Priming and aging: evidence of preserved memory function in an anagram solution task.

Priming effects in a test of anagram solution were compared with recognition memory in young and older adults. Age and a levels-of-processing study manipulation had little influence on priming in the anagram solution task, whereas significant effects of both of these variables were obtained in a recognition test. These findings extend those of previous studies which have shown little evidence of age differences in implicit memory tasks compared with those of explicit memory. Furthermore, they provide evidence for classifying anagram solution as an implicit memory test.     

The inner speech of behavioral regulation: Intentions and task performance strengthen when you talk to yourself as a You

People often talk to themselves using the first‐person pronoun (I), but they also talk to themselves as if they are speaking to someone else, using the second‐person pronoun (You). Yet, the relative behavioral control achieved by I and You self‐talk remains unknown. The current research was designed to examine the potential behavioral advantage of using You in self‐talk and the role of attitudes in this process. Three experiments compared the effects of I and You self‐talk on problem solving performance and behavioral intentions. Experiment 1 revealed that giving self‐advice about a hypothetical social situation using You yielded better anagram task performance than using I. Experiment 2 showed that using You self‐talk in preparation for an anagram task enhanced anagram performance and intentions to work on anagrams more than I self‐talk, and that these effects were mediated by participants' attitudes toward the task. Experiment 3 extended these findings to exercise intentions and highlighted the role of attitudes in this effect. Altogether, the current research showed that second‐person self‐talk strengthens both actual behavior performance and prospective behavioral intentions more than first‐person self‐talk. Copyright © 2014 John Wiley & Sons, Ltd.     

Competitiveness in males and in females

Male and female undergraduates performed a task at which they either succeeded or failed in competition with either a male or female partner who subsequently either accepted or rejected them. Subjects who were rejected by a male partner following success or accepted following failure performed less well on a subsequent anagram task than did those who were accepted following success or rejected following failure. These results suggest the importance of situational factors as determinants of fear of success behavior.     

The role of prior knowledge in explaining hypothetical events

Having subjects explain a hypothetical future event biases their subjective likelihood estimates for that event. However, Sherman, Zehner, Johnson, and Hirt (1983, Journal of Personality and Social Psychology, 44, 1127–1143) found that the biasing effects of an explanation task were reduced when subjects formed an initial impression based on the information (prior to the explanation task). Nonetheless, there are no doubt many factors that may influence subjects' ability to form strong initial impressions. The present studies address two of these factors. Experiment 1 used both subjects who were knowledgeable and unknowledgeable (naive) about a stimulus domain (football). Experiment 2 used only knowledgeable subjects, but gave these subjects information about unfamiliar teams and players. Subjects first read information about teams in an upcoming game and were then asked to explain a hypothetical victory by one team. They then made judgments about the actual future game and recalled the information. Only knowledgeable subjects given an initial impression set and given information that was easily integrated with past knowledge were able to resist the explanation bias. All other subjects demonstrated judgments that were strongly biased in the direction of the outcome explained. An examination of the relation between judgment and recall implied that knowledgeable and naive individuals differed in the ways they made judgments.     

Prior task failure as a determinant of biofeedback and cognitive task performance

In a study of the effects of controllability of outcomes upon behavior in a biofeedback context, 40 college students were assigned to four groups differing in pretreatment: (1) a success-failure group, given false feedback in a fictitious blood-vessel control task for two sessions designed to convey success followed by two sessions of failure feedback; (2) a failure-failure group, given false failure feedback throughout pretreatment; (3) a contingent failure group, receiving actual feedback in a temperature biofeedback task with criteria that assured failure throughout pretreatment; and (4) a control group, given no specific task during this phase. In a subsequent phase, all subjects received actual frontal (forehead) electromyographic (EMG) response training with biofeedback. In analyses of the results, during EMG training, the contingent failure group attained lower levels than the other three groups. By contrast, on a cognitive (anagram) task, interpolated between pretreatment and EMG training, the contingent failure group demonstrated relatively poorer performance than the other groups. The results are discussed in terms of reactance and learned helplessness theories of perceived loss of control in this context.Some of the data reported here were included in a thesis submitted by the second author in partial fulfillment of requirements for the master's degree in psychology, University of Hawaii, 1981. The entire paper was the basis for a presentation at the annual meeting of the Biofeedback Society of America, Albuquerque, 1984.     

Achievement motivation for males and females as a determinant of attributions for success and failure

Male and female college students, divided according to levels of achievement motivation, were asked to do an anagram task at which their success or failure was determined by experimental manipulation of the problems they were given. Their ratings of ability, effort, task difficulty, and luck as possible causes for success or failure indicated that those with high achievement motivation of both sexes made relatively higher ratings for ability and lower ratings for task difficulty. Females tended to employ higher ratings for luck, and females with high achievement motivation made maximal use of effort as a causal factor. Theoretical implications and potential applications of these data are discussed.     

The Relationship of Informational Attributions to Affective Response to Success and Failure

Abstract

This study assessed the relationship of informational attributions—perceived characteristics of the self and the task situation—to postperformance affect. College students performed an anagram task and rated causal and informational attributions for their outcomes, the causal dimensions for the perceived causes of their outcomes, and their affective response to their outcomes. The valence of the outcome—success or failure—was the best predictor of affect, and both causal attributions and causal dimensions accounted for substantial portions of the affect variance. Informational attributions accounted for a significant proportion of the affect variance beyond that attributable to the other factors. Implications of these results for the attributional theory of emotion are discussed.     

Success and Failure, Gender Differences, and the Menstrual Cycle

Eighty-one women and 26 men were led to succeed or fail at a task. No differences in actual performance were found between men and women or among women in different menstrual phases. Although they had participated alone, women felt worse, less competent, and less "up" than men after both success and failure. After success women also felt less satisfied, felt they had made lower scores, expected to perform worse, and rewarded themselves less than men. After success, women who were menstruating at the time of the experiment reported feeling better than women in other menstrual phases on most measures. A possible explanation was that menstruating women may have expected to perform poorly.     

The debilitating effect of exposure to noncontingent escape: A test of the learned helplessness model

Two studies were conducted to test the hypothesis that exposure to non-contingent escape leads to performance deficits similar to those observed when subjects are exposed to noncontingent aversive outcomes from which there is no escape, and that causal attributions mediate these deficits. Previous attempts to produce “appetitive helplessness” (deficits resulting from exposure to noncontingent positive events) have been plagued by subjects' tendency to believe that they are responsible for positive events. In Experiment 1, 40 subjects were exposed to contingent or noncontingent noise escape trials. As predicted by the learned helplessness model, subjects who received inescapable noise performed less well on a subsequent anagram task than subjects exposed to escapable noise. Similarly, subjects who escaped from the noise owing to the benevolence of a powerful other rather than because of their own efforts, showed performance deficits paralleling those of the inescapable noise subjects. In Experiment 2, subjects who escaped an aversive tone through no effort of their own showed subsequent performance deficits, but globality of their self-reported attributions did not predict subsequent anagram performance. The results of these studies provide support for the hypothesis that uncontrollability, independent of the valence of a particular outcome, is responsible for helplessness deficits, but do not support the mediational role of attributions, at least in the laboratory.     

An event-related potential study of the revelation effect

Event-related potentials (ERPs) were recorded during a verbal recognition memory task in order to investigate whether changes in familiarity are part of the explanation for the revelation effect. For half of the test words, participants solved an anagram prior to making the old/new recognition judgment. A revelation effect was obtained: When test words were preceded by the anagram task, a higher probability of an old response was associated with the items than was otherwise the case. The ERPs recorded time-locked to the onset of the test words were separated according to old/new status andthe presence/absence of the anagram task. The ERP index of familiarity was of lower amplitude for both old and new items that were preceded by the anagram task. These findings are consistent with the view that part of the explanation for the revelation effect is a reduction in the familiarity of the critical test items.     

Data-driven sequence learning or search: What are the prerequisites for the generation of explicit sequence knowledge?

In incidental sequence learning situations, there is often a number of participants who can report the task-inherent sequential regularity after training. Two kinds of mechanisms for the generation of this explicit knowledge have been proposed in the literature. First, a sequence representation may become explicit when its strength reaches a certain level (Cleeremans, 2006), and secondly, explicit knowledge may emerge as the result of a search process that is triggered by unexpected events that occur during task processing and require an explanation (the unexpected-event hypothesis; Haider & Frensch, 2009). Our study aimed at systematically exploring the contribution of both mechanisms to the generation of explicit sequence knowledge in an incidental learning situation. We varied the amount of specific sequence training and inserted unexpected events into a 6-choice serial reaction time task. Results support the unexpected-event view, as the generation of explicit sequence knowledge could not be predicted by the representation strength acquired through implicit sequence learning. Rather sequence detection turned out to be more likely when participants were shifted to the fixed repeating sequence after training than when practicing one and the same fixed sequence without interruption. The behavioral effects of representation strength appear to be related to the effectiveness of unexpected changes in performance as triggers of a controlled search.     

The effects of sex differences and evaluation on task performance and aspiration

An investigation was conducted of how evaluation differentially affects the performance and aspiration for future performance of 118 high school boys and girls. Subjects were selected to fit into either a superior or average intelligence group. In the high evaluation condition, subjects were instructed that their intelligence was being evaluated in anagram and visual-motor tasks they performed, while those in the low evaluation condition were instructed that the two tasks were being correlated. It was hypothesized that on a highly evaluated task, girls, when compared to boys, would show greater performance debilitation and would have lower aspirations for future performance. Although sex differences were found in performance debilitation and aspiration for future performance, they were not all in the predicted directions. Girls were equally debilitated in anagram performance under both evaluation conditions, while boys were debilitated in anagram performance only under high evaluation. When both boys and girls demonstrated a performance debilitation on the anagram task, their performance declined approximately 10%. No sex differences in performance were found on the visual-motor task. On both tasks, girls' aspirations were significantly affected by evaluation condition. The girls averaged 89% choosing the more difficult task in the low evaluation condition. Evaluation condition had no significant effect on aspiration for boys on either task. Intelligence showed no significant relationships.     

Durability and generalization of attribution-based feedback following failure: Effects on expectations and behavioral persistence

ObjectiveThis experiment investigated, following perceived failure, the immediate, long-term (i.e., durability), and cross-situational (i.e., generalization) effects of attribution-based feedback on expectations and behavioral persistence.DesignWe used a 3 × 2 (Group × Time) experimental design over seven weeks with attributions, expectations of success, and persistence as dependent measures.Method49 novice participants were randomly assigned to one of three treatment (attributional feedback) groups: (a) functional (i.e., controllable and unstable); (b) dysfunctional (i.e., uncontrollable and stable); or (c) no feedback. Testing involved three sessions, in which participants completed a total of five trials across two performance tasks (golf-putting and dart-throwing). In order to track whether the attributional manipulation conducted within the context of the golf-putting task in Session 2 would generalize to a new situation, participants performed a dart-throwing task in Session 3, and their scores were compared with those recorded at baseline (in Session 1).ResultsAnalysis of pre- and post-intervention measures of attributions, expectations, and persistence revealed that the functional attributional feedback led to more personally controllable attributions following failure in a golf-putting task, together with increases in success expectations and persistence. In contrast, dysfunctional attributional feedback led to more personally uncontrollable and stable attributions following failure, together with lower success expectations and reduced persistence. These effects extended beyond the intervention period, were present up to four weeks post intervention, and were maintained even when participants performed a different (i.e., dart-throwing) task.ConclusionsThe findings demonstrate that attributional feedback effects are durable over time and generalize across situations.     

Individual differences in resultant achievement motivation and latency to and persistence at an achievement task

Alternative hypotheses generated from the Atkinson (1957) and Atkinson and Feather (1966) risk-taking model of achievement motivation and the Atkinson and Birch (1970) dynamics of action theory comparing groups high and low in resultant achievement motivation (RAM) on latency to and persistence at an achievement task were tested. Subjects who had made two or more atypical shifts (choice of an easier task following success and choice of a more difficult task following failure) during 21 trials of a target-shooting game the first week were classified as low RAM (n=154), and subjects who had made 0 or 1 atypical shift were classified as high RAM (n=155). In week 2 subjects divided their time among two nonachievement tasks and the very easy, easy, intermediate, difficult, or most difficult levels of the achievement task. No main effects or interactions were found when latency to the achievement task was analyzed in a RAM by Difficulty level × Gender individual difference design. High-RAM subjects persisted significantly longer than low-RAM subjects across all conditions. Results are explained using the dynamic concepts of instigation, inhibition, and consummation. Analyses of sequential choices (week 1) among five difficulty levels did not support the Atkinson (1957) explanation of atypical shifts as avoidance of intermediate challenges for low-RAM subjects. Subjects who avoided the target-shooting game the second week more often persisted at the very easy task following success but not at the most difficult task following failure, results that are partially supportive of Feather's (1961) analysis of persistence.I wish to thank Dr. David Reuman, who suggested the research topic; the 24 undergraduate research assistants who ran subjects for this experiment; Rochelle Breitenbach, Laurie Colisanti, Kevin Kurkowski, Lee Ann McHenry, and Brenda Yee, who assisted with the data preparation and analyses; Ann Beck and Randi Gilbert, who provided editorial assistance; and Dr. Tilly Houtmans, who commented on an earlier version of this paper. A paper based on the dynamics of action research was presented at the Nags Head Conference on Motivation and Emotion on June 17, 1990. A paper based on the level of aspiration/achievement motivation results was presented at the Third International Meeting of the Society for the Advancement of Field Theory on September 16, 1988. A copy of the BASIC program for the Apple IIe computer is available to anyone who sends a 5 1/4-inch diskette.     

Imagining and Explaining Hypothetical Scenarios: Mediational Effects on the Subjective Likelihood of Health‐Related Outcomes1

Imagining and explaining hypothetical events have been shown to increase the subjective likelihood of those events occurring. At the same time, it has been suggested that reducing unrealistic optimism about health risks (i.e., increasing the subjective likelihood of negative health outcomes) might motivate health‐protective behavior. In exploring the implications of these issues for health‐promotion goals, 2 experiments (Ns= 334 and 328) involving postal questionnaires are reported in which attempts are made through the use of imagine‐and‐explain scenarios to manipulate the subjective likelihood of a negative outcome (heart disease) and of a positive outcome (reducing fat consumption). The greater success of the manipulation of dietary change expectations than of heart disease expectations suggests the potential benefits of focusing directly on planning goal strategies in relation to health beneficial behaviors.     

When Audience Presence Is Enjoyable: The Influence of Audience Awareness of Prior Success on Performance and Task Interest

Subjects received positive feedback on a practice anagram task and then performed a similar task in front of either an audience that was aware of their prior success or an audience that was unaware of their prior success. Two control conditions were included in which subjects performed alone after receiving positive feedback or performed alone without feedback. Results indicated subjects' task interest and performance increased under conditions in which they performed in front of unaware audiences. In addition, subjects' task interest and performance levels decreased in the presence of audiences that were aware of their prior success. These results point to an important role of audience awareness in setting performance standards and expectations. These findings are interpreted from a resource-investment analysis of task value and performance. Implications for surveillance in public settings and in the workplace (e.g., automated computer monitoring) are discussed.     

Postperformance attributions and task persistence among type A and B individuals: a clarification

We examined task persistence and postperformance attributions by Type As and Bs on tasks that varied in level of difficulty. On the basis of past research, we hypothesized that Type As would be more self-serving than Type Bs in their attributions for success and failure. We also hypothesized that task persistence would differ among Type As and Bs and would be dependent on task difficulty and perceived task diagnosticity. Type As and Bs attempted multiple sets of anagrams that were either easy or difficult. We measured persistence by the number of anagram sets attempted, and, after task performance, we assessed attributions for success and failure. Results supported both hypotheses. Type As took more credit for success than for failure, whereas Type Bs did not provide reliably different attributions for success and failure. Furthermore, Type As persisted longer at the task when it was difficult and when it was viewed as relatively low in information value. Type Bs persisted longer at the task when it was difficult but viewed as relatively high in information value. Results are discussed in the context of current debates regarding the responses of Type As and Bs to performance settings.     

Annoyance and Behavior

Abstract

The effects of prolonged deprivation and task outcome on causal attribution were examined in a 2 × 2 factorial design with two levels of deprivation (high and low) and two levels of outcome (success and failure). Subjects (N = 60) were selected on the basis of extreme scores on a prolonged deprivation scale; they worked at 10 six-letter Hindi anagram tasks, the difficulty of which was varied to induce success and failure. Subsequently, they were asked to rate the degree to which they considered ability, effort, task difficulty, and luck as the causes of their outcome. Low-deprived subjects, as compared to high-deprived subjects, considered effort and ability major causes of their success (internal attribution) and bad luck the major cause of their failure (external attribution). Prolonged deprivation thus seems to have affected attribution of success and failure.     

Reactivity to a laboratory stressor among individuals with bipolar I disorder in full or partial remission

Strong links have been documented between life events and the course of bipolar disorder. Laboratory studies of stress provide an opportunity to understand the mechanisms involved in reactivity to stressors, but few such studies have been done in the bipolar field. In the current study, 28 people with bipolar I disorder in full or partial remission and 40 people with no history of a mood disorder were randomly assigned to 1 of 3 conditions involving different levels of failure feedback on a concept formation task. Confidence, affective reactions, and performance on a subsequent anagram task were assessed. Results provide tentative support for reactivity to the stressor among the bipolar group, although reactivity was limited to impaired anagram performance.     

GENDER-RELATED PERSONALITY ATTRIBUTES AND REACTION TO SUCCESS/FAILURE: AN EXAMINATION OF MEDIATING VARIABLES

The effects of success and failure on task performance, and attributions about performance, were compared for high and low instrumental college women. For the high instrumental group, success facilitated task performance, whereas failure, had no debilitating effect; for the low instrumental group, success had no effect on subsequent performance, whereas failure interfered with it. High instrumental women attributed their success primarily, to internal factors and their failures to external factors (the "egotistical" attribution profile) whereas low instrumental women revealed the opposite profile. The gender-appropriateness of the task had little effect on performance or attribution. Four potential mediators of these differences were investigated: self-esteem, perceived ability, expectancy of success, and attainment value. High-instrumental women's higher perceived ability and performance expectations accounted for their superior task performance, but none of the four mediators accounted for the relationship of instrumentality to attributions.