Adolescent smoking behavior and outcome expectancies

Adolescent smoking behavior is assumed to be associated with smoking outcome expectancies. Results in this paper are based on data from the control group of two data collections among Norwegian secondary school students taken approximately 30 months apart (T1 and T2). The dimensionality of smoking outcome expectancies was the same at both time points, revealing three components ("Addicted", "Not harmful" and "Social"). After correction for attenuation, the Pearson's correlation between T1 and T2 was 0.41 for the total sumscore, indicating low to moderate relative stability. When examining smoking expectancy sumscore means by smoking habits at T1 and T2, never smokers were different from smokers on both occasions. Never smokers scored low on "Social" and "Not harmful", and high on "Addictive". All associations were statistically significant (p < 0.001). The "Social" dimension was the strongest predictor of smoking behavior at T1 and T2. One of the outcome expectancy sumscores ("Addictive") at T1 predicted smoking habits at T2 after controlling for smoking habits at T1 (p < 0.01). This predictor was significant also after entering outcome expectancy sumscores at T2 into the model (p < 0.05). These results indicate that outcome expectations other than the health-related ones should be paid attention to when planning new prevention programs.     

Effects of flash luminance and positional expectancies on visual response latency

It is well established that human observers respond more quickly to visual targets that appear in expected locations than they do to ones in unexpected locations. These variations in simple reaction time have been attributed to a covert alignment of an attentional mechanism to the expected target location. The present experiments investigated the influence of strength of signal and strength of subject’s positional expectancy on the magnitude of this attentional effect. In the first experiment, target luminance was varied over a range of three log units, and it was found that the effects of luminance were essentially additive with the effect of the positional expectancy (i.e., the attention effect). The second experiment found that the magnitude of visual attention interacts with the information value of the precue used to create the spatial expectancy, although, once again, luminance had additive effects. The resuls are interpreted as indicating that, rather than influencing early visual processing, the act of attending to a spatial location operates fairly late in the detection process.     

The effects of reinforcement and social approval on conforming behaviour

The effects of reinforcement, social approval and sex on conformity were studied. Seventy-two male and 72 female college Ss were divided into equal high and low need for social approval groups. Each group was assigned to 1 of 3 experimental conformity conditions: (a) True-agree; (b) neutral; and (c) true-disagree. The groups were tested via a social conformity apparatus. It was found that: (a) Reinforcement for agreeing with a contrived group consensus (true-agree group) elicited more conformity than social pressure without reinforcement (neutral group), which in turn elicted more conformity than reinforcement for disagreeing with the consensus (trueA- disagree group); (b) females conformed more than males; (c) there was a slight tendency for high social approval Ss to conform more than low social approval Ss. Conformity was explained in terms of social learning, and it was suggested that the situational factor of reinforcement was a more important determinant of conformity than the motivational factor of social approval. The modified conformity scoring procedure used focuses on the conformity process.     

The effect of nonverbal teacher approval on student attentive behavior

The effect of contingent nonverbal teacher approval on student attentive behavior was examined in a classroom with 12 retarded children. After baseline data were gathered on contingent verbal and nonverbal teacher approval and student attentive behavior, the teacher was instructed to increase her use of contingent nonverbal approval (smiles and physical contact) and to maintain her baseline level of verbal approval. After a reversal phase, the nonverbal approval phase was reinstated. Nonverbal teacher behaviors increased during the experimental phases, whereas verbal teacher approval (alone or in conjunction with nonverbal behaviors) did not increase. Attentive behavior increased for 11 of 12 students during the phases in which contingent nonverbal teacher approval increased. Correlational data suggested that nonverbal teacher approval accounted for behavior change of the students to a greater extent than did changes in the amount of teacher approval per se or in the teacher's use of verbal approval.     

Children's perceptions of gender differences in social approval for playing electronic games

Gender differences characterize children's commitment to playing electronic games. These gender differences are consistent with common stereotypes that may be triggered by the context and content of electronic games. If conforming to gender stereotypes in electronic game playing maintains social approval, then those children who choose alternate playing patterns risk social sanction. The present study was designed to characterize children's views of gender differences in social approval for electronic game playing. A questionnaire was administered to 364 fourth- and fifth-grade students (203 females) in a midwestern suburban school district. Approximately 12% of the students represented minorities, and the majority were African-American. Children responded to fourteen statements describing the social acceptability by gender of certain playing habits. Chi-square analyses identified important gender and grade differences. Many children endorsed statements indicating that social approval for game playing is consistent with common gender stereotypes. The most striking gender differences in perceived social approval were found in statements referencing fighting games. Children whose game playing deviates from approved patterns may represent a group of high-risk electronic game players.     

Social anxiety in stuttering: measuring negative social expectancies

Much research has suggested that those who stutter are likely to be anxious. However, to date, little research on this topic has addressed the role of expectancies of harm in anxiety, which is a central construct of anxiety in modern clinical psychology. There are good reasons to believe that the anxiety of those who stutter is related to expectancies of social harm. Therefore, in the present study, 34 stuttering and 34 control participants completed the Fear of Negative Evaluation (FNE) Scale and the Endler Multidimensional Anxiety Scales-Trait (EMAS-T). The FNE data showed a significant difference between the stuttering and control participants, with a large effect size. Results suggested that, as a group, a clinical population of people who stutter has anxiety that is restricted to the social domain. For the EMAS-T, significant differences between groups were obtained for the two subtests that refer specifically to people and social interactions in which social evaluation might occur (Social Evaluation and New/Strange Situations) but not for the subtests that contained no specific reference to people and social interactions (Physical Danger and Daily Routines). These results were taken to suggest that those who stutter differ from control subjects in their expectation of negative social evaluation, and that the effect sizes are clinically significant. The findings also suggest that the FNE and the EMAS-T are appropriate psychological tests of anxiety to use with stuttering clients in clinical settings. The clinical and research implications of these findings are discussed, in terms of whether social anxiety mediates stuttering or is a simple by-product of stuttering. Possible laboratory explorations of this issue are suggested, and potential Cognitive Behavior Therapy packages for stuttering clients who might need them are discussed. EDUCATIONAL OBJECTIVES: The reader will be able to: (1) explain why expectancy of social threat or harm may be associated with stuttering; (2) name and describe two psychological tests that are suitable for assessment of the social threat or harm that may be associated with stuttering; and (3) explain how findings for the EMAS-T test in the present results suggest that expectancy of social threat or harm, but not other kinds of negative expectancy, are associated with stuttering.     

On the role of US expectancies in avoidance behavior

In studies on avoidance learning, a warning signal is followed by an aversive outcome (US) unless the participant makes a particular response. Several theories have been developed to try to explain the mechanisms underlying avoidance learning. Surprisingly, stimulus-response (S-R) theories and cognitive theories of avoidance learning have rarely been compared experimentally. These theories differ in the role they assign to the US representation in avoidance learning. We used a method often used to investigate the contribution of the US representation-namely, US revaluation. Participants first learned to avoid two different negative USs. In a revaluation phase, the value of one US became positive, whereas the value of the other US remained the same. The results indicated that after the revaluation phase, participants avoided the positive US less than the negative US. These results cannot be explained by S-R theories of avoidance learning.     

Conditional choice-unique outcomes establish expectancies that mediate choice behavior

Conditional discriminative choice tasks can be arranged such that all correct choices yield the same reinforcer or such that each type of correct choice has its own unique reinforcer. The former is the traditional “Common Outcomes” Procedure; the latter is the “Differential Outcomes” Procedure. Use of this Differential Outcomes Procedure facilitates the rate of learning, increases the asymptotic level of performance, and enhances working-memory based performances in both animals and humans. These facts have stimulated many questions and experiments about learning and memory mechanisms and fostered potential applications. This paper is based upon presentations at the Pavlovian Society Annual Meeting, Annapolis, MD, September 2000.     

Interaction of memories and expectancies as mediators of choice behavior

The interaction of food-based memories and food-event outcome expectancies in pigeons was assessed using a simultaneous, delayed-symbolic-matching-to-sample procedure. The components of the compound sample were presented in sequence, and consisted of a food-based event (food or no-food) followed by a color cue (red or green). Choice of a pattern of horizontal lines was "correct" following presentation of the red cue, while choice of a vertical line pattern was "correct" after green. In all but a control condition, the food-based event with which a trial began, or the food-event outcome with which a trial concluded, or both, were also correlated with the correct pattern. Of particular interest was the relative accuracy of two groups for whom both memories and expectancies were correlated with the correct choice-pattern. For one group, the memories and expectancies corresponding to the pre- and postchoice food-related events were similar, whereas for the other they were dissimilar. Outcome expectancies supported a higher level of performance than food-based memories, and subjects with both outcome expectancies and food-based memories chose more accurately than those with memories or expectancies only. In addition, subjects with dissimilar food-based memories and outcome expectancies chose more accurately than those with similar memories and expectancies. The implications of the above findings for the nature of event representation in pigeons are discussed.     

Enhancing performance expectancies through visual illusions facilitates motor learning in children

In a recent study by Chauvel, Wulf, and Maquestiaux (2015), golf putting performance was found to be affected by the Ebbinghaus illusion. Specifically, adult participants demonstrated more effective learning when they practiced with a hole that was surrounded by small circles, making it look larger, than when the hole was surrounded by large circles, making it look smaller. The present study examined whether this learning advantage would generalize to children who are assumed to be less sensitive to the visual illusion. Two groups of 10-year olds practiced putting golf balls from a distance of 2 m, with perceived larger or smaller holes resulting from the visual illusion. Self-efficacy was increased in the group with the perceived larger hole. The latter group also demonstrated more accurate putting performance during practice. Importantly, learning (i.e., delayed retention performance without the illusion) was enhanced in the group that practiced with the perceived larger hole. The findings replicate previous results with adult learners and are in line with the notion that enhanced performance expectancies are key to optimal motor learning (Wulf & Lewthwaite, 2016).     

Generalized and specific expectancies: Sequential mediators of interpersonal behavior1

Two experiments confirmed sequential mediation of social interaction by investigating the effects of generalized expectancies on specific expectancies and the effects of specific expectancies on performance. Both experiments used a simulated tutoring task in which the subject took the role of tutor while a confederate took the role of student. In Experiment 1 subjects combined generalized expectancies about the effectiveness of certain tutoring responses with specific situational information to produce specific expectancies about the results of the tutoring responses under the experimental circumstances. Experiment 2 replicated this finding and showed that specific expectancies of the relative effectiveness of different responses influenced which response was performed more. Results were discussed in terms of cognitive motivation theory and social learning theory.     

On the comparative efficacy of memories and expectancies as cues for choice behavior in pigeons

The same reliable color cues were equally available to different groups of pigeons trained on a delayed conditional simultaneous visual discrimination task. However, for different groups, prechoice and postchoice food or no-food events were programmed in such a way that, theoretically, memories of these events, expectancies of them, both, or neither could also serve as reliable cues for choice. In the case where both prechoice and postchoice food/no-food events were correlated with correct choices, two ways of correlating the prechoice and postchoice events with one another were examined. For synergism subjects, when the prechoice event was food, the postchoice event was also food, and when the prechoice event was no food, the postchoice event was no food; therefore, on a given trial, the operative memory and expectancy were of the same event. For antagonism subjects, when the prechoice event was food, the postchoice event was no food, and vice versa; thus, for these subjects, the memory and expectancy active on a given trial were of opposite events. Expectancies were found to exert significantly greater control over choice behavior than memories. Moreover, antagonism subjects chose significantly less accurately than synergism subjects or than an expectancy only group. A follow-up experiment confirmed this effect. The relevance of these results to various models of memory and expectancy was addressed.     

Internal standards revisited: Effects of social comparisons and expectancies on judgments of fairness and satisfaction

Two studies examined the effect of two comparison processes on perceptions of fairness and satisfaction. Rewards relative to others (social comparison) and relative to expectancies (expectancy comparison) were orthogonally varied while absolute level of reward was held constant. Both studies showed, contrary to previous theory, that only social comparisons are related to perceived fairness, yet both comparisons are significantly related to satisfaction in an additive manner. Social comparisons explained more variation in satisfaction and dominated responses to more specific measures of affect. Partial support for specific predictions derived from equity theory and expectancy theory are reported. The overall results are interpreted as demonstrating the importance of the salience of frames of reference in reward evaluation.Estabilished practices create expectations, and since men have traditionally received greater rewards than women for the same services, they expect disproportionate rewards and tend to be disappointed if they do not get them. But these expectations have nothing to do with investments, and neither are they rooted in a conception of justice. (Blau, 1964, p. 195)