TIME AS A FACTOR IN A SPATIAL TASK*

Subjects drawn from a variety of populations were required to build simple models of geometric figures, pictures of which they were shown. The time taken to build each model was measured and its correctness assessed. It was found that it was probably erroneous to disregard time on the grounds that in certain cultures time has a relatively low social value when assessing subjects' performance. The best index of performance, the results tentatively suggest, is probably the ratio of the total time used by a subject to the number of correct responses. This offers a superior measure of the perceptual difficulties than either of the primary measures taken on its own.     

STRATEGY MODIFICATION IN CONCEPT LEARNING AS A FUNCTION OF INTRADIMENSIONAL VARIABILITY

LINDAHL, M.-B. Strategy modification in concept learning as a function of intradimensional variability. Scand. J. Psychol. , 1971, 12, 90–98.–60 subjects took part in a concept-learning-like task, where the independent variable was the intradimensional variability of the instances and the dependent variable was the type of strategy adopted by the subjects. Two main types of strategy were used by the subjects: one based on subtle cues and in principle requiring only one instance to lead to solution (conceptual-deductive strategy) and one based on salient cues and requiring a number of instances for solution (perceptual-inductive strategy). Adoptions of a conceptual-deductive type of strategy were shown to be significantly more frequent, when the variability was large than when it was small. It was concluded that the intradimensional variability of the instances influenced the subjects' choice of strategy in a seemingly rational way. This type of strategy modification was considered to be in line with theories describing concept learning as a sequence of, in principle, rational decisions.     

TRANSFER OF BEHAVIORAL FUNCTION AS A CONTRIBUTING FACTOR IN TREATMENT RELAPSE

When relapse occurs following successful treatment to reduce problem behavior, it is often attributed to inconsistent implementation of maintenance programs. Although less likely, another potential cause for relapse is a change in the behavior's maintaining contingency over time. To examine this possibility, additional assessment was conducted with 4 individuals who were rereferred to a day-treatment program due to recurrence of their self-injurious behavior (SIB) 2 months to 2 years following successful treatment. In each case, the original treatment had been developed and implemented based on the outcome of functional analysis assessments. For 1 subject, results of a second functional analysis were consistent with those from the original assessment, indicating that the function of her SIB had remained unchanged. For the other 3 subjects, results of the second assessment suggested that their SIB had acquired new or additional functions. These findings indicate that factors other than program inconsistency can lead to relapse, and that clinical revaluation for such cases should include a current functional analysis to determine if new treatment components are needed.     

CHANGES IN TEST CHARACTERISTICS AS A FUNCTION OF LEARNING OF THE OBJECT-TASK

M ikkonen V. Changes in test characteristics as a function of learning of the object-task. Scand. J. Psychol ., 1972, 13 , 306–313.—Two verbal learning experiments, one consisting of six free recall trials, the other of six recognitions, are analysed as performance tests in order to follow the changes in test characteristics with increasing mean performance. In general, the items in the tasks form more consistent tests with greater degree of learning; coefficient alpha as a measure of reliability improves from the level of 0.02–0.50 to that of 0.70–0.85. Internal consistency can further be increased by item selection especially at low levels of performance. Practical implications of the results are discussed and a few recommendations presented.     

ESCAPE AS A FACTOR IN THE AGGRESSIVE BEHAVIOR OF TWO RETARDED CHILDREN

This study sought to identify some of the variables controlling the severely aggressive behavior of two retarded children. In Experiment 1, each child was presented with several demand and nondemand situations. Aggression was frequent in the demand situations and rare in the nondemand situations. When a stimulus correlated with the termination of demands was introduced, aggression fell to a near zero level. In Experiment 2, for one child, a variety of preferred reinforcers was introduced into the demand situation contingent on correct responding. Aggression abruptly decreased to a low level. Experiments 3 and 4 involved the second child. In Experiment 3, this child was permitted, in one condition, to leave the demand situation if he emitted a nonaggressive response. Aggression decreased to a low level. In Experiment 4, he was prevented, in one condition, from leaving the demand situation in spite of high levels of aggression. Aggression fell to a near zero level. In Experiments 3 and 4, he was permitted, in several conditions, to leave the demand situation following aggressive behavior. Aggression increased to a high level. The results suggested that: (1) aggression can sometimes function as an escape response; and (2) escape-motivated aggression can be controlled by: (a) introducing strongly preferred reinforcers to attenuate the aversiveness of the demand situation; (b) strengthening an alternative, nonaggressive escape response; or (c) using an escape-extinction procedure.     

HYPNOSIS AS SUBJECTIVE EXPERIENCE

Å s , A. & O sstvold , S. Hypnosis as subjective experience. Scand. J. Psychol ., 1968, 9, 33–38.—Fifty female students were interviewed about their subjective experiences during experimental hypnosis. A majority of the experiences correlated positively with measured depth of hypnosis. A factor analysis suggested three experiential factors, differently correlated with hypnotic depth.     

OAKESHOTT ON SCIENCE AS A MODE OF EXPERIENCE

I offer a critical exposition and reconstruction of Michael Oakeshott's views on natural science. The principal aim is to enrich Oakeshott's modal schema by throwing light on it in terms of its internal consistency and by bringing to bear on it recent developments in philosophy in general and the philosophy of science in particular. The discussion brings out the special place reserved for philosophy, the crucial tenet of the separateness of these modes seen as Leibnizian monads as well as the special status allowed to science. It considers the possibility of combining one moment of philosophical thinking, namely ethics, with science in the midst of such modal separateness. I first offer a general introduction of how to approach Oakeshott's views on science. The next section stresses philosophy and its relation to science. This is followed by an elaboration of what the modes of experience are meant to be and how science is placed among them. An examination of Oakeshott's more particular views on science concludes the essay.     

OCCUPATIONAL PRESTIGE AS A FACTOR IN THE NET RELATIONSHIP BETWEEN OCCUPATION AND JOB SATISFACTION

In contrast to earlier evidence that the relationship between level of occupation and job satisfaction is positive and monotonic, analysis of a recent national survey shows that craftsmen are more job satisfied than other males in clerical, sales, and professional-technical occupations and that this variation is independent of a number of other variables. Removal of occupational prestige modifies the occupation-job satisfaction relationship in a manner which suggests that job satisfaction may arise more from ascribed prestige than from such job characteristics as work autonomy, authority, and income.     

MY BEST LEARNING EXPERIENCE WAS …

These selections are responses from recent enrollees of one Employability Development Team of the Concentrated Employment Program to the question: “What is your best or most important learning experience, and under what circumstances did it come about?” The words are theirs, the format is the writer's.     

RACE AS A FACTOR IN JOB PLACEMENT: SERENDIPITOUS FINDINGS OF "ETHNIC DRIFT"

In the course of analyzing data from a criterion-related test validation study, an unexpected pattern of initial job placement was noticed. There was a statistically significant tendency in this large commercial bank to assign new employees to supervisors of the same ethnic group; and among those who were subsequently reassigned within 5 months, the level of such identity-based homophily increased significantly further. Four alternative nonracial hypotheses that might have explained the pattern of reassignments were investigated and rejected. At present, no explanations are available of the processes underlying the pattern of intra-organizational "ethnic drift." Implications are noted for the study of cultural diversity and subgroup differences in organizations, and for the investigation of criterion relevance and test bias in validation studies.     

GENDER AS A FACTOR IN THE RESPONSE OF THE LAW-ENFORCEMENT SYSTEM TO VIOLENCE AGAINST PARTNERS

…it is the worst oppression, that is done by colour of justice --Sir Edward Coke A sign that says "men only" looks very different on a bathroom door than on a courthouse door. --U.S. Supreme Court Justice Thurgood Marshall "Is Parkinson's the toughest opponent you've ever faced, Muhammed?" someone asked. "Toughest was my first wife," he said. --Former World Heavyweight Boxing Champion Muhammed Ali A great deal of sociological evidence has been collected in the past three decades on the prevalence of abuse among adult heterosexual partners in domestic relationships of some degree of permanence. Partly as a result of this information, partner abuse has been identified as an important social ill that must be addressed aggressively through public-awareness campaigns, the funding of a broad range of support services, and the re-training of law-enforcement authorities--including police, prosecutors, and judges. However, in at least one important respect, these policy initiatives diverge substantially from what the sociological data, which ostensibly motivates them, would indicate: they have been, to date, overwhelmingly gender specific. That is, partner abuse is routinely portrayed and acted upon as though it were almost exclusively about men abusing and victimizing innocent women and, by extension, their children--despite the overwhelming sociological evidence that a significant amount of abuse is also suffered by male partners. Persistent anecdotal reports from victims and even some participants in the law-enforcement system suggest that this ideological emphasis on the male as perpetrator has had a deleterious effect on the impartial administration of justice, resulting in men being treated much more harshly than women who are accused of partner violence. This study attempts to determine whether the anecdotes are scientifically supportable.     

NOTE ON LEARNING, CONTINGENCY, AND CLINICAL EXPERIENCE

Elementary learning is not sensitive to contingencies between presence—absence variates. Even adult subjects, who under optimal conditions are capable of grasping the concept of contingency, normally do not appear to utilize this concept. The available evidence reduces confidence in the realism of clinical judgments, and is consonant with certain widespread fallacies in clinical research.     

ORGANIZATIONAL SOCIALIZATION AS A LEARNING PROCESS: THE ROLE OF INFORMATION ACQUISITION

This study investigated newcomers'information acquisition about organizational contextual domains from different sources, the relationship between information acquisition and knowledge of domains, relationships between information acquisition from sources, knowledge of domains and socialization outcomes, and shifts in these processes over time. Questionnaires assessing information acquisition strategies, knowledge and socialization outcomes were completed by 151 new organizational members across a variety of organizations, after an average of 17 weeks on the job and again several months later. Results of the study indicated that newcomers differentially relied on sources to gather information, that different sources were of varying importance for gaining knowledge, and that supervisors, coworkers, task and role mastery were related to the assimilation process of new employees. Research and practical implications of these findings are discussed.