Message Planning,Communication Failure,and Cognitive Load Further Explorations of the Hierarchy Principle

The hierarchy principle predicts and research has demonstrated that in response to communication failure, individuals make less cognitively demanding, low-level changes to message plans, such as the vocal intensity at which they are delivered, rather than more demanding alterations to message content and structure. Three experiments examined the effects of different message preparations on cognitive loads associated with high-level message plan alterations. In Experiment 1, individuals who prepared only one highly iconic message before experiencing communication failure demonstrated greater cognitive load when requested to deliver an alternative message than did individuals who prepared three highly iconic alternative messages. No cognitive load differences were found between those who prepared one or three low-iconicity messages. In Experiment 2, individuals who prepared one or six highly iconic message plans demonstrated greater cognitive load after communication failure than those who prepared three alternatives. This U-curve relationship was replicated in Experiment 3.     

Police and prosecution systems: An evaluation of a police criminal case preparation program

Program evaluation can provide objective information relevant to decisions on program maintenance. A program to address problems in the preparation of criminal investigation reports in a metropolitan police department was evaluated. The program permanently altered environmental conditions under which reports were prepared to facilitate performance. Police officers, who had previously prepared reports without assistance, visited the Case Preparation Room to prepare reports with assistance from office personnel. Compared to reports prepared without assistance, reports prepared in the Case Preparation Room documented more case elements required by the state legal code for criminal prosecution, were completed in fewer days following arrests, and received higher ratings from Assistant District Attorneys. Operation of a permanent program available to approximately 945 officers proved a practical solution to improving the preparation of criminal investigation reports.     

Classical conditioning and information processing: Different mechanism for prepared and unprepared stimuli?

Although learning without awareness conflicts with recent theories of classical human Pavlovian conditioning, there is at least one type of conditioning in which CS-US contingency is processed without awareness—the so-called prepared conditioning. Therefore, presenting a secondary reaction time probe to measure the amount of information processing capacity required should produce interference with the secondary task in unprepared, but not in prepared conditioning, since in the latter information should be processed in parallel. In a previous study, the authors could not find differences between both types of conditioning, neither in reaction time nor in electrodermal indicators of information processing. The present study was conducted to replicate and extend these findings, using a differential autonomic conditioning paradigm. One half of 42 subjects received spider and snake slides as prepared stimuli, while the other half received flower slides as unprepared stimuli. Both kinds of stimuli were used as CS+ and as CS-. An electric shock served as unconditioned stimulus. During 24 acquisition and 24 extinction trials, electrodermal and heart rate responses, as well as reaction times to a probe stimulus, were recorded. The results revealed significant conditioning effects in terms of CS-/CS+ differences. However, no differences were found between prepared and unprepared stimuli, neither in autonomic measures nor in reaction time. Again, our results are in favor of serial information processing in both prepared and unprepared stimuli, suggesting that the so-called prepared conditioning may be treated as a subclass of classical autonomic conditioning instead of forming a specific class of learning.     

Choice between finger movements of different and identical form: The effect of relative signal frequency

Summary Binary choice reaction time depends on the relationship between the alternative responses. In particular, it is longer when choice is between finger movements of either hand, which have different forms, than when choice is between movements of identical form. This effect can be interpreted in terms of conjunctive preparation. If everything common to both responses is prepared in advance of the response signal, the form of the movement can only be prepared if it is the same for both responses. An alternative interpretation is in terms of single preparation. Under this hypothesis either one or the other response is prepared completely, but in case the not prepared response is demanded by the signal the time needed to shift should be longer if the movements are of different form. Thus, an effect of the form-relation will be seen only in unprepared responses, while under the hypothesis of conjunctive preparation it should be present in prepared responses as well. To decide between both hypotheses relative signal frequency and thus the proportion of expected (and prepared) responses was varied in three experiments. It turned out that the effect of the form-relation is larger with low relative signal frequency than with high frequency. This indicates the existence of single preparation. However, single preparation appears to be incomplete. When the obtained data are extrapolated to a relative signal frequency of 1.0 an effect of the form-relation still remains.This research was supported by Deutsche Forschungsgemeinschaft (grants No. He 1187/1 and 1187/2-1)     

Verbal instruction abolishes fear conditioned to racial out-group faces

Previous research has shown resistance to extinction of fear conditioned to racial out-group faces, suggesting that these stimuli may be subject to prepared fear learning. The current study replicated and extended previous research by using a different racial out-group, and testing the prediction that prepared fear learning is unaffected by verbal instructions. Four groups of Caucasian participants were trained with male in-group (Caucasian) or out-group (Chinese) faces as conditional stimuli; one paired with an electro-tactile shock (CS+) and one presented alone (CS−). Before extinction, half the participants were instructed that no more shocks would be presented. Fear conditioning, indexed by larger electrodermal responses to, and blink startle modulation during the CS+, occurred during acquisition in all groups. Resistance to extinction of fear learning was found only in the racial out-group, no instruction condition. Fear conditioned to a racial out-group face was reduced following verbal instructions, contrary to predictions for the nature of prepared fear learning.     

Anglicans and Islam in East Africa: The Diocese of Zanzibar and the Universities’ Mission to Central Africa (1923–63)

This article examines the legacy of Godfrey Dale, who in 1923 published a Qur'an in Swahili, with the intention of letting people “know what the Qur?ān does say.” The work of his successors is explored. It discusses the proposals for work amongst Muslims submitted by lay and ordained members of the Diocese of Zanzibar for consideration at the 1944 Diocesan Conference, as the Diocese prepared for the situation after World War II. Finally, it examines the role of the Diocese with particular reference to Christian–Muslim relations as Tanganyika and Zanzibar prepared for Independence.     

ThePrepared and Spontaneous Remarks of Presidents Reagan and Bush: A Validity Comparison for At-a-Distance Measurements

This paper examines the spontaneous and prepared remarks of Presidents Reagan and Bush in the domain of U.S.-Soviet relations at the end of the Cold War. The findings suggest thatm researchers should be cautious when drawing their sample frames, because scores gleaned from prepared remarks may contain systematic differences large enough to affect the workings of models using at-a-distance measurements. However, if the leader is involved in the preparation of speeches he or she delivers, then these prepared speeches typically are as valid an indicator of the leader's psychological variables as are spontaneous remarks from interviews. Context effects may be present for both cognitive and personal variables in remarks from spontaneous and prepared statements. Impression management, therefore, may be a bigger problem than authorship in assessing leaders at a distance.     

A teaching method for multicultural assessment: psychological report contents and cultural competence

An earlier training model emphasized systematic feedback on accuracy of concepts contained in student assessment reports prepared with common data sets from standard tests. This feedback resulted in consistent increments in concept agreements between reports prepared by students and more experienced assessors. This model was applied in courses with multicultural students by contrasting standard and multicultural assessment and using data sets from multicultural assessees. These students experienced greater difficulty in demonstrating consistent increments of agreement in report concepts due to uneven knowledge of specific cultures, inapplicability of available norms, and interpretation issues. The effectiveness of combining standard and multicultural training should be compared with conventional standard training followed by culturally focused specialized assessment courses.     

A special review ofThe American Soldier,Vol. IV

Volume IV ofThe American Solider presents the first complete account of the scale analysis approach of Guttman and the latent structure approach of Lazarsfeld to the problem of attitude measurement. This review has been prepared for the purpose of providing an expository account of the models proposed by Guttman and Lazarsfeld, together with an indication of the places which call for additional clarification and research. This review was originally prepared at the request of the Sociological Research Association, and was presented at the Association's Annual Meeting in New York City, December, 1949.     

Teaching Psychological Assessment: Training issues and Teaching Approaches

Clinical psychology graduate programs need to pay attention to important issues involved in teaching psychological assessment, if graduate students are to be adequately prepared. Recent studies have suggested a gap between academic training in psychological assessment and internship expectations. Graduate students are not as well prepared as many internship settings would like. In addition to learning the fundamentals, students need help in dealing with issues of categorizing individuals, using tests in helpful ways, taking responsibility for decision-making, and developing a balance between critical evaluation of tests and appreciation of their usefulness. Teaching approaches for dealing with these issues are discussed. The importance of academic and clinical agencies working together is stressed. Goals for graduate training in assessment are suggested.     

Teaching psychological assessment: training issues and teaching approaches

Clinical psychology graduate programs need to pay attention to important issues involved in teaching psychological assessment, if graduate students are to be adequately prepared. Recent studies have suggested a gap between academic training in psychological assessment and internship expectations. Graduate students are not as well prepared as many internship settings would like. In addition to learning the fundamentals, students need help in dealing with issues of categorizing individuals, using tests in helpful ways, taking responsibility for decision-making, and developing a balance between critical evaluation of tests and appreciation of their usefulness. Teaching approaches for dealing with these issues are discussed. The importance of academic and clinical agencies working together is stressed. Goals for graduate training in assessment are suggested.     

COGNITIVE TUNING AND DIFFERENTIATION OF ARGUMENTS IN COMMUNICATION

In an experiment examining the effects of cognitive tuning and attitudinal position upon individuals’ cognitive differentiation in generating arguments supporting and opposing an attitude issue, 162 undergraduate students were “tuned” either as potential sources (transmission tuning) or potential receivers (reception tuning) of a persuasive communication on one of two issues. They then prepared two lists of arguments, one positive and one negative for one of the attitude issues, after which they completed an attitude measure in both issues. As predicted, the subjects made salient and reported significantly more arguments consistent with than inconsistent with their attitudes toward the issues. More importantly, those persons prepared to function as communication sources generated significantly more arguments consistent with and fewer arguments inconsistent with their attitudes than did subjects expecting to receive persuasive communications on the issues.     

When Expertise and Ethics Diverge: Lay and Professional Evaluation of Psychotherapists in Israel

This study investigated school psychology doctoral students' beliefs concerning their preparation for, and concern about, dealing with 12 ethical issues based on year in graduate school and whether they had taken an ethics course. Two hundred thirty-three doctoral students from 18 of the 44 American Psychological Association accredited programs in school psychology listed in the December 1996 issue of the American Psychologist completed ethical issues surveys. Results showed that students who had taken an ethics course and those with more years of graduate education said they felt more prepared to deal with ethical issues than students who had not taken an ethics course and who had fewer years of graduate education. Participants believed they were least prepared to deal with ethical issues involving child custody cases, possible ethical violations by colleagues, and potentially violent clients. Participants' concern about dealing with ethical issues was negatively related to their number of internship hours.     

BEHAVIORAL NUTRITION: CONSUMPTION OF FOODS OF THE FUTURE BY TODDLERS1

Behavioral measures of food consumption and tasting were combined with nutrient analysis of foods served at a toddler day-care center to determine whether children at the stage of initial exposure to adult diets would accept textured vegetable protein (TVP) and nonfat dry milk as well as they ate other sources of protein and calcium. Main dishes were prepared alternately with TVP, meat, or neither; others were prepared with or without nonfat dry milk. The variation in ingredients appeared not to affect the amount children ate, the percentage sampling the foods, or the percentage eating half a portion or more. Dishes made with TVP increased protein intake comparable to the amount obtained with meat supplements, and calcium intake increased with nonfat dry-milk supplements. In light of these findings, it appears that TVP and nonfat dry milk are practical alternative sources of protein and calcium in menus for young children.     

Are prepared fears less severe, but more resistant to treatment?

In order to investigate the relationship between the extent to which clinical fears are prepared and clinically relevant characteristics of these fears (i.e. severity, age of onset and treatment outcome). the records of 63 obsessional and phobic patients were examined. Four independent raters scored the usable records (N = 55) on preparedness. The preparedness scores were combined and related to objective indices of severity (patients' scores on the Fear Survey Schedule, the Zung Depression Scale and the Maudsley Obsessional-Compulsive Inventory, as well as the treatment duration), onset ages and treatment outcomes (pre-treatment minus post-treatment MOCI scores, for a subsample of obsessional patients only). In contrast to earlier studies, it was found that product-moment correlations among preparedness ratings were relatively low and that prepared fears did not make up a majority in the sample. Indices of severity either did not correlate at all or correlated negatively with preparedness ratings. The positive correlation between preparedness and onset ages reached borderline significance. Evidence suggestive of a resistance to treatment of prepared fears was obtained.     

Spirituality in the Counselor Education Curriculum: A National Survey of Student Perceptions

Interns (N= 335) from 36 programs accredited by the Council for Accreditation of Counseling and Related Educational Programs completed a survey about their preparation to integrate the 9 Association for Spiritual, Ethical, and Religious Issues in Counseling (ASERVIC) Spiritual Competencies into their counseling practice. Most respondents felt prepared to integrate all but 1 of ASERVIC's competencies. Spiritual topics of wellness, meaning, hope, and faith were addressed most frequently in course work and were associated with feeling prepared to integrate 8 of the competencies. Classroom discussion, experiential activities, and reading were the modalities most useful for learning about spirituality.     

The Solicitation of the Trap: On Transcendence and Transcendental Materialism in Advanced Consumer-Capitalism

This article argues that a transcendental materialist conception of subjectivity can move us beyond the orthodox idealist theories that dominate progressive thought in advanced consumer-capitalism. This position can shed new light on current forms of subjectivity that seem to prefer life in consumer culture’s surrogate social world rather than active participation in cultural and political resistance and transformation, which requires far more than simply ‘transcending the norm’. The rebirth of creative political subjectivity is impossible unless the subject is prepared to risk a traumatic encounter with the Real, the fundamental indeterminacy that exists not in the ideal-symbolic but the material realm, and prepared to reject liberal-postmodernist identity politics to participate in the construction of a coherent alternative ideology.     

The Effect of Relationships on Decision-Making Processes of Women in Harare,Zimbabwe

A preliminary study aimed at investigating the potential impact of relationships on decision-making process and autonomy of women was conducted in Harare, Zimbabwe. The majority of women surveyed (87.6%) were prepared to consult their husbands, whereas only 46.6% said they would consult their relatives prior to participation in health research. Only 6.2% and 11.3% were prepared to keep their participation secret from their husbands their relatives, respectively. Overall, 58.6% were rated as autonomous, 22.5% partially autonomous, and 18.9% were rated as not autonomous. Age, educational level, employment status, and marital status of respondents were significantly associated with autonomous decision-making process.     

The Conceptual Complexity of Presidents Carter and Clinton: An Automated Content Analysis of Temporal Stability and Source Bias

Previous work on the measurement of leaders' foreign policy orientations by Margaret G. Hermann argues that spontaneous utterances should provide more useful indications of stable personality characteristics than prepared statements. This paper reconsiders this question for Presidents Jimmy Carter and Bill Clinton through an automated coding system. A large number of spontaneous utterances and prepared statements by these presidents were compared in an effort to determine the stability of their conceptual complexity across source types and over time. The findings support the ability of Hermann's conceptual complexity measurement to capture robust differences between individuals; however, scores derived from spontaneous comments varied significantly from those derived from prepared remarks. In addition, the trait appears to be stable for some subjects (Carter) but not for others (Clinton).     

Preparation for horizontal or vertical dimensions affects the right-left prevalence effect

When stimulus and response simultaneously vary in both horizontal and vertical dimensions, the stimulus-response compatibility effect is often larger for the horizontal dimension. We investigated the role of preparation for each dimension in this right-left prevalence. In Experiment 1, tasks based on horizontal and vertical dimensions were mixed in random order, and the relevant dimension in each trial was cued with a variable cue-target stimulus onset asynchrony (SOA). A right-left prevalence effect was observed only when participants prepared for the upcoming task. Experiment 2 replicated the absence of the prevalence effect for the simultaneous presentation of cue and target using a fixed SOA of 0 msec. In Experiment 3, the right-left prevalence emerged with a 0-msec SOA when participants prepared for e achdimension basedon its frequency. These resultssuggest that participants' internal set can be greater for the horizontal dimension, leading to the right-left prevalence effect.