Conflict performance as a function of instructional set and absolute strength

One-hundred-twenty-eight male and female introductory psychology students performed in a conflict task. It was found that neither prior knowledge of the “correct” response nor number of practice trials prior to the conflict trial (8 versus 24) had differential effects on performance on the conflict trial. However, subjects who were shocked following an incorrect response took longer to make a decision on the conflict trial than subjects who were not shocked, and females took significantly longer than males.     

Effects of nicotine dose, instructional set, and outcome expectancies on the subjective effects of smoking in the presence of a stressor

The balanced placebo design (BPD) was used to evaluate the independent effects of nicotine dose and smoking-related expectancies on self-reported anxiety, urge to smoke, and withdrawal symptoms. After anxious mood was induced, participants smoked either a de-nicotinized cigarette or one with standard nicotine content. Nicotine dose was crossed with instructions that the cigarette was either de-nicotinized or standard. Nicotine cigarettes produced greater anxiety reduction than de-nicotinized cigarettes. Nicotine instructions attenuated anxiety only among those who held relevant expectancies. Nicotine dose and instructional set interacted such that either nicotine cigarettes or instructions that the cigarettes contained nicotine were sufficient to reduce urge to smoke. Implications of these findings and methodological issues regarding use of the BPD with cigarettes are discussed.     

Performance expectancies and affect associated with outcomes as a function of time perspective

An experiment was conducted to investigate the effects of time perspective on performance expectancies and the subjective evaluation of outcomes in regard to a task at which subjects had previously succeeded or failed. Prior research has produced conflicting findings on the subjective evaluation of positive and negative outcomes, but some of the research has dealt with tangible rewards and punishments while other work has been concerned with performance outcomes involving tasks with which subjects were unfamiliar. In the current study subjects first succeeded or failed on either an easy or difficult task. They then stated performance expectancies and made evaluations of the affect associated with success and failure in regard to performing the task again immediately, in 3 wk, or in 21 wk. Results indicated a significant decrease over time for both the satisfaction associated with passing and the dissatisfaction associated with failure. Performance expectancies were significantly higher for the testing period of 21 wk in the future than for either the immediate or 3-wk testing period, but this difference was evidenced only for subjects who initially passed the test.     

Cue enhancement as a function of task set

The hypothesis was tested that the intention to use a particular cue relation would enhance the effectiveness of that particular cue in determining the resulting perception. For this purpose, a situation was presented in which the apparent depth position of an object in a configuration of objects would differ depending upon which of two possible cue relations (size cues) were used. The results support the conclusion that the perceived depth position of the object differed in the expected directions as a function of the task set. The data of the study are discussed with respect to the “adjacency principle” which states that cue efficiency is determined by the relative adjacency of objects between which the cues occur. Although the effect of cue set upon the perception seems to be small compared with that of adjacency, it cannot completely be ignored.     

Attitude change as a function of threat to attitudinal freedom and extent of agreement with a communicator

Subjects who previously expressed either partial or full agreement with an attitudinal position were exposed to a low- or high-threat essay advocating the position. Anonymous post-communication measures of opinion indicated a reactance effect (negative attitude change) only for subjects who (1) read the hrgh-threat essay, and (2) previously expressed complete agreement with the communicator. Theoretical implications are discussed.     

The interaction of response complexity and instructional set

This study investigated the interaction of experimental instructions and response complexity in an attempt to provide a possible explanation for some of the equivocalness in the programming time literature. Response complexity was manipulated by varying the accuracy required of subjects striking circular targets in a simple reaction time paradigm. Subjects were tested on two days, one week apart, during which experimental instructions emphasized either leaving the start position as soon as possible (initiation emphasis) or completing the response with a rapid but smooth movement (form emphasis). Subjects had shorter reaction times but longer movement times when they performed under initiation-emphasis instructions rather than under form-emphasis instructions. Furthermore, in contrast to form-emphasis conditions, there was no effect of response complexity on reaction time in conditions of initiation emphasis. It appears that subtle changes in experimental instructions can lead to very different patterns of reaction time and movement time data. These findings highlight the need for caution in preparing subject instructions in response programming experiments.