The effects of colony differences on muricidal behavior in rats within one strain.

Two experiments were performed to investigate the origin of colony differences in muricidal behavior within the same strain of rat. In the first experiment (N = 52 male Long-Evans rats), the first generation offspring of parents from two different colonies were reared under identical conditions and tested for muricide. No differences were found, indicating that an environmental effect accounted for previously observed differences. The second experiment (N = 36 male Long-Evans rats) examined the effects of the presence or absence of mice in the rearing quarters. Again, no differences in muricidal rates were found. Overall, the offspring of killer mothers killed significantly more often than the offspring of nonkiller mothers.

The effectiveness of contingency-specific and contingency-nonspecific prompts in controlling bathroom graffiti.

This study replicates and extends the work of Watson (1996) in which a sign eliminated graffiti when posted on bathroom walls. The present study investigated the effects of three different signs on walls in six men's bathrooms located on a university campus. Posting the signs was followed by the elimination or sharp reduction of graffiti. Removal of the signs was followed by a resurgence of graffiti.

Comparison of the Luria-Nebraska Neuropsychological Battery-Children's Revision and the WISC-R with learning disabled children.

This investigation concerned the relationship between the Luria-Nebraska Neuropsychological Battery--Children's Revision and the WISC--R for a sample of 32 children identified as learning disabled. The children's mean age was 9 yr., 11 mo.; they were identified as learning disabled on the basis of ability (WISC--R)/achievement discrepancy test scores. The sample was of low average intellectual ability according to the WISC--R and the Luria-Nebraska T-scores. Intercorrelations between scores on the WISC--R and Luria-Nebraska lists were generally nonsignificant, with the exception of language and arithmetic measures on each test. Also, 84% or 27 of the present sample of 32 were correctly identified as learning disabled using a criterion of three or more Luria-Nebraska subscale scores greater than one SD above the mean.

WISC-R factor structure in a referred pediatric population.

The factor structure of the WISC-R was examined with a large metropolitan pediatric clinic population of referred children. The robustness of the two-factor solution, which parallels the verbal-performance dichotomy, was supported for a group of non-LD children (n = 272) and, with the exception of the Coding subtest, for a cohort of LD children (n = 155), as well as with the entire pediatric population (n = 427). Kaufman's (1975) three-factor solution was applicable only for the LD cohort. The validity and utility of the factor analytic model for interpreting the WISC-R were supported and extended to include a pediatric referred population. Cautious interpretation of the third factor, however, is recommended on the basis of the present results, as well as those of other investigations.