Developmental differences in the role of detail in picture recognition memory

Two experiments assess the effect of the amount of physical detail in pictures on picture recognition memory. Children and adults were presented simple and complex line drawings. A “same-different” recognition test followed in which the distractor items were original pictures from the presentation phase with the amount of physical detail altered. For second- and fourth-grade subjects, recognition sensitivity, measured in terms of d′, was similar for pictures in the simple and complex presentation conditions. For adults, however, recognition sensitivity was greater for pictures in the simple than complex presentation condition. This finding with adults was replicated in Experiment 2. Interpretations of this age difference in picture memory processing are discussed, as well as the constraints imposed by various dependent measures used in picture memory studies.     

Interpreting social-sexual behavior in a work setting

The influx of women into the work force, especially into nontraditional jobs, has facilitated interest in the topic of sexual harassment and, more generally, sexuality at work. Survey research data show disagreement about the interpretation of interactions between the sexes at work. This study was designed to learn more about the way people interpret ambiguous, but potentially sexual, interactions between the sexes in a work setting. Respondents were asked to evaluate a vignette depicting such an interaction. The vignettes were composed so that three dimensions were manipulated: the sex of the initiator of the behavior, the status of the initiator relative to the target, and the type of behavior. These manipulated dimensions, along with the sex of the respondent, were used as variables to examine the respondent's interpretation of the vignettes. Four-way ANOVAs showed that the independent variables were related to the evaluation of the relationship between the initiator and the target, the evaluation of the behavior, the appropriateness of the behavior, and the likelihood of the behavior. Men interpreted the vignettes more positively than did women. Incidents initiated by women were viewed more positively. Those initiated by persons with higher status than the target were seen less positively. Respondents, especially women, considered incidents that included touching to be negative. This was especially so when the touching was combined with a comment on work, and this effect was exacerbated when the behavior was initiated by a male and/or higher status person.     

Developmental changes in conditional reasoning: Linguistic or logical?

This study investigated reasoning with abstract conditional sentences as a function of age. Subjects from third-grade to eleventh-grade were required to evaluate the conclusion of several conditional arguments. The results confirmed the previously established finding that performance improves with age, particularly between 11 and 15 years. This finding could be interpreted to indicate that individuals become more logical as they get older. However, another possible interpretation is that the meaning of a conditional sentence like pthenq for naive Ss may not always be given by the truth function pq true, $\text{p}\text{q}$ false, $\text{p}\text{q}$ true, and $\text{p}\text{q}$ true. Further analysis suggested that at 9 years individuals treat the connective in the sentence, ifpthenq, as if it were either a conjunctive or a biconditional, that the conjunctive meaning disappears with increasing age and after 13 years is gradually superceded by the conditional.     

Morning and evening people: Examination of an identifying scale and of social- and self-perceptions of personality differences

An experiment was conducted aimed first at establishing the reliability and validity of a measure of individual differences in sleeping schedules. Two samples of subjects completed a questionnaire concerning their sleeping behavior which was scored according to the diurnal or nocturnal pattern of their responses. The scores were then used to classify subjects as morning people or evening people. Both the internal reliability and cross-time reliability of the scale were assessed and found to be high. In addition, three indices of construct validity, obtained 4 months after the administration of the scale, supported its validity. In a second part of the experiment, subjects classified as either morning or evening people rated themselves on a set of behavioral and personality dimensions. Another sample of subjects indicated their perceptions of morning people and evening people in general, along the same dimensions. It was found that subjects did have strong beliefs about personality and behavioral differences between morning people and evening people. However, the self-perceptions of the actual morning and evening people did not differ, thereby casting doubt on the validity of popular stereotypic perceptions about the two groups.     

The group attribution error

There is a parallel between our tendency to infer the attitudes of an individual on the basis of his or her behavior, regardless of the external constraints (Jones & Harris, 1967; Ross, 1977), and our tendency to infer the attitudes of a group on the basis of the group's decision, regardless of the group decision rule. The present research focuses on this latter process. What we term the group attribution error consists of the tendency to assume that group decisions reflect members' attitudes. This assumption can be erroneous because group decision rules, in addition to members' attitudes, can influence group decisions. In Experiment 1, members of a community in which a water conservation law was or was not instituted were assumed to have correspondent attitudes, regardless of how the community decision was made. In Experiments 2 and 3, subjects inferred a greater correspondence between out-group decisions and out-group attitudes than between an in-group decision and in-group attitudes. The fourth experiment found that subjects committed the group attribution error because they attended as much to the outcome of a recall election as to the actual proportion of voters for and against the recall. Finally, Experiment 5 showed that subjects' inferences of jury members' attitudes were influenced not only by the final jury vote but also by the actual decision, which was determined by the vote plus the decision rule by which the jury was bound. The results are related to previous research on the fundamental attribution error, stereotyping, and polarized appraisals of out-groups.     

An empirical application of confirmatory factor analysis to the multitrait-multimethod matrix

Though most social psychologists are aware of the use of factor analysis as an exploratory method to uncover latent dimensions, factor analysis can also be used in a confirmatory mode to test specific hypotheses. A confirmatory solution is unique and cannot be rotated. One possible use of confirmatory factor analysis is with the multitrait-multimethod matrix. Jaccard, Weber, and Lundmark's (1975) multitrait-multimethod matrix of two traits and four methods is analyzed using confirmatory factor analysis. Given the very small sample size the analysis is primarily illustrative. A simple two factor model with errors of measurement correlated across measures using the same method satisfactorily fits the data. Both discriminant and convergent validity are high and none of the methods has higher reliability or less correlated measurement error. The reliability of measures estimated by maximum likelihood factor analysis is lower than the test-retest reliability since method variance is subtracted out. Confirmatory factor analysis is recommended over the Campbell-Fiske criteria.     

The dispositional shift in attribution over time

Two experiments examined the effect of time on causal attributions. In Experiment I, subjects who described themselves into a tape recorder assumed more personal responsibility for their behavior after 3 weeks' time than others who explained their behavior immediately after its occurrence. In Experiment II, actor-subjects took part in a getting acquainted conversation and explained their behavior more dispositionally and less situationally after 3 weeks' time than they had initially, while observer-subjects experienced no change over time. Results were interpreted in terms of an altered self-perspective in memory and the diminished salience of situational details over time.     

Learning techniques for alcohol abuse

Eighteen month follow-up data are presented for two projects evaluating the effectiveness of learning techniques for treating alcohol abuse and achieving moderation using three groups of subjects-inpatient alcoholics, outpatient alcoholics and problem drinkers. Subjects received various combinations of the following procedures: videotape self-confrontation of drunken comportment, blood alcohol concentration discriminating training, aversion training for overconsumption, avoidance practice, behavior counseling and alternatives training, and alcohol education. While the loss of subjects was considerable between 12 and 18 months follow-up, the data were very similar. Subjects in all groups improved in terms of reductions in alcohol intake and on drinking-related variables. Significant between-groups differences in favor of subjects whose training included actual experience in drinking moderately were found only for the inpatient alcoholics. In this research, the best candidate for moderation was the less chronic. younger drinker with a relatively lower alcohol intake, a more stable vocational record and no history of hospitalization for alcohol abuse or physical deterioration from drinking. We believe that the techniques with the greatest potential for the prevention and treatment of alcohol abuse are videotape self-confrontation, blood alcohol discrimination training, and alcohol education/alternatives training.     

The influence of component participation and role models on goal acceptance, goal satisfaction, and performance

The present investigation examined the effects of different types of participation (choice) and role models in goal setting on goal acceptance, goal satisfaction, and performance. It was hypothesized that choice in setting a goal and a strategy to achieve the goal would positively benefit goal acceptance, performance, and goal satisfaction. In addition, it was predicted that a role model would differentially influence an individual's goal acceptance, goal satisfaction, and performance. One hundred twenty male college students working on a class scheduling task were exposed to either a high- or low-performing role model and given various amounts of choice in the goal-setting process. The results of two-way analyses of variance demonstrated that goal acceptance, goal satisfaction, and performance were highest for individuals given choice over their goal and their strategy to achieve the goal. In addition, the results demonstrated that an individual exposed to a high-performing role model outperformed and had higher goal acceptance and satisfaction than an individual exposed to a low-performing model. The results are discussed as a means for clarifying the effects of different types of choice in the goal-setting process and the importance of role-provided information in influencing an individual's performance.     

Causal attribution and dispositional inference: Evidence of inconsistent judgments

Two experiments examined whether individuals who ascribe the disparity in the performances of two actors to situational constraints adequately adjust their dispositional inferences to reflect their own perceptions of causality. Using the quiz-game format of L. D. Ross, T. M. Amabile, and J. L. Steinmetz (1977, Journal of Personality and Social Psychology, 35, 485–494), the effects of the subjects' awareness of the role-determined, self-presentation advantage of the questioner on their dispositional inferences concerning the quiz-game participants are noted. It is hypothesized that subjects who indicated full awareness of the determining force of the situation would nevertheless draw more favorable dispositional inferences about the questioner than about the contestant. The prediction is confirmed. Although the situationally aware subjects rate the questioner and contestant more similarly than do the other subjects, they still rate the questioner higher in knowledge, memory, and education. The results of Experiment 2 indicate that increasing the salience of the subjects' assessment of the situational advantage of the questioner does not eliminate the disparity. It is proposed that the fudamental attribution error represents more a failure to adjust trait inferences for causal attributions than a misperception of causality. Implications concerning the relationship between knowledge of causality and social judgment and the utility of the distinction between “perceived causality” and “higher order causal inferences” are discussed.     

Toward an understanding of the fundamental attribution error: Essay diagnosticity in the attitude attribution paradigm

The observer error in attitude attribution was examined, focusing upon the perceiver's conception of the relationship between a writer's attitude and the quality of performance on an essay task. Subjects appear to have invested essays, written under assignment, with diagnostic value on the presumption of a correlation between the quality or strength of the essay and the writer's attitude. When subjects were given essays varying in direction, strength, and constraint, their attributions indicated a reversal of correspondent inference for weak essays produced under high constraint, replicating an earlier, conceptually important result (E. E. Jones, S. Worchel, G. R. Goethals, & J. Grumet, Journal of Experimental Social Psychology, 1971, 7, 59–80). It was suggested that the attribution error need not reflect general misunderstandings about, or the low salience of, situational factors, but rather is based on the perceiver's inclination to adopt a diagnostic judgmental set in the attitude attribution paradigm.     

When increasing liking for a communicator decreases opinion change: An attribution analysis of attractiveness

Fifty-six female subjects were asked to discuss, through passing notes, a personal injury case with a partner. Liking for the partner was manipulated by informing subjects either that their partner was very cold and penurious (low attractiveness), or was very warm and generous (high attractiveness). During the discussions, the partners' notes were replaced by notes that argued for either a very low or a very high amount of compensation. Though the general rule is that influence should mirror liking, attribution theory (Kelley, 1967) leads to the expectation that in this setting the persuasiveness of the liked versus the disliked partner should depend on the amount of compensation advocated, with low compensation arguments being more persuasive when believed to be given by the liked partner, but high compensation arguments more influential when believed to be given by the disliked partner. The results supported attribution theory. Implications for the way attractiveness has been conceptualized in the social psychology literature are discussed.     

A robust attribution error in the personality domain

The error of inferring dispositional causes for constrained behavior was investigated in the domain of personality. Subjects were randomly assigned to write essays presenting themselves as strongly introverted or extraverted. Within groups, subjects exchanged essays and estimated the actual (self-rated) introversion/extraversion of the writer. The procedure minimized the likelihood of certain factors conducive to correspondent inference, e.g., the low salience of constraint or nonrepresentative sample of dispositions among essay writers. The experiment included an instructional set variable which involved accentuating the situational constraint or reinforcing the subjects' inclination to individuate the writer. In all conditions, a significant pattern of correspondent inference occurred, with attributions aligned to the directionality of the essays. The results, consistent with findings from attitude attribution research, suggest that the direction of the essay provides an initial hypothesis of correspondent inference. Subjects may then use their impression of the essay's extremity as a basis upon which to adjust their attribution in accord with the constraint of the position assignment.     

Defining the locus of developmental differences in children's causal reasoning

Five experiments were performed in the area of children's causal reasoning to validate a previously reported developmental difference, to examine the role of a possible mediating mechanism, and to test a number of competing theoretical interpretations. As previously, the regularity of a cause-effect pairing influenced the causal attributions of 8- and 9-year-olds but not of 5- and 6-year olds; the results were found not to be artifacts of either a response induced commitment to choosing a particular object or the brevity of the exposure period. The developmental difference also was not explained by discrepant encoding of the term “cause,” by memorial deficiencies, or by differences in criteria for drawing causal inferences. Instead, it appeared that greater perceptual distractibility prevented the younger children from searching for and finding the temporally invariant relationship hypothesized to be crucial to inferring causality in the experimental situation.     

Imaging,empathy, and causal attribution

Three studies were conducted to test whether imagery accounts for the effects of empathy on attributions, that is, whether attributers construct and scan a mental image of social scenarios the same way that actual participants scan a real environment. According to this interpretation, attributers “see” the world as the participant does and make vicarious attributions. An alternative interpretation holds that subjects base vicarious attributions on recreating the motivations and affect of the actor, so that imaging is irrelevant to empathy and attributions. In the first study, subjects who imagined a story from the perspective of a particular character later showed differential recall of story details as a function of role, but not differential attributions. In Experiment 2, role-taking subjects showed clear effects of imaged perspective on recall for story details, but no effects on attributions of causality for an accident. Further, recall and attribution were uncorrelated. In the last study, empathy and imagery role-taking instructions produced independent effects: imagers showed pronounced perspective-relevant recall and empathizers did not. Neither showed unambiguous vicarious attributions. Recall and attribution were again uncorrelated. These studies suggest that the imagery explanation of empathy effects is untenable, and imply that the recall of perspective-relevant details is unlikely to mediate attributions of causality in imaginary scenarios.     

Modeling: An analysis in terms of category accessibility

It is proposed that many of the releasing or disinhibiting effects caused by models can be accounted for by information-processing mechanisms, without recourse to the concept of reinforcement. More specifically, it is suggested that the process of viewing a model's behavior involves the activation of an interpretive schema. This renders the information the schema incorporates more accessible for subsequent use. If the schema incorporates (or is closely related to) behavior-specifying information, that information becomes more accessible as well, thus making it more likely to influence overt behavior. Two studies are reported that assessed the plausibility of this reasoning. In Experiment 1 subjects who had viewed an aggressive model perceived greater hostility in the behavior of an ambiguous stimulus person that they subsequently encountered than did control subjects. This finding is consistent with the assumption that the model's behavior activated a conceptual schema for use in interpretation. In Experiment 2 subjects in whom an aggressive schema had been activated under a guise displayed greater aggression in their subsequent behavior in a different context than did control subjects. This finding is consistent with the assumption that activating the conceptual schema also activated behavioral information. The discussion centers on the implications of the findings.     

The attribution of friendliness

A study was conducted to explore attributions of friendliness resulting from live interaction. Subjects had either one or two encounters with a confederate whose behavior in each encounter was either friendly or unfriendly and was either spontaneous or forced by role requirements. Single encounter subjects formed impressions of the confederate that reflected the friendliness or unfriendliness of the confederate's behavior but these impressions were not modified by their knowledge that the confederate's behavior was freely chosen or forced. The same was true for subjects who had two friendly or two unfriendly interactions with the confederate. Subjects who found the confederate to be friendly in one encounter and unfriendly in the other formed impressions that took into account the causes of the confederate's behaviors. In general, these subjects modified their impressions according to the cause of the confederate's behavior in the second encounter.