Self-versus drug-produced relaxation and the effects of instructional set in standardized systematic desensitization

Snake fearful college students underwent Standardized Systematic Desensitization (SSD) treatment in which they received instructions designed to induce cognitions of either self- or drug-produced relaxation. Half of the subjects in each of these conditions were also given high expectancy therapy instructions and low expectancy therapy instructions respectively. All four SSD groups showed significantly greater improvement than a no-treatment control group on both the behavior avoidance test (BAT) and the self-report measure of fear. No differences between self- and drug-attributions of relaxation were found on any measure. Subjects' high expectancy ratings were significantly correlated with improvement on self-report measures but not related to BAT performance.     

Stimulus generalization of auto-shaped key-pecking following interdimensional and extradimensional training

In three experiments, groups of pigeons were tested for wavelength generalization of auto-shaped key-pecking following different types of training. In Experiment I, one group received auto-shape trials with a 555-nm CS. Another group received auto-shape trials with a 555-nm CS and a white CS. A third group received auto-shape trials with a 555-nm CS and a white CS, except the white CS was nonreinforced. The third group yielded the sharpest gradient, whereas the second group yielded the flattest gradient. In Experiment II, one group received auto-shape trials with a 555-nm CS. A second group received auto-shape trials with a 555-nm CS and a compound CS consisting of a vertical white line on a 555-nm background. A third group received auto-shape trials with a 555-nm CS and a compound CS, except that the compound was nonreinforced. The third group yielded the sharpest wavelength gradient, whereas the second group yielded the flattest. In Experiment III, exposure differences to 555 nm in Experiment II resulting from differential speeds of auto-shape acquisition were controlled by the use of an ITI manipulation. Amount of exposure to 555 nm was shown not to be responsible for the results of Experiment II.     

Interactive effects of deprivation in the albino rat

The interactive effects of feeding and drinking schedules were investigated in three experiments. Twenty-four hour water-deprived rats consumed their entire obligatory water intake prior to feeding, whereas 24-hr food-deprived rats consumed only small quantities of food prior to drinking. This drinking was apparently due to a shift of water stores rather than an actual negative water balance. Experiment 3 investigated the effects of 24, 48, or 72 hr of water, food, or total deprivation. Water-deprived rats did not adequately suppress food intake and became thirstier than totally deprived rats. The effects of total deprivation were essentially identical to those of food deprivation. These experiments indicate the degree to which deprivation schedules impose restrictions on the reinforcement parameters of behavioral experiments.     

Effects of sucrose concentration and goal units on runway behavior in the rat

Experiment 1 investigated the between-S and within-S effects of sucrose concentration (32 and 6%) and number of goal units (equal volumes of sucrose presented in single or multiple goal cups). The goal-unit variable had no effect on behavior under any of several test conditions employed. Within-S effects of sucrose concentration were approximately equal to between-S effects; no contrast effects were found. When 64 and 6% sucrose solutions were used as reinforcers in Experiment 2, a simultaneous, but not a successive, negative contrast effect was found. Results were discussed in terms of possible functional differences between the successive and simultaneous contrast paradigms and between sucrose solutions and solid food as reinforcers.     

An age-graded model for career development education

Career development is defined as including self-awareness, career-awareness, and career decision making components. This paper attempts then to provide a framework by which educators interested in stimulating career development can choose the learning experiences most likely to have payoffs for different age youth. Eight stages of child development are described in terms of the major behavioral orientation of the child in each. Career development themes are then suggested for each stage along with sample activities and experiences for each theme. Finally, instructional media are recommended for each stage and related to the themes and activities suggested earlier.     

An experimental analysis of aversive imagery versus electrical aversive conditioning in the treatment of chronic alcoholics

A series of three experiments is described comparing an aversive imagery and an electrical escape conditioning procedure in the treatment of chronic alcoholics. Treatment effects were objectively measured by recording subjects' alcohol consumption in a semi-naturalistic laboratory setting. In contrast to conventional group outcome studies, the use of single-subject methodology provided a fine-grained analysis of individual response patterns. The aversive imagery and escape conditioning methods did not differ from each other, and were relatively ineffective in suppressing alcohol intake. In contrast, a punishment procedure in which shock was contingent on drinking did effectively suppress drinking. The data suggest that alcoholics can control their drinking by self-administered shock. The implications for the analysis and treatment of alcoholics are discussed.     

Effects of personal competence on the significance of interpersonal agreement and disagreement: Physiological activation and social evaluations

Two psychological theories, affect-reinforcement theory and consistency theory, were compared for their usefulness in predicting arousal during a social episode. One-hundred twelve males met in pairs to discuss their attitudes on one topic. Half of the subjects rated themselves as competent to defend the correctness of their attitude; the other half rated themselves as not competent to defend the correctness of their position on the specific topic under discussion. The topic was selected by the experimenter such that half of the pairs were in agreement in their attitude, while the other half of pairs had opposing attitudes for the topic. The three factors (competence of Person A, competence of Person B, and similarity of attitude) were crossed to produce eight conditions. Skin conductance was continuously recorded throughout the social interaction. Following the discussion period, subjects rated each other on the Evaluative-Behavioral Attraction Measure. Skin conductance data supported the affect-reinforcement hypothesis with a significant interaction between self-rated competence and similarity of attitude factors (p < .05). Hearing disagreement from the other person was highly arousing when a subject said he was competent to present his position on the topic. Other significant effects for physiological activation during the social episode, which were not predicted, are consistent with the affect-reinforcement theory. There was no significant effect for the attraction measure.     

Observational goals and schema activation: A theoretical framework for behavior perception

A framework for behavioral observation is described in which the processing of a stream of behavior is influenced by an individual's prior knowledge about behavior, organized into cognitive “schemas.” It is proposed that observational goals determine the selection of goal-relevant schemas which, in turn, influence the observer's processing of an actor's behavior. Subjects watched a series of videotaped sequences featuring a female actor with instructions either to form an impression of her or to remember the details of the tasks she engaged in. They were then asked to answer questions that were either consistent or inconsistent with these instructions. Subjects were also instructed to unitize the actions or events that occurred in the sequence (D. A. Newtson, Journal of Personality and Social Psychology, 1973, 28 28–38). According to the unitizing measure, subjects observing with different goals attended to different behavioral features. Further, impression-forming subjects were apparently more influenced by their implicit theories of personality than were task-learning subjects when asked to give ratings of the actor's personality, and task-learning subjects were relatively more accurate in recalling task-related details. Implications of this framework and these results for research in behavioral unitization and implicit personality theory are discussed.     

The effect of associations and expectations on lexical decision making in normals, alcoholics, and alcoholic Korsakoff patients

This study examined whether patients with Korsakoff's disease suffer from increased PI during encoding. The ability of the name of one category, e.g., BIRD, to prime the processing of members of another category, e.g., BODY PARTS, in a lexical decision task was used to assess the amount of PI during encoding. This task required a subject to inhibit the normal associations to BIRD. Young normals (25 years), older normals (48 years), alcoholics (45 years), and alcoholic Korsakoff patients (59 years) performed two lexical decision tasks. In the first experiment, the appearance of the neutral prime XXX 750 msec before the probe signaled that if the probe was a word, there was a 75% chance that it was from a particular category (e.g., BODY PARTS). The prime facilitated reaction time for words from the expected category for all four groups. The prime slowed reaction time for words that were not from the expected category for the young normals but did not influence reaction time for unexpected words for the three older groups. The second experiment was identical to the first except that a category word was used as the prime. The category word used as the prime was unrelated to the category of the words that were likely to follow it. For example, BIRD might be used to signal the likelihood that the word would be from the category, BODY PARTS. Again, young normals were slower to respond to unexpected probe words, but the three older groups were not. Again, the prime facilitated reaction time for expected words for the young normals, older normals, and alcoholics. However, the word prime did not facilitate reaction time for expected words for the alcoholic Korsakoff patients. That the word prime did not facilitate reaction time for the Korsakoff patients was viewed as evidence that they were unable to inhibit its normal associations and were more sensitive to PI from these associations than the other subjects.     

The effects of response-reinforcer contingency on time allocation in the open field

The present experiment explores the effects of the response (1-sec occupancy of a target area in an open field)—reinforcer (intracranial stimulation) contingency on time allocation in the open field in rats. The probability of reinforcement given a response (X) and the probability of reinforcement given the absence of a response (Y) were varied randomly across sessions within a subject. The following (X, Y) values were utilized: (.05, 0), (.15, 0), (.25, 0), (.15, .05), and (.15, .15). The results of this experiment indicate that rate of acquisition of time allocation preference is uniformly rapid during all contingency treatments wherein Y = 0 and is negatively related to the value of Y when X = .15. The relationship between the asymptote of the time allocation acquisition function and the value of X (when Y = 0) is positively sloped and negatively accelerated, while the relationship between asymptote and the value of Y (when X = .15) is negatively sloped with zero acceleration. Proposed contingency metrics are evaluated.     

Retardation of autoshaping following pretraining with unpredictable food: Effects of changing the context between pretraining and testing

In Experiment 1, pigeons exposed to US ONLY pretraining were observed to be retarded in the acquisition of autoshaping relative to naive controls; however, gross changes in contextual stimuli between pretraining and testing alleviated the retardation effect. In Experiment 2, groups of pigeons exposed to CS ONLY, US ONLY, or random CS-US presentations (TRC) were tested for the acquisition of autoshaping. The US ONLY and TRC groups were retarded relative to naive controls. The context change manipulation eliminated the US ONLY retardation effect and attenuated, but did not eliminate, the TRC retardation effect. Context blocking accounts for the US ONLY effect and contributes to the TRC effect; however, context-independent retardation following TRC pretraining suggests the operation of the learned irrelevance cognition.     

Intergroup contact: The typical member and the exception to the rule

Three studies examined the role of the perceived typicalness of an out-group member on her effectiveness in improving evaluations of her group. Subjects were students at two adjacent colleges. In the first study they interacted with a member of the out-group college. The interaction was either pleasant or unpleasant, and the contact person either confirmed or disconfirmed several stereotypes of the out-group (typicalness manipulation). Subjects evaluated the out-group most favorably when they interacted with the typical-pleasant member of the out-group. The second study demonstrated that contact with a highly typical member is not beneficial if her typicalness is based on stereotypes that reflect negatively on the subject's in-group. Several explanations of the typicalness findings were considered in a third study. Support was found for the hypothesis that the more typical member is perceived to be more predictive of the personality and actions of other out-group members.     

The efficacy of auditory and visual conjugate reinforcers in infant conditioning

The effectiveness of the separate auditory and visual components of a combined auditory-visual conjugate reinforcer was assessed in 273-month-old infants. All conditions of contingent reinforcement were equally effective in promoting acquisition, but only the removal of the singly presented auditory component resulted in significant response diminution. Although noncontingent stimulation in all conditions was ineffective in altering operant footkicks, it did sustain visual attention at a high level equivalent to that produced by contingent stimulation over the major portion of acquisition. The results were discussed in terms of the reinforcing properties of varied stimulation.     

Psychophysical scaling of stimulus similarity in 3-month-old infants and adults

The ability of 3-month-old infants to discriminate novel components of a prefamiliarized stimulus was assessed using an operant paradigm. Subjects were familiarized with the standard stimulus (five-component mobile) in three daily conditioning sessions and then were exposed to a comparison mobile containing from zero to four novel components substituted for familiar elements at the outset of a fourth daily session. Although a reliable reduction in mean number of footkicks was found only when an extreme number of components was substituted, log-log plots of infant response as a function of degree of novelty indicated that discriminability was described by a power function. Adult judgments of the similarity between the standard mobile and each degree of novelty were also described by a power function, suggesting a common basis may underlie the perception of similarity in the two groups. The finding of a power function for infant response to visual novelty is consistent with reports of similar discriminability functions in infant olfaction and audition. However, duration of visual fixation increased nondifferentially to all test stimuli, irrespective of degree of novelty. The latter finding is inconsistent with predictions arising from the visual attention literature.