Changes in Experimental Hypotheses as Determinants of Experimental Results

Two experiments are reported in which changes in Es' (N = 11) experimental hypotheses led to changes in the data they obtained from their Ss-(N = 87). Monitoring of Es' experimental procedure sometimes led to an increase, sometimes to a decrease in the effects of Es' expectancies. For both experiments male. Es significantly exerted the expected biasing effects upon both their male and female Ss. Female Es similarly influenced their female Ss but obtained data from their male Ss significantly opposite to the direction of their hypotheses.     

Emphasis on Experimental Procedure,Sex of Subjects and the Biasing Effects of Experimental Hypotheses

For a set of 20 male graduate student Es, the experimental hypotheses held were significant partial determinants of the responses Ss produced for Es. This effect of Es' hypotheses was more marked among Es made more conscious of their experimental procedure when collecting data from female Ss. Male Ss were found to be less susceptible than female Ss to the biasing effects of Es' hypotheses. Unexpected was the finding that for a minority of Es (15%) the data they obtained from their Ss were significantly opposite to the data they expected to obtain.     

Adjustment for the Total Number of Responses in Calculating the Rorschach Apperception Type

In order to adjust for total responses (R) on the Rorschach, apperception (location) scores arc expressed as percentages of R. An alternative procedure is recommended in which adjustments are the differences between obtained scores and those predicted from the regression of the scores on R. Standardization Ss were 200 male and female normals, ages 20 to 40. Percentages of these Ss falling within certain ranges of adjusted scores are given. Caution is recommended in making inferences about apperception types obtained by extrapolating beyond the range of R in the standardization group. Preliminary results obtained by applying these adjustments to disturbed adult and children's groups suggest that the distributions of adjusted scores tend to approximate the score distribution of the standardization group.     

Interaction of reinforcement conditions and developmental level in a two-choice discrimination task with children

A total of 540 first, fourth, and eighth graders, equally divided by sex, were run on a two-choice discrimination task under one of three reinforcement conditions: reward (R) for correct responses, punishment (P) for incorrect responses, or reward and punishment (RP) for correct and incorrect responses. Half the Ss were tested by a male E; half, by a female E. Across all developmental levels, learning was superior in the P group. Complex interactions involving sex of S and E underline the importance of organismic variables in discrimination learning and in specifying parameters of reinforcer effectiveness.     

An adjusted measure of achievement motivation for males and females and effects of future orientation on level of performance

An adjusted measure of achievement motivation was devised with the combined use of the Mehrabian Achievement Scale (Educational and Psychological Measurement, 1968, 28, 493–502) and the Mandler and Sarason (Journal of Abnormal and Social Psychology, 1952, 47, 166–173) Test Anxiety Questionnaire. Contingent instructions, in which Ss were told success on a test was necessary to qualify for opportunities to succeed on subsequent tests, were contrasted to performance in equivalent noncontingent situations and relative to adjusted achievement motivation for both male and female subjects. In noncontingent situations Ss were told performance on any one test did not affect their opportunity to take subsequent tests. Support was obtained for the use of the above mentioned scales as a predictor of performance for both sexes but not for the Mehrabian by itself. Both male and female Ss high in achievement motivation consistently scored significantly higher than Ss low in achievement motivation in all conditions. The expected interactions between treatments and motive groups were not found but t tests between extreme motive groups within conditions revealed significant differences in the expected directions. These results do not provide statistically reliable support to the elaborated theory of achievement motivation.     

THE INFLUENCE OF SEX OF SUBJECT AND PHOTO IN THE HEMISPHERIC SPECIALIZATION OF FACIAL RECOGNITION

This study was conducted to assess the effects of sex of subject, sex of photo, and hemispheric specialization on the ability of male (n = 21) and female (n = 21) subjects to recognize previously seen black and white male and female faces. Results indicated better performance with female faces and a significant interaction for sex of photo and laterality. Overall performance was best for female photos and worst for male photos in the LVF. A greater number of false alarms occurred in the LVF with male photos. The differential processing of distinctive cues of male and female faces by the LVF and RVF was discussed.     

Personality and Fears

The contribution to self-reported fears of individual differences in extraversion-introversion (E) and neuroticism (N) was studied in 102 female college students. Four groups of 20 Ss each were constituted - high E high N, high E low N, low E high N, and low E low N. A fear survey schedule and the Eysenck Personality Inventory were employed. By analysis of variance, total fear scores were a significant function of N but not E. Extreme or phobic fears were a significant function of neither personality dimensions, though the N effect approached conventional significance levels. Correlational analyses on the full sample confirmed these findings, except that a statistically significant though slight (6 percent) proportion of extreme fear variance was accountable by N.     

Cognition of Being in the Peak Experiences

Two samples, one gifted, the other “normal,” of 30 children each (11 to 13 years of age) were matched on age, sex, race, and father's occupation. A parent of each child completed the Children's Behavioral Classification Project instrument, and a profile of 30 scaled scores was obtained for each protocol. A discriminant analysis on the basis of the profiles classified 50 of the 60 Ss correctly into their respective sample category, either gifted or normal. Though the results of a multivariate analysis of variance showed no significant differences between the groups when the 30 profile factors were viewed as a whole, univariate analyses on the separate factors yielded significant group differences on several related factors. These were interpreted with caution. Additional factors displayed significant sex differences and one demonstrated a group-by-sex interaction effect.

Coefficients of pattern similarity (the r_p ) were computed among all pairs of the 60 Ss. An unweighted average linkage cluster analysis grouped 34 of the 60 Ss into six clusters which accounted for 26 of 30 possible gifted children.

After an item analysis was performed on the original data, a 42 item subscale of the CBCP questionnaire was constructed which correctly classified 31 of 40 individuals in a cross-validation sample.     

Instinct,Heredity, and Social Tradition

Summary

The influence of physical attractiveness and warmth of a model on imitation and social perception in adults was assessed in this study with the use of 108 male and female college students. The Ss were randomly paired with a model who, depending on experimental conditions, was either a male or female, of high or low facial attractiveness, and who interacted with the S in a warm or cold manner. The Ss were then placed in a task situation which provided an opportunity to imitate the model, after which the Ss were asked to rate their experience and the model's personality. Warmth of the model was a more influential determinant of imitation, personality rating, and experience than physical attractiveness. However, the warmth affect was influenced by sex of the model and sex of the S. Possible explanations for the warmth effect were explored.     

A Study of the Questions of Young Children Concerning Sex: A Phase of an Experimental Approach to Parent Education

Summary

Ninety-six male and female Ss were exposed to a Spanish E speaking Spanish, a Spanish E speaking English, or an Anglo E speaking English, who requested change for a dime. Sex and clothing (well dressed or sloppy) of E were also varied, creating a 3 × 2 × 2 × 2 design. Both helpfulness and language of S served as dependent measures. Spanish Es speaking Spanish were helped the most, and Anglo Es helped the least. Es were helped more when well dressed than when sloppily dressed. A strong modeling effect for language was found—viz., Ss were likely to respond in the language in which they were addressed; however the altruism and language of Ss were not related.     

Reverse Discrimination and Aggressive Behavior

Aggression of each of 32 white male and female university students toward an opponent who had just defeated him in a competition was assessed in a 2 x 2 experimental design in which the winning opponent was either a black or a white and the loss was for one of two reasons: because the opponent 1) was economically deprived or 2) had superior ability. It was assumed that those S s who had lost to a black opponent because this person was economically deprived experienced reverse discrimination based on race. Results indicated that white S s were more aggressive toward a black when the loss was based on economic deprivation (reverse discrimination) than towards a white when the loss was due to economic deprivation (an arbitrary loss but not based on race), whereas white S s were less aggressive towards a black opponent than towards a white opponent when the S s lost because of the other's superior ability. The practical and theoretical implications of these results are discussed.     

A Comparison of Laterality Indices in College and Retarded Subjects

The relation of laterality to intelligence was assessed by administration of Berman's ICD (Index of Cerebral Dominance) to 20 male and female college students and 20 retarded Ss (IQs 32–75) of comparable age and sex. The college Ss were more lateralized in hand, foot, ear, and eye, but it was primarily foot lateralization that distinguished the groups, despite the fact that hand was the most lateralized subsystem in both groups. While these results are not entirely consistent with Berman's, they are generally confirmatory of a positive relation of laterality and intelligence.     

Experimenter Behavior as an Unintended Determinant of Experimental Results

Sound motion pictures were made of 19 Es conducting a person perception experiment with 53 Ss. Ss' task was to rate the degree of success or failure of people pictured in photos. From some of the Ss, Es had been led to expect ratings of success and from some ratings of failure. Actually, Ss were assigned at random to the “success-perceiving” or “failure-perceiving” group, Es showed significant behavioral variation in the way in which they conducted the experiment, Es whose experimental behavior reflected greater interpersonal involvement or warmth obtained ratings of the photos as more successful, Es whose experimental behavior reflected a greater task orientation, greater competence, and a more professional manner obtained ratings significantly more in accordance with their expectancy, regardless of the particular nature of that expectancy.     

The Rôle of Clasping Activity in Adaptive Behavior of the Infant Chimpanzee: I. Delayed Response

Forty male and 40 female volunteer college students were divided into two groups. Half were exposed to actual tape recorded verbal reports of violent events, and half to similar reports of nonviolent happenings. Ss who had been angered by insult prior to being exposed to violent tapes displayed significantly more aggression than Ss in an insult, nonviolent condition and Ss in a no-insult, violent condition on a subsequent “extrasensory learning” task supposedly involving shocks for incorrect responses. An unexpected finding was that Ss who had not been insulted administered significantly higher “shocks” after exposure to nonviolent reports than Ss in the no-insult, violent group. No significant sex differences were found. Results were interpreted as failing to support the catharsis hypothesis, and comparisons with the effects of visually witnessed violence were made.     

Employment Desirability: The Interactive Effects of Gender-Typed Profile,Stimulus Sex,and Gender-Typed Occupation

Using a 2 × 2 × 2 factorial design we investigated the interactive effects of gender-typed profile (masculine, feminine), stimulus sex (male, female), and gender-typed occupation (firefighter, secretary) on employment desirability. Forty-five women and 35 men volunteered to participate (M age = 21.14, SD = 4.05). Most participants were white, however, people of various racial and ethnic backgrounds were represented in the sample. Each participant read one of eight scenarios describing (a) a man or a woman, (b) applying for a job as a firefighter or a secretary, and (c) described by male gender-typed or female gender-typed adjectives. Each scenario was followed by five employment desirability rating items. A significant three-way interaction revealed that participants rated male firefighters described by a masculine-typed profile the highest overall. Gender-typed occupation by stimulus sex was also significant; that is, the male firefighter received higher ratings than the female firefighter and the female secretary received higher ratings than the male secretary. There was a significant main effect for gender-typed profile, in that participants rated the masculine-typed profile more favorably than the feminine-typed profile. Overall, male and female participants did not differ significantly in their ratings of hiring desirability.     

Differential Factors Affecting Male and Female Academic Performance in High School

An attempt was made to explain the combined effect of several factors on academic performance and to explore whether this effect was different for males and females. The independent variables were achievement motive, locus of control, dependency, and sex; the dependent variable was cumulative grade point average. Ss were 365 male and female American high school students from grades 10 through 12. The highly achievement motivated, internal, low dependent, female students had significantly higher grades. There were also two significant sex interaction effects, indicating that some factors that influence achievement operate differently for males and females.     

A Study of Friendship Choices in College in Relation to Church Affiliation,in-Church Preferences,Family Size,and Length of Enrollment in College

Summary

The purpose of the present study was to compare the body-buffer zones of 15 violent and 15 nonviolent male colored prisoners in South Africa, both between and within each group, and to make cross-cultural comparisons between the present and previous data. The mean age of the Ss in the violent group was 33.0 years, and 32.4 years in the nonviolent group. The body-buffer zone was measured by means of a behavioral task, and the results supported previous findings in that the violent Ss had significantly larger mean zones than the violent ones (p < .01). However, the zones for the present Ss were considerably larger than those of Ss used in previous studies, a fact that may be ascribed to cultural differences.     

Constant Temperature Bath for Liquid Electrodes

Using the Semantic Differential technique, this study of 345 male and female undergraduates replicated and extended work by Deaux and Farris on the effects of Ss' and stimulus persons' sex on cognitive complexity scores, response extremity, and overall evaluational affect. The dimension of threat was additionally examined regarding the tendency of disliked persons to be more complexly evaluated than liked persons. While the Deaux-Farris results were generally reaffirmed---males being more complex than females, both sexes being more complex with disliked than liked others, and females giving the more extreme and favorable responses---a seemingly anomalous finding with the present data was the positive correlation between cognitive simplicity and threat scores associated with disliked others, a result speculatively linked with the personality dimension of authoritarianism.     

Development of Body Build Stereotypes,Peer Ratings,and Self-Esteem in Australian Children

The relationships between self-esteem and peer group judgments to stereotypes attached to fat, average, and thin body builds were investigated in a study of 84 Australian boys and girls in grades 2, 4, and 6. 5 s performed three tasks: (a) rated drawings of fat, average, and thin children of their own age and sex on a 56-item checklist; (b) completed the Coopersmith Self-Esteem Inventory; and (c) named classmates who fitted 12 of the items of task a. Results indicated that all age groups held firm body build stereotypes: negative for fat figures, positive for average figures. The strength of the stereotypes increased with age. However, S s did not apply these stereotypic judgments to their classmates, nor were Ss’ self-esteem scores related to their own body build or popularity. Thus, the use of stereotypes in relation to the social inculcation hypothesis must be seriously questioned, as there was no evidence that Ss related their idealized body build norms to themselves or to peers.