Simultaneous Acquisition of Spectral and Spatial Intensity Distribution

A method for recording and reconstructing spectral and spatial intensity distributions of sources is described. Three-dimensional information (two for spatial and one for wavelength) of the sources is simultaneously recorded as their projected forms by an imaging system including a crossed phase grating. A modified multiplicative algebraic technique is developed to reconstruct the original distribution. In experiments we obtained nine projection patterns with equal brightness of a color slide illuminated by a tungsten lamp. The reconstructed distribution shows good agreement with that measured by interference filters.

Conspecific Images as Elements of Compound Stimuli Controlling Operant Responding in Female Rhesus Monkeys

Six adult female rhesus monkeys (Macaca mulatta) performed food-reinforced button presses in a compound stimulus discrimination paradigm. Three subjects were trained on a compound stimulus consisting of a color motion picture of an adult male rhesus superimposed over a homogeneous blue field of color. A second group of three subjects was trained on a compound consisting of a color slide depicting an adult male rhesus and the blue field. Subsequent testing of relative stimulus control exerted by either compounds, conspecific stimuli (movie-slide) or blue field alone was carried out. Results indicated that for the movie group, stimulus control was attenuated when either the conspecific stimulus or blue field was presented as a single S+ stimulus compared to tests using the compound stimulus as S+. Subjects in the movie group shared attention to both constituent elements of the compound. Statistically significant differences in stimulus control between compound, conspecific stimulus, and blue field were not found for the slide group. Superior control by the compound movie-blue field was explained as the result of increased visual salience of an altered (blue) conspecific image.

Teaching Blood Morphology: Audiovisual Method Compared to Microscope Slides With Written Text and Instructor

Two methods of teaching first-year medical students peripheral blood morphology were compared. A group of 27 students learned using a self-teaching audiovisual method of 35-mm color slides accompanied by an audio tape explanation. A group of 20 students were taught using the classic method of microscope slides explained by a written text, with an instructor to point out morphology. Both methods presented the same information to the students. Both groups were evaluated by a quiz consisting of actual blood smears. Although the mean learning time per student for the color slide group was significantly shorter than that for the microscope group, there was no significant difference between the mean quiz scores of the two groups, and both were significantly greater than the mean score of a control group which had no learning session.