Two Empirical Tests of Informal Predictions from Helson's Adaptation-Level Theory

Perception ◽  
1972 ◽  
Vol 1 (3) ◽  
pp. 331-339 ◽  
Author(s):  
H D Ellis
Keyword(s):  
Response Times ◽  
Strong Relationship ◽  
Adaptation Level ◽  
Time Error ◽  
Response Factors ◽  
Adaptation Level Theory ◽  
Category Scaling ◽  
Two Measures ◽  
Empirical Tests ◽  
Anchor Stimulus

Two experiments on adaptation-level theory are reported which arise from informal predictions made by Helson (1964). They both involved interpolated anchors in comparative judgments, in order to avoid the sorts of response factors inherent in the category scaling technique normally employed in adaptation level studies. The first experiment indicated the operation of time error as interstimulus intervals are increased. The second showed that if the anchor stimulus is not judged it is less effective in producing contrast compared with when it is judged. In addition, response times and confidence ratings of judgments were shown to be potentially useful indices of differences in effectiveness among the various anchor stimulus levels used. The strong relationship between these two measures is discussed.

Response Time as a Measure of Compatibility for Linear Displays with Rotary Controls

1992 ◽  
Vol 36 (18) ◽  
pp. 1483-1487 ◽  
Author(s):  
Errol Hoffmann ◽  
Sean Mannering ◽  
Simon Schoner
Keyword(s):  
Response Time ◽  
Significant Relationship ◽  
Response Times ◽  
Strong Relationship ◽  
Average Response ◽  
Two Measures ◽  
Photographic Slides

Forty subjects responded to a set of 64 different combinations of linear displays and rotary controls presented by photographic slides. The subject's task was to rotate a control to increase the numerical value on the display. It was expected that response time for an arrangement having a strong stereotype would be faster than one with a weaker stereotype. Data showed there a strong relationship between these two measures of compatibility for horizontal displays with controls either on the top or bottom of the display; there was no significant relationship for any of the vertical layouts. Comparing horizontal and vertical displays, the average response times were 1.25 and 1.55 seconds and average stereotype strengths were .86 and .73, respectively. Thus on both criteria, horizontal displays were superior to vertical displays. Response time was found to be dependent on the magnitude of the component principle making the greatest contribution to the strength of the overall stereotype. In the case of horizontal displays this was the clockwise-to-right principle; for vertical displays it was Warrick's principle or, if this was not applicable, the scale-side principle.

Adaptation-Level Theory and Context Effects on Sensory Judgments: Perception or Response?

Perception ◽  
1972 ◽  
Vol 1 (1) ◽  
pp. 101-109 ◽  
Author(s):  
H D Ellis
Keyword(s):  
Decision Theory ◽  
Experimental Evidence ◽  
Context Effects ◽  
Statistical Decision Theory ◽  
Adaptation Level ◽  
Single Factor ◽  
Statistical Decision ◽  
Number Of Factors ◽  
Adaptation Level Theory ◽  
Category Scaling

The evidence in favour of Helson's (1947, 1964) contention that context effects are the result of alterations in sensory excitability is reviewed. In particular Steven's (1958) criticism of category scaling, as a technique for establishing such context effects, is examined as well as the experimental evidence supporting it. These studies are not considered conclusive proof that such effects are solely mediated by response processes. Other evidence suggests that there is a perceptual component, and that therefore Helson's Adaptation Level Theory—a single factor theory—is probably oversimplified, since context effects appear to reflect a number of factors both perceptual and response based. The inappropriateness of analysing context effects by means of statistical decision theory is discussed.

Adaptation-Level Theory

1974 ◽  
Vol 19 (11) ◽  
pp. 773-774
Author(s):  
JACOB BECK
Keyword(s):  
Adaptation Level ◽  
Adaptation Level Theory

The Effect of Set on the Two-Point Tactual Threshold

1966 ◽  
Vol 18 (2) ◽  
pp. 169-174 ◽  
Author(s):  
Anima Sen
Keyword(s):  
University Students ◽  
Test Stimulus ◽  
Opposite Direction ◽  
Adaptation Level ◽  
Critical Stimulus ◽  
Positive Direction ◽  
Control Series ◽  
Longitudinal Line ◽  
Adaptation Level Theory ◽  
The Right

This experiment studies the influence of set on the two-point tactual threshold. The two-point limen (critical stimulus) was determined along the mid-longitudinal line of both volar and dorsal surfaces of the right forearms of seven university students. Test-stimuli were selected at 3 mm. steps both up and down from each of the critical stimuli. Each of these test-stimuli was presented separately, the critical stimulus being interpolated 30 times in each test of the series. The proportions of two-point and one-point responses to the critical stimulus were then determined again in a control series. It was found that, as the test-stimulus deviated in the positive direction from the critical stimulus, the proportion of two-point responses to the critical stimulus increased, reached a maximum and then began to decline. A similar rise and fall in one-point responses were found in the opposite direction. The results were explained by Adaptation Level Theory.

A note on adaptation level theory

1970 ◽  
Vol 5 (1) ◽  
pp. 49-51
Author(s):  
Malcolm A. Colston
Keyword(s):  
Adaptation Level ◽  
Adaptation Level Theory

Grading Practices in Different Major Fields

1974 ◽  
Vol 11 (4) ◽  
pp. 343-357 ◽  
Author(s):  
Roy D. Goldman ◽  
Donald E. Schmidt ◽  
Barbara Newlin Hewitt ◽  
Ronald Fisher
Keyword(s):  
College Admission ◽  
Adaptation Level ◽  
Grading Practices ◽  
High Ability ◽  
Average Student ◽  
Admission Requirements ◽  
Adaptation Level Theory ◽  
High Grading ◽  
Grading Standards ◽  
High Ability Students

The present investigation was concerned with grading standards in different major fields. Specifically, adaptation-level theory was hypothesized as a model for describing grading behavior of instructors. In this model, the stringency of grading standards is positively related to average student ability. The regressions of GPA on HSGPA, SATV and SATM were computed for students in each of 12 major fields. This information was used to “project” hypothetical GPA’s if students were to major in fields other than their own. The results indicated that for middle and low ability students those fields with lowest ability students adopt lowest grading standards. Similarly, high grading standards are adopted by fields with high ability students. It appeared that adaptation-level theory was supported as a model of grading behavior at low and middle levels of ability but not for high levels of ability. The implications of the results were discussed with regard to: 1) changing college admission requirements, and, 2) open-enrollment experiments.

GOOD NEWS OR BAD NEWS FIRST?

1981 ◽  
Vol 9 (2) ◽  
pp. 223-226 ◽  
Author(s):  
Linda L. Marshall ◽  
Robert F. Kidd
Keyword(s):  
Interpersonal Attraction ◽  
Role Playing ◽  
Intelligence Test ◽  
Bad News ◽  
Good News ◽  
Adaptation Level ◽  
Test Results ◽  
Commonsense Reasoning ◽  
Adaptation Level Theory ◽  
Gain Loss

Commonsense reasoning predicts that people prefer hearing bad news before good news rather than the reverse. In two role-playing experiments, subjects were asked if they preferred to hear good news/bad news or bad news/good news. In a third experiment, subjects believed they would be receiving good and bad information about themselves from a personality, social sensitivity, or intelligence test. Results from all three studies showed that subjects overwhelmingly preferred to hear bad news first. Two possible interpretations of the results were offered. One interpretation derived from the gain-loss phenomenon in interpersonal attraction and the other from Helson's adaptation-level theory.

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