Evaluation apprehension and response withholding in solution of anagrams

Sixty male Ss who were classified as high or low scorers on the Sarason Test Anxiety Scale performed a difficult anagrams task either alone, before a passively observing experimenter or in the presence of an experimenter who both observed and evaluated the S's performance. Ss who were high in test anxiety attempted fewer anagrams and had fewer correct solutions in the Evaluated condition than in the Alone condition, but also had a higher proportion of correct solutions out of total attempts. Low test-anxiety Ss did not show variable performance across conditions for any measure. Follow-up studies showed that when Ss were encouraged to attempt partial solutions neither test anxiety nor experimental treatment influenced any of the measures of performance. State anxiety change scores from baseline to post-treatment assessment showed a generally negative correlation between anxiety and number of anagrams attempted. The results indicate that fear of failure engendered by test anxiety and experimenter evaluation caused Ss to withhold responding.     

Trait anxiety,stress, and learning a test of Saltz's hypothesis

Behavioral predictions from Saltz's, Spence's, and Spielberger's interpretations of trait anxiety were tested in a complex verbal learning task. Fifty-three high-anxious and 52 low-anxious male college students were randomly distributed to test conditions of failure-stress, pain-stress, or neutral instructions. The learning data revealed that high-anxious-failure and low-anxious-pain Ss were disrupted and supported Saltz's hypothesis; self-reported anxiety (A-State scale, STAI) was observed only in high-anxious-failure Ss and supported Spielberger's theory of the arousal of state anxiety as a function of trait anxiety. However, the contradiction between self-reported anxiety and learning behavior in low-anxious-pain Ss indicated that the verbal report of these Ss was an inaccurate or insensitive index of arousal.     

Effort,aversive representations and performance in test anxiety

The effects that effort and attention to aversive representations have on performance are analysed. Effort is manipulated by monetary incentives, and aversive representations are provoked by test and failure conditions. The most difficult items of the task—an inductive non-verbal reasoning test—are performed more poorly by high-trait-anxious Ss under test conditions with reward than by low-anxious Ss, but they do not differ under test instructions without reward. And there are no differences in the less difficult items. These results lend support to Eysenck's conceptualization on the effects of anxiety on performance effectiveness and on processing efficiency. Alternative interpretations are discussed.     

Development of relational learning: Effects of instruction and delay of transfer

Preschool children were trained on a color relevant oddity problem by one of three methods: increased salience of the oddity relationship, instruction on the solution rule, or a combination of increased salience and rule instruction. The youngest Ss solved the training problem when the solution rule was provided but not under the salience procedure. The two older groups solved in all conditions and errors decreased with age. The generality of the solution was determined by performance on a form relevant transfer task. The youngest Ss made fewer errors on the transfer problem following rule instruction training than following training in the combined procedure. The intermediate age group made fewer errors when the transfer task was administered one week after training than one minute after training. The transfer problem was easily solved by the oldest Ss and performance was independent of training procedure and amount of delay. These results were interpreted as reflecting developmental differences in relational concept learning.     

Informational and motivational components of social reinforcement

Thirty-six four-year-old children of each sex were tested in a two-choice marble dropping task. There were three Ss in each cell of a 3 × 2 × 2 × 2 factorial design. The factors investigated were: reinforcement condition (Contingent, Yoked, Nonreinforcement), sex, base preference level (strong vs weak), Base Rate Level (high vs low). The dependent variables were: base preference ratio, base rate, preference ratio change, rate change. The contingently reinforced Ss had significantly higher preference change scores than Ss in the other two reinforcement conditions but only at the high base preference level. The Ss in both the contingent and yoked groups had higher rate change scores than Ss in the nonreinforcement group. The results were interpreted as indicating social reinforcement may have two effects, one a cue function and the other an effect on S's motivational system. The results indicate that regression effects do not operate in the two-choice task and that crossing baseline levels of performance is an effective way to control baseline differences in analyses of change in the two-choice task.     

Dopamine modulates frontomedial failure processing of agentic introverts versus extraverts in incentive contexts

The agency facet of extraversion (aE) describes individual differences in goal-directed behavior and has been linked to dopamine function in incentive contexts. Because dopamine presumably modulates the processing of negative feedback/failure, aE may relate to failure processing in incentive contexts. To test this hypothesis, N = 86 participants performed a virtual ball-catching task. An incentive context was created by displaying potential rewards and subtle manipulations of task performance, which either was (control group) or was not (incentive context group) made explicit. To probe the involvement of dopamine, participants received either placebo or the selective dopamine D2 receptor antagonist sulpiride (200 mg). Failure processing was assessed through negative-feedback-evoked differences in the frontal midline theta electroencephalogram power (DFMT) and in the feedback-related negativity event-related potential component (FRN). Before incentives were introduced, DFMT (but not the FRN) was related to neuroticism/anxiety. Importantly, once incentives were displayed, aE was associated with DFMT, FRN, task performance, and changes in self-reported positive affect, which further depended on incentive context group and/or substance group: In the incentive context group but not in the control group, agentic extraverts showed relatively blunted DFMT after placebo. Sulpiride significantly enhanced DFMT, whereas it reduced FRN amplitudes and performance in agentic extra- versus introverts. These findings provide strong support for current dopamine models of aE and failure processing, and also highlight the importance of task context. Moreover, the dissociations of FRN and DFMT suggest the existence of two nonredundant electrophysiological indices of feedback processing, both relating to dopamine and aE.     

The developmental relationship between identity and equivalence conservation

Hooper's (1969a) finding that identity conservation develops prior to equivalence conservation was investigated using a more stringent within-subject design. Seventy-two kindergarten, first, and second graders were given three conservation tasks: (1) Identity, (2) Equivalence 1, in which the perceptual cues were comparable to those in Identity, and (3) Equivalence 2, the traditional Piagetian conservation task. Each task was administered under two levels of transformation. No significant differences in performance as a function of level of transformation, type of equivalence task, or sex of S were found, but first and second grade Ss performed better than kindergarten Ss. Eighty-six percent of the sample conserved in an all-or-none fashion, and 7 Ss (10%) passed equivalence while failing identity, thus contradicting the developmental priority of identity conservation.     

A preliminary investigation of cognitive and relaxation treatment of panic disorder: effects on intense anxiety vs 'background' anxiety

In this study, three adult males complaining of Panic Disorders were treated with cognitive therapy followed by relaxation training combined with cognitive therapy in a multiple-baseline across Ss design. All Ss demonstrated a decrease in the number and duration of episodes of heightened or intense anxiety, which was maintained at 3-month follow-up. Daily time-sampled ratings of ‘background’ anxiety, not necessarily associated with periods of intense anxiety, showed a substantial decrease for S2, which was maintained at 3-month follow-up. However, S 1 and S 3 evidenced an increase in background anxiety during the combined treatment phase in contrast to the effects of treatment on periods of ‘intense’ anxiety. These results suggest that psychological treatments for patients classified as suffering from Panic Disorder are effective and lend some support to the differentiation of panic from ‘general’ anxiety. Recent observations of relaxation-induced anxiety were also replicated in this clinical setting. These data also illustrate the advantages and difficulties of self-monitoring anxiety over a period of time.     

The effects of perceptual pretraining on concept identification and preference

The effects of perceptual pretraining on preferences and concept identification performance in five- and eight-year-old Ss were investigated. The results indicated that perceptual pretraining facilitated performance on a concept identification task with a non-preferred relevant cue for the five-year-olds, but not for the eight-year-olds. However, perceptual pretraining did not affect preference in either age group and Ss were as consistent in their preference responding before and after perceptual pretraining as was a control group that had not received perceptual pretraining. Preferences were highly consistent in both age groups over a one week period. Perceptual pretraining was interpreted to increase the usability of the less preferred dimensions for the younger Ss, and to leave the affective preference response unaltered in both groups.     

Cognitive-style differences in belief persistence after evidential discrediting

Cognitive-style differences in belief persistence were investigated in a debriefing paradigm by comparing the reactions of field-dependent and field-independent persons to the total evidential discrediting of their beliefs. Ss were exposed to apparent success or failure experiences via false performance feedback on a novel discrimination task. Following a debriefing procedure which revealed the bogus nature of the feedback. Ss estimated their actual performance and ability at the task. The results showed that belief persistence after evidential discrediting was greater for field dependents than for field independents. Explanations of the findings based on dissonance-reduction mechanism and disbelief in the discrediting were discussed, but the preferred interpretation of the results involved differences in cognitive re-structuring as a function of cognitive style.     

Psychoticism and arousal: Possible evidence for a linkage of p and psychopathy

A study is described in which two postural conditions (standing, reclining) were used to induced high and low activation levels in normal Ss divided into high and low P groups ( (HP and LP). Electrodermal and heart rate (HR) measures were recorded during each of these activation conditions which included instructions, an initial rest period, a series of tones, a rtwo-flash threshold task and a final rest period. It was found that HP Ss tended to display significantly lower automatic arousability and poorer two-flash performance while undergoing the low activation (Recline) condition. There was a reliable tendency for HP Ss to evidence significantly slower recovery and rise times and to manifest significantly lower response criterion and sensory sensitivity. They also manifested a near significantly lower mean HR than LP Ss. The performance of HP and LP groups was compared to findings reported previously for schizophrenics and psychopaths for these tasks. It was posited that the performance of the HP Ss suggests that psychoticism may be more nearly akin to psychopathy than to schizophrenia.     

Age differences in organization and recall: The effects of training in categorization

An alternating sort/recall task was employed to train fourth graders and college students in organizational strategies. Free-sorting Ss, at both age levels, sorted a group of words into two to seven categories. Analyses of final sorting patterns indicated reliable differences between the children and adults. The organizational schemes thus developed by the free-sorting Ss were taught, by means of a yoking procedure, to other Ss. Results indicated that the recall of fourth graders was improved when they were forced to learn the sorting patterns developed by the older Ss. Similarly, impairment in the recall of college students was observed when they were required to sort according to the organization employed by the fourth graders. These findings imply that changes in organization can result in changes in recall performance.     

Delayed matching in the capuchin monkey with brief sample durations

Two capuchin monkeys were trained in a delayed matching-to-sample task in which the duration that the sample was available for viewing was very brief, 0.075 to 0.45 sec. The matching performance of one animal was above chance with delay (retention) intervals as long as 4 min; the other S showed significant matching with a 2-min retention interval. The performance of both Ss was independent of sample exposure duration, indicating that their capacity to match successfully at long retention intervals is not dependent on repeated viewing of the sample stimulus. The marked practice effect shown by one S with prolonged training at 2-min delay suggests the capacity of “learning how to remember.” A constant high performance level on 2-sec delay control trials indicates that the observed practice effect was not the result of enhanced attending to the sample stimulus.     

Relationships among measures of visual imagery

As a step toward the development of an objective measure of visualization ability, five tasks which yielded seven separate measures were administered to 74 Ss and intercorrelated. The tasks were: paired associate recall improvement (RI), recognition memory (RM), the Bett's Questionnaire on Mental Imagery (QMI) as revised by Sheehan (1967a, b), a task calling for the production of visual images (PVI) where rated vividness and latency of image attainment were measured, and a task requiring the imagining of emotional scenes (ES) where rated vividness and rated anxiety were measured. The results indicated that although paired associate learning scores per se were related to RM, neither of the memory measures of visualization (RI and RM) were related to any of the other visualization measures. A cluster of intercorrelations was obtained among self-ratings of image vividness on the QMI, PVI and ES tasks. This cluster also included a measure of latency of report of “best image” attainable derived from the PVI task. None of the measures correlated with anxiety ratings on the ES task. These findings were discussed in relation to previous studies and the potential value of the latency measure as an adjunct measure of visualization ability was noted.     

The effects of two stressors on state anxiety for students who differ in trait anxiety

The role of individual differences in speech trait anxiety as they related to the magnitude of A-State responses in two stressful situations was examined. Measures of anxiety were obtained before, during, and immediately after Ss gave a speech (ego-stressor) and blew up a balloon until it burst (physical stressor). While exposure to each stressor resulted in dramatic changes in A-State, it was found that differential A-State increases for the high and low speech trait anxious Ss occurred only during the ego-stressor condition. These findings were discussed in terms of Trait-State Anxiety Theory with particular reference to the differential stressful effects of ego and physical stressor on A-State for Ss who differ in A-Trait.     

“Generalized imitation” on a nonimitative task: Effects of modeling and task history

Two experiments investigated characteristic generalized imitation procedures on a nonimitative successive visual discrimination task. In Experiment I, no discriminative behavior was obtained though a number of procedures designed to enhance discrimination were employed. The introduction of a differential modeling procedure after nine or 10 sessions of nondifferential performance was ineffective in producing differential responding for three of four Ss. In the second experiment, the differential modeling procedure was introduced as an initial manipulation and was successful in establishing discriminative performance in all Ss. After several sessions of differential responding, the observation of a model performing nondifferentially was relatively ineffective in altering the pattern of responding. These results suggest (1) that modeling may be functional in altering a S's behavior depending on what point in the procedures the manipulation is introduced and (2) that certain procedural variables may define a functional response class characterized by the failure to develop discriminative responding.     

Individual differences in speed of phonemic analysis, visual analysis, and reading.

College student subjects (Ss) classified phrases as making sense or not according to sound in one condition, according to visual appearance in another, and in abasic task in which either strategy would yield right answers. Ss who were relatively fast in the visual condition were faster at the basic task than Ss who were relatively fast in the sound condition. Other results suggested that the former Ss used a visual strategy in the basic task while the latter used a phonemic strategy.     

Warm-up effects in the learning of discrete motor skills

Three experiments were conducted to determine the influence of warming-up activities on performance and on learning in two discrete motor tasks. During initial trials on the criterion task, Ss were given various types of warming-up activities having an activity-set that was either the same as or different from the criterion task. Test trials followed in which all groups practiced the criterion task only. No significant differences in performance on the criterion task were found regardless of the appropriateness of the warming-up activity during initial trials. The results suggested that warming-up properties are not a factor in original learning of discrete motor skills.     

Sensitivity to phobic imagery: a sensory decision theory analysis

The effects of deep muscle relaxation on anxiety were studied in a systematic desensitization context. A Sensory Decision Theory analysis of anxiety ratings to controlled imagery showed that relaxed Ss were significantly more sensitive to phobic properties of the controlled imagery than nonrelaxed Ss. The results are discussed in terms of Wolpe's theoretical basis for systematic desensitization. Sensory Decision Theory is presented as a useful technique for measuring the effects of therapy on emotional states.     

Self-directed desensitization for acrophobia

Acrophobic outpatients received therapist- or self-directed (tape-recorded) desensitization in a study of (a) treatment effectiveness with diminished therapist contact ; (b) subject characteristics ‘predicting’ outcome; and (c) generalization of change. At Post-test, treated Ss (N=16) had improved significantly more than Waiting List Ss (N=13) on self-report measures of acrophobia and general anxiety, while the treatment methods were equally effective. An 8-month follow-up found that self-directed Ss had attempted more specific behavioral situations than therapist-directed Ss, and showed additional gains on self-report measures while therapist-directed Ss maintained post-test levels. Results suggested: (a) desensitization provides effective treatment even with reduced therapist contact; (b) some subject characteristics relate to outcome and (c) treatment effects generalize to other anxiety indices.