alberto montare | William Paterson University (original) (raw)

Papers by alberto montare

This paper represents an attempt to study the graphemic-phonemic associations that are formed &ap... more This paper represents an attempt to study the graphemic-phonemic associations that are formed 'during the acquisition and subsequent retention of beginning reading responses and to evaluate the heuristic value of viewing the formation of these associations as a classical conditioning process. Two experiments--one on first graders and one on first and third graderi--are contained in this paper. These replications and _ extensions ofSamuels2 (1967) tests in both laboratory and classroom of the'distractability of pictures in the initial acquisition of reading responses to printed words resulted in,both failure to _replicate the originaa,findings and in a major reinterpretation of the'design. Application of. the classical conditioning model to Samuels' ` test of attentional processes in beginning reading revealed that it does not provide an adequate test of attention, but rather, constitutes atest of either learning to read using intrinsically-produced,.visually medi...

Abstract. This work is concerned with a study of the graphemic-phonemic associations formed durin... more Abstract. This work is concerned with a study of the graphemic-phonemic associations formed during beginning reading responses and with the heuristic value of viewing the formation of such associations as a classical conditioning process. The study consists of two experiments designed as replication and extension of earlier work done by Samuels (1967). S's drawn from grades one and three were tested with a range of picture/no-picture-word association tasks. Experiment I concludes that Samuels ' 1967 study was not a test of attentional processes and was not a proper test of whether pictures act as distractors. However, within the visual modality, pictorial representations of extraneous objects may have distracting effects upon reading responses to specific words. Experiment II results suggest that in 1st and 3rd grades there are no significant differences in acquisition of reading responses to printed words between groups that have learned with pictures present and those th...

This study investigates the relationship between temporal organization and the rate at which disc... more This study investigates the relationship between temporal organization and the rate at which discrimination-reversal learning mastery occurs within sixth-grade students. Subjects were 22 male and 30 female students from a predominantly white, middle class * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original.

The Pavlovian Journal of Biological Science, 1977

Perceptual and Motor Skills, 2016

Extending work by Montare, visual simple reaction time, choice reaction time, discriminative reac... more Extending work by Montare, visual simple reaction time, choice reaction time, discriminative reaction time, and overall reaction time scores obtained from college students by the simplest chronoscope (a falling meterstick) method were significantly faster as well as significantly less variable than scores of the same individuals from electromechanical reaction timers (machine method). Results supported the existence of dual reaction time systems: an ancient primary reaction time system theoretically activating the V5 parietal area of the dorsal visual stream that evolved to process significantly faster sensory-motor reactions to sudden stimulations arising from environmental objects in motion, and a secondary reaction time system theoretically activating the V4 temporal area of the ventral visual stream that subsequently evolved to process significantly slower sensory-perceptual-motor reactions to sudden stimulations arising from motionless colored objects.

Journal of Literacy Research

PsycEXTRA Dataset

This study is an exploratory attempt to test the idea that individual differences in the rate of ... more This study is an exploratory attempt to test the idea that individual differences in the rate of acquisition of an original discrimination learning are related to individual differences in the capacity to estimate the passage of time. Included is a review of the literature on the psychology of time which indicates that underestimation of time is associated with predominance of excitatory. processesand ovexestimation time is associated with inhibitory processes. A discrimination learning problem was administered to 91 male college students to test the hypotheses that time estimation is positively related to the number of trials required to reach (1) the original discrimination learning criterion, (2) the reversal learning criterion, and (3) the total discrimination-shift criterion. lesults support two of these hypotheses and the theoretical analysis of the relation between time estimation and discrimination learning. It was concluded that the rate at which a discrimination is learned is a function of the amount of excitatory predominance as measured by the time estimation task, and that a fundamental process which occurs during discrimination learning. is the rate at which excitatory processes come to be conditioned to a predominance over inhibitory processes. (GO)

Comprehensive Psychology, 2015

This study compared right-hand and left-hand two-choice CRT responses of college students to both... more This study compared right-hand and left-hand two-choice CRT responses of college students to both the simplest chronoscope (a falling meterstick) and to a digital-readout multi-choice reaction timer (machine). Tests of ipsilateral diff erences showed signifi cant diff erences in CRT between the meterstick and the machine methods for both right and left hands. There were no signifi cant contralateral diff erences in CRT with either the meterstick or machine methods. Combined total scores showed that there were signifi cant diff erences in CRT responses obtained by meterstick versus machine, whereas there were no diff erences in CRT responses for all right-hand responses versus all left-hand responses. Results suggest that perhaps the workings of two diff erent reaction time systems may account for the robustness of diff erences between CRT's obtained by meterstick versus machine.

Psychological Reports, 1976

This study tested the hypothesis that language is related to aggression in two ways: that relativ... more This study tested the hypothesis that language is related to aggression in two ways: that relatively low levels of proficiency in the use of language should be associated with relatively high levels of observable aggression and that high levels of language proficiency should be associated with low levels of aggression. The vocabulary subtest of the Wechsler Intelligence Scale for Children (WISC), the Metropolitan Achievement Test in Reading, the total number of words spoken during a free speech session, and the number of different words used during that session constituted the language measures. Aggression of 132 subjects, ranging in age from 9 to 13 yr., was measured using an adaptation of the physical and verbal aggression categories used by Walters, Pearce, and Dahms (1957). The results supported both predictions for the comparisons between black subjects and Puerto Rican subjects but not for the white subjects.

Perceptual and Motor Skills, 2013

The three classical Donders' reaction time (RT) tasks (simple, choice, and discriminative RTs... more The three classical Donders' reaction time (RT) tasks (simple, choice, and discriminative RTs) were employed to compare reaction time scores from college students obtained by use of Montare's simplest chronoscope (meterstick) methodology to scores obtained by use of a digital-readout multi-choice reaction timer (machine). Five hypotheses were tested. Simple RT, choice RT, and discriminative RT were faster when obtained by meterstick than by machine. The meterstick method showed higher reliability than the machine method and was less variable. The meterstick method of the simplest chronoscope may help to alleviate the longstanding problems of low reliability and high variability of reaction time performances; while at the same time producing faster performance on Donders' simple, choice and discriminative RT tasks than the machine method.

Perceptual and Motor Skills, 1988

College students of both sexes served as their own controls to test four hypotheses in each of th... more College students of both sexes served as their own controls to test four hypotheses in each of three experiments designed to assess effects of knowledge of results (KR) as verbal information correct to the nearest .01 sec. on time estimations. Analysis indicated that (1) KR significantly increased the mean accuracy of time estimations obtained by the methods of production and estimation but not by the method of reproduction, (2) that KR significantly decreased the variance of the time estimations in all three experiments, (3) that in all three experiments after KR underestimators significantly increased their mean time estimates whereas overestimators significantly decreased their mean time estimations, and (4) that no significant sex differences were present. Notions of excitation and inhibition as intervening variables and of the Pavlovian first- and second-signalling systems were employed in tentative explanations.

Perceptual and Motor Skills, 1983

The relationship between human temporal behavior and learning was investigated by means of an exp... more The relationship between human temporal behavior and learning was investigated by means of an experimental design which measured temporal behavior using the methods of reproduction and production as possible correlates for a complex-form of discrimination-reversal learning. The results indicated that the method of reproduction is a temporal correlate of original learning and that the method of production is a temporal correlate of reversal learning. The theoretical explanations proposed for these results employed the mechanisms of conditioning, extinction, and stimulus generalization, the intervening variables of excitation and inhibition and the Pavlovian levels of behavioral organization of the first and second signalling systems.

Perceptual and Motor Skills, 1985

College students of both sexes served as their own controls to test three hypotheses in each of t... more College students of both sexes served as their own controls to test three hypotheses in each of two separate experiments designed to assess the learning effects of knowledge of results upon time estimation. The results indicated that (1) knowledge of results in the form of feedback to the nearest hundredth of a second significantly increased the mean accuracy of time estimations obtained by the method of production, (2) that knowledge of results significantly decreased the variance of the time estimations, and (3) that sex difference as a main effect was not significant in either experiment. A major conclusion of the present study was that variance represents an authentic and independent measure of learning.

Perceptual and Motor Skills, 1994

Following successful inductive acquisition of procedural cognition of a discrimination-reversal l... more Following successful inductive acquisition of procedural cognition of a discrimination-reversal learning task, 50 female and 50 male undergraduates articulated declarative cognizance of knowledge acquired from learning. Tests of four hypotheses showed that (1) increasingly higher levels of declarative cognizance were associated with faster learning rates, (2) six new cases of cognition-without-cognizance were observed, (3) students presumably using secondary signalization learned faster than those presumably using primary signalization, and (4) no sex differences in learning rates or declarative cognizance were observed. The notion that explicit levels of declarative cognizance may represent implicit hierarchical conceptualization comprised of four systems of knowledge acquisition led to the conclusions that primary signalization may account for inductive senscept formation at Level 1 and for inductive percept formation at Level 2, whereas emergent secondary signalization may accoun...

Perceptual and Motor Skills, 1992

62 college students articulated the procedural cognition acquired during successful learning of b... more 62 college students articulated the procedural cognition acquired during successful learning of both original and reversal-shifts of the discrimination-reversal learning task. Articulations formed a four-level hierarchy of “declarative cognizance” (defined as correct articulation of reinforcement contingencies) as follows: Level 1 having no declarative cognizance, Level 2 of perceptually based cognizance, Level 3 of concrete-rule-based cognizance, and Level 4 of abstract-rule-based cognizance. The plausibility of this cognitive hierarchy is enhanced by observations that increasingly higher levels of declarative cognizance are associated with increasingly faster learning. Mon-tare's 1983 and 1988 concepts of primary and secondary signalization are invoked to account for the learning processes underlying these examples of procedural cognition and the hierarchy of declarative cognizance.

Perceptual and Motor Skills, 1999

Based upon distinctions between true randomness, probabilistic randomness, and stochastic randomn... more Based upon distinctions between true randomness, probabilistic randomness, and stochastic randomness, a reversed Turing Test was performed to compare human-generated to computer-generated random numbers. Tests of three hypotheses showed that humans more often fail to behave randomly when assessed by a “probabilistic interrogator” (based on distribution-free nonparametric tests) than by a “stochastic interrogator” (based on parametric testing), that computer-generated numbers displayed both probabilistic and stochastic randomness, and that human failure to pass the reversed Turing Test may be attributed to a nonrandom response pattern embedded in the group data corresponding to the highly automatized human counting skill. In addition to supporting the ubiquitous observation that humans do not behave randomly, these findings suggest that humans, unlike computers, may spontaneously interpose relative amounts of order that preclude successful random generation requiring relative amounts...

Perceptual and Motor Skills, 1992

The classical conditioning of the standard, simple reaction time (RT) in 140 college men and wome... more The classical conditioning of the standard, simple reaction time (RT) in 140 college men and women is described. Consequent to an anticipatory instructed conditioning procedure, two experimental and two control groups acquired voluntary, controlled US(light)-URTR (unconditioned reaction-time response) associations which then served as the foundation for subsequent classical conditioning when a novel CS (auditory click) was simultaneously paired with the US. Conditioned reaction-time responses (CRTRs) occurred significantly more often during test trials in the two experimental groups than in the two control groups. Statistical and introspective findings support the notion that observed CRTRs may be products of cognitively unconscious conditioned automatization whereby the conditioning of relatively slow, voluntary, and controlled US-URTR associations leads to the acquisition of relatively fast, involuntary, and automatic CS-CRTR associations.

Perceptual and Motor Skills, 2009

The use of the simplest chronoscope (a falling meterstick) to measure visual reaction time (RT) i... more The use of the simplest chronoscope (a falling meterstick) to measure visual reaction time (RT) in college students of both sexes is described. Tests of three hypotheses showed that (1) mean simple RT was significantly faster than long-standing population approximations and (2) a single-factor, repeated-measures, sequential-treatment analysis of variance design replicated Bonders' long-standing findings that simple RT was significantly faster than choice RT; simple RT was significantly faster than discriminative RT; and that discriminative RT was significantly faster than choice RT. Also, (3) eta-squared effect size (η2) computed on significant interindividual subject differences accounted for more variability than the η2 effect size computed on significant differences between treatments. It was concluded that (1) the simplest chronoscope's methodology may have contributed to the significantly faster mean simple RT; (2) interindividual differences in RT should no longer be r...

Perceptual and Motor Skills, 2010

Visual simple reaction time (SRT) scores measured in 31 college students of both sexes by use of ... more Visual simple reaction time (SRT) scores measured in 31 college students of both sexes by use of the simplest chronoscope methodology (meterstick SRT) were compared to scores obtained by use of an electromechanical multi-choice reaction timer (machine SRT). Four hypotheses were tested. Results indicated that the previous mean value of meterstick SRT was replicated; meterstick SRT was significantly faster than long-standing population estimates of mean SRT; and machine SRT was significantly slower than the same long-standing mean SRT estimates for the population. Also, the mean meterstick SRT of 181 msec, was significantly faster than the mean machine SRT of 294 msec. It was theorized that differential visual information processing occurred such that the dorsal visual stream subserved meterstick SRT; whereas the ventral visual stream subserved machine SRT.

Perceptual and Motor Skills, 2002

Two sulcal-gap signalization systems are hypothesized to have evolved as emergent functional &amp... more Two sulcal-gap signalization systems are hypothesized to have evolved as emergent functional &amp;quot;exaptations&amp;quot; having the capacity to transmit two-way cortex-to-cortex signals across tissues embedded in opposing sulcal banks. Hypothesis 1 posits that a primary sulcal-gap signalization system evolved the capacity to transmit nonlanguage signals within hierarchically lower-order sensory, motor, and perceptual functional areas of the neocortex having elemental functional units consisting of columns of about 110 neurons. Hypothesis 2 posits that a secondary sulcal-gap signalization system evolved the capacity to transmit language signals within hierarchically higher-order cognitive functional areas of the &amp;quot;neo-neocortex&amp;quot; having elemental functional units consisting of modules of about 4,000 neurons. Neuroanatomical, neurophysiological neuroevolutionary, and neurodevelopmental evidence is presented in support of these two sulcal-gap hypotheses. It is speculated that the combined cognitive capacities of these two sulcal-gap signalization systems may contribute to the transduction of physiological brain into psychological mind.

The Pavlovian Journal of Biological Science, 1977

Perceptual and Motor Skills, 2016

Journal of Literacy Research

PsycEXTRA Dataset

Comprehensive Psychology, 2015

Psychological Reports, 1976

Perceptual and Motor Skills, 2013

Perceptual and Motor Skills, 1988

Perceptual and Motor Skills, 1983

Perceptual and Motor Skills, 1985

Perceptual and Motor Skills, 1994

Perceptual and Motor Skills, 1992

Perceptual and Motor Skills, 1999

Perceptual and Motor Skills, 1992

Perceptual and Motor Skills, 2009

Perceptual and Motor Skills, 2010

Perceptual and Motor Skills, 2002