Effects of Crowding in a Student Environment1

Responses to crowding were examined in two student dormitories (Dorm A and Dorm B). Dorm B had more rooms per floor, smaller sized rooms, and a general layout which seemed conducive to a higher level of social stimulation. Students living in Dorm B reported being less involved with their roommates, being in a worse mmod, and experiencing more crowding. The role of crowding in mediating the relationship between type of dormitory as an independent variable and mood and interpersonal relationship as dependent variables was discussed.     

Belief in a just world and trust

Three studies examined the relationship between belief in a just world and level of trust. Results showed that subjects with a high level of belief in a just world were (a) less suspicious with regard to deception in a social-psychological experiment, (b) less suspicious with regard to the promise of a free gift, and (c) less suspicious with regard to the government's position on several public issues. The same studies also examined the relationships among belief in internal-external control, authoritarianism, and level of trust. In some but not all cases, belief in internal control and high level of authoritarianism were related to more trusting attitudes. It was suggested that the relationship between internality (as measured by the I-E Scale) and trust was mediated by the construct of belief in a just world.     

The schedule dependency of the signaled reinforcement effect

In Experiment 1, rats leverpressed for food reinforcement on either a variable ratio (VR) 30 schedule or a variable interval (VI) 15-s schedule. One group in each condition received a signal filling a 500-ms delay of reinforcement. This treatment enhanced rates on the VR schedule, and attenuated rates on the VI schedule, relative to the rate seen in an unsignaled control condition. In Experiment 2 there was no delay of reinforcement and the signal and food were presented simultaneously. Attenuated rates of responding were observed on VI schedules with a range of mean interval values (15 to 300 s). Experiment 3 used a range of VR schedules (10 to 150) with simultaneous presentations of signal and food. A signal-induced enhancement of response rate was found at all VR values. In Experiment 4, a signal elevated response rates on a tandem VI VR schedule, but depressed rates on a tandem VR VI schedule, compared to control conditions receiving unsignaled delayed reinforcement. These results are taken to show that the effect of a signal accompanying reinforcement depends upon the nature of the behavior that is reinforced during exposure to a given schedule.     

Discriminant validity of the Multiple Affect Adjective Check List - revised

Four groups of patients (depressives, schizophrenics, substance dependents and abusers), a miscellaneous group of other patients, and a group of matched normals from a general population sample were compared on the scales of the Multiple Affect Adjective Check List - Revised (MAACL-R). All scales showed highly significant differentiation among the groups. An index consisting of Depression minus Positive Affect scales was particularly effective in discriminating between depressive and other groups. A discriminant function analysis showed that the depressive could be distinguished from other patient groups and normals with an accuracy of 72% correct. The normals could be distinguished from all of the patient groups with a 60% accuracy, and 87% if the substance abuser group is ignored. The discriminant validity among the nondepressive patient groups was not nearly as good.     

Task effects in family interaction.

The effect of different experimental tasks on emergent patterns of family activity, conflict, and influence was assessed by means of multivariate analysis procedures on a sample of 30 family triads. Although a task effect did emerge for the family activity measure, the overall pattern of findings indicates marked consistency in family interaction across the three experimental tasks. Findings are discussed in terms of methodological and theoretical explanations that could account for obtained results.     

Posed and spontaneous communication of emotion via facial and vocal cues1

Subjects' facial expressions were videotaped without their knowledge while they watched two pleasant and two unpleasant videotaped scenes (spontaneous facial encoding). Later, subjects' voices were audiotaped while describing their reactions to the scenes (vocal encoding). Finally, subjects were videotaped with their knowledge while they posed appropriate facial expressions to the scenes (posed facial encoding). The videotaped expressions were presented for decoding to the same subjects. The vocal material, both the original version and an electronically filtered version, was rated by judges other than the original senders. Results were as follows: (a) accuracy of vocal encoding (measured by ratings of both the filtered and unfiltered versions) was positively related to accuracy of facial encoding; (b) posing increased the accuracy of facial communication, particularly for more pleasant affects and less intense affects; (c) encoding of posed cues was correlated with encoding of spontaneous cues and decoding of posed cues was correlated with decoding of spontaneous cues; (d) correlations, within encoding and decoding, of similar scenes were positive while those among dissimilar scenes were low or negative; (e) while correlations between total encoding and total decoding were positive and low, correlations between encoding and decoding of the same scene were negative; (f) there were sex differences in decoding ability and in the relationships of personality variables with encoding and decoding of facial cues.     

Parent Involvement Project

This article describes a project designed to provide assistance to parents of exceptional children in western Pennsylvania. The format for eight parent sessions is presented.     

Self-esteem,personal traits,and college women's life goals

Questionnaires that assessed self-esteem, life goals, and selected personal characteristics were completed by 118 women enrolled at a selective liberal arts college. The women were remarkably nontraditional in terms of their educational goals and career goals, and relatively traditional in terms of plans for marriage and motherhood. Using stepwise multiple regression analyses to determine the traits that predict nontraditional goals, the data indicate that age, grade, religious upbringing and affiliation, college major, enrollment in Women's Studies courses, and mothers' educational attainment are all significant predictors. Fathers' educational attainment, parents' occupations, and women's birth order and self-esteem are not related to the goals assessed.