A commentary on Dr. Kennedy's perception of the impact of Institutional Review Boards on cancer research

The Institutional Review Board is a committee of the institution responsible for carrying out the institution's responsibilities for the protection of human research subjects. Since it is a local committee, most of the complaints about the IRB can be resolved locally provided it is borne in mind that the IRB is the champion not only of the human research subject but also of the investigator. National or regional cooperative research protocols present problems that are not insurmountable.     

Eysenck's theory of incubation: A critical analysis

Eysenck's theory of incubation is summarized. Arguments and evidence concerning its validity and potential value are presented.     

The effects of television on children's stereotyping of women's work roles

Sixty-seven elementary school students, ages 5 through 10 years, from three ethnic groups were systematically exposed, over a 1-month period, to specially produced television commercials. One treatment group viewed prevideotaped cartoons interspersed with commercials of women in “traditional” roles, while a second group viewed the same cartoons but with commercials which portrayed women in traditionally male or “reversed” roles. Children were measured on pre-and post-tests on (1) their occupational knowledge, (2) the extent to which they stereotyped occupations, and (3) their own preferences for traditionally male and female jobs. Results indicate that children do learn about occupations from television content, that they also learn to stereotype or nonstereotype various occupations based on the sex of the TV model, and, finally, that girls will change their preferences for various occupations based on the particular roles they view women portrayed in.     

Children's self-determination of standards in reinforcement contingencies: A re-examination

The effects of contingent reinforcement under conditions of self-determined and externally determined standards were studied in two fifth-grade language art classes (n=64). Since external demands have confounded the effects of self-management previously, a major purpose was to examine the standards which students selected without external restriction and the effects on work rates. Students worked on an individualized curriculum in six heterogeneous groups within each class. Both external and self-determination of standards within reinforcement contingencies was experienced by both classes but in a counterbalanced order. Findings demonstrated an increase in the work rates over baseline from both contingency conditions (p<.05). Contingent reinforcement with externally determined standards produced an increase over reinforcement with self-determined standards (p<.05). Children selected increasingly lenient standards over the six weeks. Experience with external standards did not influence subsequent self-determined standards. The leniency was discussed in terms of peer influences and the relation of effort to rewards under self-management procedures with varying external demands.     

Dr. high on Dr. Pastore on “Dr. high on history”: James's theory of space perception

Criticisms are made of Nicholas Pastore's comments on High, „Shadworth Hodgson and William James's Formulation of Space Perception.”︁ Dr. Pastore's comments appeared in JHBS 17 (1981): 486–489.     

The influence of a model's reinforcement contingency and affective response on children's perceptions of the model

Following their observation of a videotaped model, boys and girls were asked to rate various characteristics of that model. In each of two experiments, the subjects were 90 primary grade children. The model's reinforcement (reward, punishment, or no consequences) and affective response (positive, neutral, or negative) constituted the independent variables. In both experiments, children who observed an affectively neutral model receive punishment, perceived his affective state as more negative than children who observed this model receive reward or no consequences. The converse attribution (i.e., inferring consequences based on depicted model affect) did not obtain. Also, data from both experiments supported the conclusions that (a) the punished model was less attractive than no-consequences and rewarded models, and (b) the model was perceived as less competent when he demonstrated negative affect or received punishment.