An exploratory investigation of the origin and maintenance of phobias

Phobies were asked to relate past events which they believed caused or contributed to their fear, and to describe cognitive events experienced while imagining phobic interactions. Approximately half the subjects were able to recall relevant learning experiences, with direct experiences far more common than vicarious experiences or learning based on verbal instruction. Almost all of the subjects reported self-verbalizations while imagining the phobic situation, in every case phobic relevant. However, in a minority of instances were the verbalizations ‘catastrophic’ in nature. In only about half the cases did the phobies report that, in vivo, thoughts preceeded fear in the phobic situation (in contrast to a comparison group of less fearful subjects for which thoughts did preceed fear to a significant degree). Results are discussed in terms of possible limitations of a cognitive interpretation of phobic behavior.     

Occupational change in mid-career: An exploratory investigation

Twenty-five people who had made voluntary, radical occupational changes in mid-career were interviewed and compared and contrasted with people remaining in matched occupations. Four categories of factors emerged from the data as being important to mid-career occupational change: factors associated with the first occupation, factors associated with the second occupation, obstacles to change, and personal factors. Dissatisfaction with the first occupation and attraction to a second occupation are both necessary for change to occur but do not in all cases cause change. Dissatisfaction results from a lack of congruence between a person's work orientations and the rewards of an occupation, and attraction results from a perceived congruence between the two. Obstacles to change are most financial in nature and can deter or delay change even when dissatisfaction and attraction exist. Differing personal beliefs about the control one has over one's life and one's ability to succeed in new areas in large part determine whether obstacles deter change or not.     

An exploratory investigation of divergent thinking through protocol analysis

Verbal protocols were recorded while 21 MBA students at India's leading management school sought to solve a complex divergent thinking task. The content analysis of these protocols yielded five major categories and 23 subcategories of divergent thinking. The five major categories were problem structuring, searching, feeling, ideating, and evaluating. Ideating turned out to be the most commonly utilized category. The resort to ideating, that is, articulating solutions, was negatively correlated with feeling and problem structuring and positively correlated with evaluating. There were marked differences in the way the subjects tackled the divergent thinking task. Three cognitive styles were uncovered through cluster analysis: the intuitive ideator style, the anxious analyst style, and the random scanner style. Transitions among categories were examined, and yielded several recursive divergent thinking paths. Contrary to several extant models of creative problem solving, there was no marked evidence for sequentiality among the categories of divergent thinking. Most solutions to the divergent thinking problem were of the “objective”; type, that is, they actually existed in nature. A minority were “creative,”; that is, synthesized through an act of imagination. There was relatively greater tendency for objective solutions to be preceded by the use of searching, evaluating, and analytical mechanisms, and relatively greater tendency for creative solutions to be preceded by ideating (especially listing and elaboration), feeling, and redefinition mechanisms. Implications of the findings for models of divergent thinking are discussed.     

An exploratory investigation of coffee and lemon scents and odor identification

Fragrance sellers often provide coffee beans to their customers as a "nasal palate cleanser," to reduce the effects of olfactory adaptation and habituation. To test this idea, college students smelled three fragrances multiple times, rating odors each time. After completing nine trials, participants sniffed coffee beans, lemon slices, or plain air. Participants then indicated which of four presented fragrances had not been previously smelled; Coffee beans did not yield better performance than lemon slices or air.     

Mathematics anxiety and mental arithmetic performance: An exploratory investigation

Abstract

Two exploratory studies were conducted to determine if mathematics anxiety, as assessed by the Mathematics Anxiety Rating Scale (MARS), is related to the underlying mental processes of arithmetic performance. MARS scores were higher when the test was administered by computer, vs. the standard paper-and-pencil format, and were higher for female than male college students. Small but significant processing differences in simple addition and multiplication were found when subjects were divided by quartiles into anxiety groups. Much larger differences in processing speed and accuracy were found with complex addition problems and a set of difficult problems (e.g. 9 × 16 = 134, true or false) that tested all four arithmetic operations. Overall, the low anxiety group was consistently the most rapid and accurate, the medium high was consistently the slowest, and the high anxiety group the most prone to errors. The results suggest that genuine performance differences exist among the several levels of mathematics anxiety, and that chronometric, reaction time-based studies of such performance will be useful in revealing those differences.     

An investigation of relationships between teachers' ratings of behavior and children's personality traits

This study examined the relationships between teachers' ratings of children's behavior on the Behavior Problem Checklist and children's selfreported personality source traits on ageappropriate Personality Questionnaires. The sample consisted of 254 children from first through eighth grades and 13 teachers in a rural Maine elementary school. Analysis of the data revealed that teachers' ratings and children's self-reports in grades four through six agreed more frequently about problematic behavior than did children's self-reports and teachers self-ratings in grades one through three and seven and eight. In general, the study (1) supported the validity of teacher judgments made with the Behavior Problem Checklist, (2) demonstrated the ckitical need for more than one perspective when identifying and defining maladaptive behaviors potentially indicative of emotional disturbance, and (3) suggested the need to increase the accuracy of teachers' perceptions and evaluations of children's behavior.     

An investigation of high school social studies teachers' understandings of vocabulary teaching and learning

This qualitative study focused on high school social studies teachers' understandings of and perspectives about vocabulary acquisition and instruction. The research questions were the following: (1) What do high school social studies teachers understand about vocabulary instruction? and (2) How do high school social studies teachers support vocabulary learning? Face-to-face interviews were conducted with 25 high school social studies teachers. Findings indicate that external factors shaped instructional decision-making for teaching vocabulary, teachers' belief systems guided instructional choices, and the diverse needs of students called for differentiated instruction not only for English language learners but also for all students given the unique nature of the language of social studies.     

Current approaches used in studying creativity: An exploratory investigation

The goal of this research was to test whether the kind of question that is used to prompt brainstorming differentially affects individual and group idea generation performance. More specifically, it was examined if prompts that require brainstormers to generate alternate uses for common objects (e.g., other uses for cars) foster more benefits from collaborative ideation than prompts to generate improvements for an object, place, or process (e.g., ways to improve cars). These hypotheses were tested in two experiments using electronic idea exchanges. In Experiment 1, individuals generated ideas about either alternate uses or potential improvements for cars, SUVs, or vans. In Experiment 2, participants brainstormed in response to one of these two prompts in either an interactive group setting (exchanging ideas with two others) or individually (no idea sharing). The results of both experiments showed that alternate uses and improvements prompts indeed differentially affected ideational performance in terms of both idea quantity and quality. The results were also consistent with the well documented “process loss” on the improvements prompt, but the gap between interacting and nominal groups was closed on the alternate uses prompt. Implications for research and practice are discussed.     

An exploratory study of perceived discrimination and homesickness: a comparison of international students and American students

The authors examined group differences in perceived discrimination and homesickness in a sample of 439 college students (198 international and 241 U.S. students) from 2 campuses of the same university. Within the international student group, the authors also examined relationships between homesickness, discrimination, age, English proficiency, and years of residence in the United States. Results indicated that international students experienced higher levels of discrimination and homesickness than did U.S. students. Age, English proficiency, and perceived discrimination predicted homesickness among the international students. Younger students, students with lower levels of English proficiency, and students with higher levels of perceived discrimination reported having higher levels of homesickness. Also, years of residence and race or ethnicity predicted international students' level of perceived discrimination. Being a European international student predicted lower levels of perceived discrimination than did being an international student from other regions of the world. The authors discuss implications for higher-education institutions and counseling personnel.     

An exploratory study of planning, attention, simultaneous, and successive cognitive processes

Although there has been a considerable amount of research on simultaneous and successive processing (Luria's second functional unit) by Das and others, there have been relatively few investigations into the measurement of attention and planning (the first and third functional units, respectively). The purpose of this investigation was to examine the factorial validity of tasks designed to measure cognitive processing in each of Luria's three functional units. A sample of 112 normal fourth- and fifth-grade students were administered nine experimental tasks chosen or developed according to the theoretical components of planning, attention, simultaneous, and successive processes. Principal factor analyses (orthogonal and oblique) with rotation of four factors resulted in solutions that closely matched the anticipated groupings based on a structural analysis of the tasks. General support for the feasibility of measurement of Luria's cognitive processing model, and the need to further develop and refine these and other experimental tasks, was obtained.     

Transitory bias as a source of customer dissatisfaction: An exploratory investigation

Previous literature has identified sources of customer dissatisfaction in the forms of poor product performance, discrimination, and universal mistreatment (i.e., broad-based mistreatment of customers). This article proposes the existence of a fourth source of perceived customer dissatisfaction, termed transitory bias, which is based upon fleeting customer characteristics and actions. Using a critical incident approach, this exploratory study analyzes customer narratives of 230 negative experiences. After writing their narratives, consumer informants completed a quantitative survey pertaining to their experience. Some sources of transitory bias were found to be customer complaining, negotiation, special requests, and underpurchasing. Transitory bias was found to drive perceptions of negative customer experiences in 29.1 per cent of the narratives. This was fewer than the number of cases involving universal mistreatment (50%) but more than those involving poor product performance (18.3%) and discrimination (2.6%). Results showed that satisfaction, repeat purchase likelihood, recommendation likelihood, and word of mouth were similar to those found in narratives where universal mistreatment and discrimination were primary drivers of dissatisfaction. This article creates awareness of the transitory bias construct and allows academicians the opportunity to study it as a source of customer dissatisfaction. Retail and service establishments should be aware of customer perceptions of transitory bias because it impacts key performance metrics. Managers may wish to train employees to better identify and respond to sources of transitory bias. Copyright © 2013 John Wiley & Sons, Ltd.     

An exploratory investigation of shopper behaviour in an immersive virtual reality store

Shopper research has long been undertaken with physical simulated stores and desktop‐operated virtual stores. However, recent developments in motion‐tracked virtual reality offer a range of new possibilities for research using immersive walk‐around virtual simulated stores. To date, there is little knowledge published on the authenticity of shopper behaviour in such immersive virtual environments. The present study therefore reports exploratory results from 153 multicategory shopping trips conducted in an immersive virtual convenience store. Observed shopper metrics and theoretical effects are compared with equivalent data obtained from published sources and found to be consistent across all measures. Specifically, shoppers purchase a plausible share of private label brands, more private label brands in lower consumption pleasure product categories, more products from higher compared with lower shelf positions, make a plausible proportion of impulsive purchases, and spend less time inspecting familiar versus unfamiliar brands. Further, time in‐store, total spending, and product handling time are higher for women than for men. These exploratory findings show that participants continue to exhibit realistic shopper behaviours in an immersive virtual simulated store. Such stores are therefore a cost‐effective alternative to other methods for measuring consumer behaviour. They offer significant potential for innovative experimental designs in consumer research, as well as potential for future use as a digital shopping channel.     

An exploratory investigation of the reliability and validity of the Independent-Interdependent Problem-Solving Style Scale

The Independent-Interdependent Problem-Solving Scale is based on Cross et al.'s conceptualisation of relational-interdependent self-construal. The IIPSS provides a relatively context-free measure of people's tendencies to solve problems independently or with the help of others. Because previous investigations have not provided extensive evidence for the reliability and validity of the IIPSS, the current research aimed to test the psychometric properties of this novel measure. Investigations of four student samples (combined N = 1157) and one sample comprised of academic researchers (N = 198) generally supported the reliability and validity of the IIPSS. Exploratory factor analysis of IIPSS items yielded a single factor structure. However, confirmatory factor analyses did not demonstrate good model fit for the one factor solution and instead yielded good model fit for two underlying factors. The IIPSS showed adequate test–retest reliability and predicted positive associations with social personality traits. It also showed no significant associations with measures of demand characteristics and social desirability. Future research needs to be undertaken to further assess the factor structure and address shortcomings of the present research such as utilising objective data in addition to self-reports to assess the scale's validity.     

Reducing student stereotypy by improving teachers' implementation of discrete-trial teaching

Discrete-trial teaching is an instructional method commonly used to teach social and academic skills to children with an autism spectrum disorder. The purpose of the current study was to evaluate the indirect effects of discrete-trial teaching on 3 students' stereotypy. Instructions, feedback, modeling, and rehearsal were used to improve 3 teaching aides' implementation of discrete-trial teaching in a private school for children with autism. Improvements in accurate teaching were accompanied by systematic decreases in students' levels of stereotypy.