Facilitating accuracy of imitative articulation through reception training

Accuracy of imitation of nonsense words was examined in first- and second-grade children (65–99 months of age) as a function of prior reception training. Two experiments were conducted, involving within-subject comparisons. In the first, one group of words was trained as labels for nonsense objects, a second received noncontingent feedback yoked to the labeling words, a third was presented an equal number of times to control for exposure, and a fourth group was not included in the training phase. Testing involved accuracy of imitation of all four groups of words. Both the feedback and exposure words were imitated less accurately than the labeling words, but more accurately than the nonexposure controls. The second experiment examined the length of the label-object association, using an overtraining procedure. Words which came under the discriminative control of objects for greater numbers of trials were imitated more accurately than those meeting only a minimum discrimination criterion.     

Feedback and fidelity: Effects of contingent consequences on accuracy of imitation

Accuracy of imitation by sixty kindergarten subjects was examined using a task in which a female adult modeled a series of pegboard patterns and delivered accuracy-contingent feedback. Four methods of feedback and a nofeedback control were compared. All four feedback groups were more accurate than the control group. The feedback conditions were: positive only, negative only, positive and negative, and negative with correction. The last condition resulted in greater accuracy than the others, which did not differ. All groups, including the control, improved significantly over trials. Accuracy of performance on interspersed, nonfeedback trials was maintained by feedback to the other patterns. Finally, imitation of repeating stimulus patterns did not differ from performance with nonrepeating patterns.     

Physical child abuse: A dual-component analysis

Previous etiological models of child abuse are reviewed, with particular emphasis on the current social interactional analysis. It is argued that while this model accounts for the documented correlates of abuse, it fails to provide a plausible mechanism for explaining the rapid acceleration from low- to high-intensity punitive behavior characteristic of abusive episodes. Drawing from research on interpersonal aggression by Berkowitz, Zillmann, and other social psychologists, a model is developed in which an arousal-mediated respondent component is added to the current instrumentally based punitive processes. Implications of this improved analysis for treatment and prevention are considered.     

Perceived causality for success in occupations

A representative group of occupations was examined within an attributional framework, utilizing the concept of perceived causality for success. Specifically, it was hypothesized that (1) success in different types of occupations would be attributed to different causes, (2) the causal attributions of incumbents would differ from those of nonincumbents, (3) standard occupational categories could be derived on the basis of perceived causality for success, and (4) perceived causality for success could be used as a basis for generating a circular ordering of occupations.Holland's (1973) occupational classification was used as a basis for categorization. College students, as well as six types of occupational incumbents, were administered a questionnaire in which they attributed causality for success in 35 occupations. The results supported the first three hypotheses and also revealed some systematic relationships between causes and between perceived causality for success and occupational prestige.     

Reading skills of hearing and congenitally deaf children

The present study examined the nature of reading skills in congenitally deaf and hearing children 7–19 years of age. Deaf children were drawn from oralist and total communication programs. A visual detection task was designed to assess the extent of phonological coding and chunking used in reading a story of various degrees of syntactic, semantic, and orthographic complexity. The results provide evidence that (1) like hearing children, deaf children tend to use orthographic regularities in their reading: (2) there is no relation in the deaf child's performance between sensitivity to orthographic regularities and the type of communication method used in training; and (3) hearing and deaf readers use qualitatively similar psycholinguistic strategies in their processing of a story.     

The effect of training procedures on the overlearning reversal effect in young children

The performance of 80 preschool children on a reversal problem was studied as a function of amount of training and type of training procedure used during acquisition and reversal. In the extinction phase of reversal learning, subjects given a correction procedure during the reversal problem made fewer perseverative errors than subjects given noncorrection. In the reversal midplateau phase of reversal learning, overtraining facilitated reversal learning for subjects receiving noncorrection during the acquistion problem, but not for subjects receiving correction. A shift in training procedure between acquisition and reversal increased the number of subjects who reached criterion immediately after perseveration. Since these results are difficult to explain in terms of traditional learning theories, an alternative response-switching strategy explanation was proposed.     

Involvement and response language effects in attitude scaling

An analytic procedure was developed for separating the effects of involvement from the number of response language categories the subject employs in judging a set of sentence stimuli. The procedure treats category usage as an independent variable and an aspect of the subject's response language. Category usage was shown to have significant influence on several attitudinal judgment processes: Informational complexity, mean judgment functions, and a successive intervals analysis testing Thurstone's assumption of the effect of involvement on equal category spacing. The decrement in scale responding typically associated with involvement is shown to depend on category usage operating either singly or in interaction with involvement. Some tentative conclusions about category usage as a response language variable are discussed.     

How to reverse the vicious cycle of low self-esteem: The importance of attentional focus

Recent research suggests that the cognitive processes of low self-esteem people (low SEs) perpetuate low self-esteem and its undesirable emotional and behavioral correlates. For instance, it has been suggested that low SEs are more “self-conscious” than high self-esteem people (high SEs) and that self-consciousness can impair task performance. It was reasoned that if low SEs were led to focus their attention away from themselves and onto the task, performance would improve relative to high SEs. In a 2 × 3 between-subjects factorial design, subjects high and low in chronic self-esteem performed a concept formation task under three conditions: (1) in the presence of an audience, where self-focused attention is presumably high; (2) in a control group, in which attention was not manipulated; and (3) with instructions to concentrate on the task diligently. A significant interaction effect was obtained, indicating that low SEs performed worse than high SEs in the audience condition (p < .025), no differently in the control, and better than high SEs (p < .01) when instructed to concentrate on the task. Although the latter results are unusual in the context of self-esteem research, they are strikingly parallel to recent findings in the study of test anxiety.     

Effects of US-Presentation and CS-termination contingencies on avoidance extinction following partial and continuous reinforcement

The present study assessed the role of both the US-presentation (punishment) and CS-termination contingencies on the maintenance of the shuttlebox avoidance responding in gerbils following acquisition under either partial reinforcement (PR) or continuous reinforcement (AV). Following PR, a stronger relationship obtained between delay of CS termination CR frequency than was found between delay of punishment and extinction performance. Following AV training, however, delay of CS termination and delay of punishment were equally effective determinants of avoidance extinction. These results were interpreted in terms of both the enhanced efficacy of the CS-termination contingency, possibly due to its increased informational value, and the attenuation of punishment suppression in PR-trained Ss.     

A developmental study of choice reaction time: the effect of two forms of stimulus degradation on encoding.

To assess the effects of environmental enrichment, 156 normal, full-term institutionalized infants were randomly assigned to Group I (30 min per day of supplementary vestibular stimulation), Group II (30 min per day of supplementary vestibular-plus-verbal stimulation), or Group III (untreated controls). Stimulation began at about the age of 12 days and continued until the children were adopted, approximately 6 weeks later. Children were assessed at regular intervals on the Gesell Developmental Schedules, until the age of 27 months. Group comparisons revealed no significant treatment effects.     

The effects of a memory aid on three types of conservation judgments

Twelve boys and 12 girls at each of 3 ages (4, 5, and 6 years) were tested on three types of conservation judgments (qualitative, quantitative, and equivalence) on both continuous and discontinuous substances. Half of the subjects were provided a memory aid while the other half were not. Conservation ability was determined both with and without verbal justification. The memory aid increased the number of equivalence conservation responses only when verbal justification was not required. The number of subjects conserving on each of the three tasks varied as a function of the scoring criteria used. Type of materials, sex, and age effects were found. The role of transitive inferences and memory in the equivalence conservation task was discussed. Inconsistencies in previous research due to different scoring techniques were noted.     

Transfer of training following discrimination learning with two reinforced responses

Pigeons were given errorless discrimination training between chromatic stimuli with a specific reinforced response associated with each discriminative stimulus. These Ss subsequently acquired a successive go/no-go auditory discrimination (utilizing one response class) faster than Ss given single stimulus training. These results are more compatible with an explanation of transfer of training in successive operant discrimination learning based on general attention than one based on withholding responses.     

Operationalizing the effect of the group on the individual: A self-attention perspective

The effect of the group on the individual is considered from the perspective of self-attention theory. It is proposed that group members will become more self-attentive, and thus become more concerned with matching to standards of appropriate behavior, as the relative size of their subgroup decreases. A simple algorithm, termed the Other-Total Ratio, is presented which numerically describes this effect of the group on the individual. An analysis of group effects on individuals' self-attention supports this perspective, as do analyses of the results of 42 previous studies in four other areas (conformity, prosocial behavior, social loafing, and antisocial behavior). This orientation to the effect of the group on the individual is linked to recent developments in self-attention theory and compared to Latané's social impact theory.     

The naive perception of masculinity-femininity on the basis of expressive cues

Groups of naive judges rated 18 videotaped stimulus persons on masculinity, femininity, “dominance, assertiveness,” and “compassion, sensitivity to others.” Stimulus persons were broken down by sex and sex-typing—half were male, half female—and within sexes one third were classified as masculine, feminine, and androgynous on the basis of their scores on the Bem Sex Role Inventory. Two experiments are reported in which groups of judges rate stimulus persons on the basis of such different expressive information as videotaped pictures and recorded voices, videotaped pictures alone, videotaped bodies, videotaped heads, recorded voices, and still photos. The results showed: (1) Judges reliably rated masculinity-femininity from largely expressive cues: (2) judgments of masculinity-femininity were not predominantly determined by judgments of sex role-related traits: (3) the naive judgment of masculinity-femininity significantly corresponded to stimulus subjects' assessed sex roles; (4) stimulus subjects (particulary males) showed a consistent display of masculinity-femininity across expressive channels; and (5) judges used different expressive cues in judging masculinity-femininity in males and females. These results are related to broader questions concerning the relation between expressive behavior and personality.     

The effects of communication,resource feedback,and identifiability on behavior in a simulated commons

This study examined the effects of communication, feedback, and identifiability on behavior in a simulated commons. To do this, 64 mixed-sex groups of four introductory psychology students participated in a commons dilemma simulation for 50 trials or until the group exhausted the commons pool. Half of the groups played under a free communication condition, while the other half were prohibited from communicating. Half of the groups in both communication conditions received visual feedback about the amount of the commons' resource (money) which remained after each trial while the other half received no feedback. Finally, half of the groups in each of these four conditions were made highly identifiable by the use of the name tags and feedback about the choices of each player. The remaining groups were assigned to a low identifiability condition in which no name tags were used, no feedback given and group members were separated by wooden dividers to prevent visual contact. Results showed that groups having the opportunity for resource feedback or for communication achieved greater total money harvests and maintained the commons for a greater number of trials than groups having neither. As expected, the largest totals and longest commons maintenance were achieved by groups having both. Identifiability had no influence on the length of commons maintenance except when there was neither resource feedback nor communication opportunities. When both were unavailable, groups in the high identifiability condition harvested more money and maintained the commons longer.     

Where is the facilitation of media violence: The effects of nonexposure and placement of anger arousal

The present study examined the conditions under which media violence would “facilitate” aggression in angered individuals. It was noted that previous research has lacked support for facilitation due to improper control groups. It was predicted, based upon evidence that aggressive and neutral films are capable of both arousing a subject and shifting his attention away from previous anger instigation (attentional shift), that only under a condition where an aggressive film is viewed prior to anger arousal will increased aggression occur if compared to a no-film control. It was found that when subjects were angered prior to film exposure, netural films reduced aggression, with aggressive films not differing from a no-film control. Under subsequent anger arousal, however, there was a facilitation for aggressive film exposure. The implication of this, and other recent media violence studies, for past and future research in the area of media violence and aggression is discussed.