The frequency separation between two simultaneously sounding tones necessary to give perception of two pitches has been investigated. Frequency levels of 200, 1000, 4000, 6000, and 10 000 cps were used. For the two-ear condition (where one tone was led to one ear, the other tone to the other ear), no striking differences were found between results at sensation levels of 10, 30, and 50 db. When both tones were led to the same ear, results tended to approach the two-ear situation when masking and interaction effects were minimized.The relation of the two-ear results to localization is discussed. Finally special phenomena are described which arise when two low frequencies, related by simple multiples, are used in the two-ear situation. LTHOUGH there has been considerable work done in determining the threshold for detecting change in pitch, very little work has been done, despite its theoretical and practical importance, on the case in which the pitches to be discriminated are sounded simultaneously. The present experiments were designed to determine how much two simultaneously sounding frequencies would have to differ before two distinct pitches could be perceived. PROCEDURE Two separate oscillators were employed, one for the standard frequency (Hewlett Packard 200-B), and one for the variable frequency (General Radio 1304-A).The tones were led from the oscillators to an electronic switch (Grason-Stadler 829-S9), which presented variable and standard frequencies simultaneously for a period of 1.25 sec alternated with an equal silent interval. The switch turned the tones on and off gradually (0.1 sec) to avoid transients. The tones were then led through attenuators and transformers to earphones (Permoflux PDR-10).The first set of experiments might be termed two-ear experiments in that the standard frequency was led to the left ear, the variable to the right. In further experiments, observations were made for a one-ear situation, where both frequencies were led to the same ear. The threshold for perception of two pitches was determined by a method of limits:values of the variable frequency below the standard frequency were used in obtaining a threshold. In all cases, average threshold was determined from an average of four crossings. Frequency standards of 200, 1000, 4000, 6000, and 10 000 cps were used. Sensation levels of 10, 30, and 50 db were used for the two-ear experiments; a 30-db sensation level was used for the main comparison one-ear observations. In all of these experiments loudness matches were made between the standard and comparison frequencies at each session for each condition before frequency dis-* This research was supported by a grant from the University Research Committee from funds provided by the Wisconsin Alumni Research Foundation. We are also indebted to the University Research Committee for a research leave granted to one of us (W.R.T.) to work on these problems. crimination thresholds were obtained. The earphones were left on after loudness matches were made until frequency discrimination me...
Bernstein: Let's begin with an overview of the movement.What are some of the core ideas of POS? Cameron: I think I speak for the three of us in indicating that we really do think of positive organizational scholarship as a new movement in the organizational sciences.
Object-naming deficits in children with reading problems may be due to deficiencies in either the phonological stage of processing or the semantic stage. The present study approached this issue by manipulating the type of cue given (semantic or phonetic) when object drawings were not named correctly by first-grade children. Although the children who were poor readers named significantly fewer objects than the good readers, both groups of children benefited from phonetic cues. In contrast, semantic cues had relatively little effect. These results support the view that difficulty on object naming is more likely related to phonological deficiencies.
Confessional modes of self-representation have become crucial in feminist epistemologies that broaden and contextualize the location and production of knowledge. In some versions of confessional feminism, the insertion of "I" is reflective, the poduct of an uncomplicated notion of experience that shuttles into academic discourse apersonal truth. Incontrast to reflective intrusions ofthe firstperson, reflexive confessing is plimarily a questioning mode that Emposes self-vigilance on the process of self positioning.
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