min.
MODULE 11: Methodology and Techniques for Stereotaxically Implanting
Electrodes into the Hypothalamus of the Rat, the Production of
Hypothalamically-Induced Eating Behavior through Stimulation of
the Hypothalamus, and Procedures for the Histological
Verification of Electrode Loci. (Prerequisites, Modules 1,2,3).
The step-by-step procedures and the apparatus involved in implanting
electrodes into the lateral hypothalamus of the rat brain are presented.
Stimulus-bound eating is produced through electrical stimulation of the
hypothalamus. Finally, the techniques for removing the brain from the
perfused rat and sectioning the brain for histological verification of the
electrode loci are shown.
(Rat) 44 slides, 35 min.
MODULE 12: Biofeedback and Recording of Electrophysiological
Signals from Humans.
The techniques involved in recording and feedback to the subject, the
Galvanic skin response, electrocardiogram, electroencephalogram, and
electromyogram are presented in detail. Electrode application and
electronic amplification are discussed. Typical electrophysiological
responses are presented and described. Subjects can rapidly learn to
control internal electrophysiological responses through the use of
biofeedback.
(Human subjects) 30 slides, 32 min.
Individual modules or the complete course are available from the
publisher (LIFE SCIENCE ASSOCIATES).
The complete course includes 336 slides, cassette recordings & transcripts.
Slides, tape recordings, and transcripts are available separately.
SEQUENTIAL GROSS CORONAL SLICES OF THE HUMAN BRAIN
These two sets of slides consist of 10 color photographs of coronal
slices of two formalin-perfused human brains. Each slice is
approximately 1.5 cm. thick and is displayed in relation to the entire
brain. The slides may be used to illustrate and clarify lectures or
laboratory sessions which deal with the gross anatomy of the human brain.
Small sections of several slices have been removed by the pathology
department of the hospital from which the brains were obtained, but
this does not interfere with the visibility of any of the structures in
the brain. Sets A and B were made in the same way, but are from two
different brains, and can be compared to reveal individual
differences.
Brain A or Brain B or both may be ordered from the publisher.
SEQUENTIAL CORONAL SECTIONS OF THE BRAIN OF A BABOON
This series of slides was made from sequential coronal sections
of the brain of an adult baboon. It is very similar to the human brain
and may be used to illustrate or clarify lectures on the anatomy of the
brain. The sections are 30 microns thick and have been made 1 mm.
apart. They have been stained with Nissi stain.
The entire set may be used for detailed study, as in an anatomy course or
every other slide or every third slide may be used for less detailed
coverage.
The complete set of 48 slides or sets of 24, or 16 slides may be ordered
from the publisher (LIFE SCIENCE ASSOCIATES).
THE ELECTRICAL STIMULATION OF THE BRAIN
Part 1: Methodology and Techniques for Implanting Electrodes
This series of slides and commentary covers the step-by-step
procedures involved in the implantation of electrodes and the electrical
stimulation of the feeding center in the lateral hypothalamic nucleus of
the rat. Electrical stimulation of this nucleus produces stimulus-bound
eating behavior which continues for as long as the electrical stimulus is
applied.
All of the important methodology and procedures are explained and
shown in detail. Coverage includes: the stereotaxic atlas, anesthesia,
general and specialized surgical instruments, the stereotaxic instrument,
placement of the animal in the stereotaxic instrument, surgical
procedures, mounting the electrical connector, stimulation of the
hypothalamus, producing stimulus-bound eating, and the extreme enlargement
of the stomach produced by prolonged stimulation.
Part 1. 36 slides, script, reprint, with or without cassette of commentary
Part 2: Conditioned Suppression of Hypothalamically Induced Eating,
Perfusion, and Histological Verification of Electrode Loci
Electrical stimulation of the feeding center in the lateral
hypothalamic nucleus produces stimulus-bound eating and gross distention
of the stomach. A conditioning procedure involving the conditioned
suppression paradigm produces complete suppression of the eating behavior
in the presence of the hypothalamic stimulation. The behavioral tests are
shown and the detailed procedure for perfusing the rat's circulatory
system with formalin, the stereotaxic and surgical procedures involved in
the removal of the brain, and the sectioning of the brain for histological
verification of the electrode loci are also shown and described. A
reprint of an article from the Journal of Comparative and Physiological
Psychology presenting the results of the study is included. Thus, a
student can trace the evolution of a typical research project in
physiological psychology from its conception to the final published
report.
Part 2. 25 slides, script, reprint, with or without cassette of commentary
CAREERS IN PSYCHOLOGY
Clinical Psychology Herbert H. Krauss, Hunter College
Perception Frank J. Mandriota, Hunter College
Physiological Psychology Thomas B. Perera, Barnard College
Learning Ellen & Thomas Reese, Mount Holyoke College
Social-Personality Charles P. Smith, City University of New York
Biopsychology Robert L. Thompson, Hunter College :
Applied Psychology Lawrence R. Zeitlin, Bernard Baruch College
This tape-slide set introduces the beginning student to the contents
of the major sub-divisions within contemporary psychology. Each of the
divisions is covered in 13-15 minutes with correlated slides. The slides
may be advanced manually or by the synchronization signals on the tape.
The authors have provided a representative overview of their fields in an
interesting and cogent manner. This unit is ideal for the first meeting
of an introductory course. It can also be presented in parts at
appropriate times in a course, or used for individual study.
Careers in Psychology consists of approximately 245 slides
and seven cassettes. Each unit is also available separately from the
publisher (LIFE SCIENCE ASSOCIATES).
MEASUREMENT OF DARK ADAPTATION
This set of materials will enable students or researchers to generate
dark adaptation functions for individual subjects or groups of subjects.
The set may be used for a laboratory session in a course in Sensation and
Perception, as a class-room demonstration, or for research purposes.
A small red fixation point is hung in front of a projection screen
and the stimuli are flashed on the screen adjacent to the fixation point.
Stimuli are produced by 41 neutral density filters mounted in standard
2 x 2 slides. The slides are provided in a Kodak Carousel tray. Included
are: A 110V red fixation light, carousel tray, 100 sheets of graph paper
and complete instructions for gathering the data.
Using ascending method of limits trials, the intensity of each
flash may be increased by 0.1 log unit until detection occurs. Variables
which can be manipulated include: retinal location, pre-adapting
intensity and duration, and visual angle of the stimulus. Additional
materials required are a Kodak Carousel slide projector and a projection
screen. A completely dark room must be used.