Cognitive schemas and thought as determinants of attitude change

It was hypothesized that thought would result in greater attitude polarization than distraction and that this effect would be more pronounced with better developed schemas (naive theories) for thinking about the attitude object. In Study 1, it was reasoned that persons have better developed schemas (e.g., implicit personality theories) for thinking about individuals than for thinking about groups. In Study 2, it was reasoned that men have better developed schemas for thinking about football and women have better developed schemas for thinking about women's fashions. In both studies, the hypothesis was significantly confirmed.     

Some attitudinal and cognitive consequences of thought

A “reinterpretation of inconsistent cognitions” explanation of the previous finding that thought about an object tends to polarize attitudes toward that object was tested. Under the assumption that ambiguity facilitates reinterpretation, ambiguity of inconsistent information and opportunity for thought were manipulated. Consistent with expectations, (a) thought resulted in attitude polarization and this effect was increased with ambiguity (p < .01) and (b) evaluation (interpretation) of the inconsistent information varied as a function of thought (p < .05) and ambiguity (p < .01).     

Some effects of task relevance and friendship on helping: You don't always help the one you like

It was hypothesized that being outperformed on a task that is relevant to one's self-definition is threatening to self-esteem, and that this threat is greater when one is outperformed by a friend rather than by a stranger. When another's performance threatens self-esteem, persons will be less likely to help the other by making the task easy. To test these hypotheses, 52 friendship pairs participated with strangers in a word identification task described either as a measure of important skills (high relevance) or as a game (low relevance). Participants chose clues for both a friend and a stranger to use in identifying target words. As predicted, they gave harder clues under high-relevance than under low-relevance conditions. Moreover, they gave harder clues to strangers than to friends under low-relevance conditions, but gave harder clues to friends than to strangers under high-relevance conditions.     

Block-design performance as a function of hue and race

The block-design subtest of the WISC was presented in two forms, the standard red/white and an alternative blue/yellow, to two groups of fourth- and fifth-grade children. Twenty black children and 20 white children performed the red/white task with no significant differences between their scores. Another 20 black and 20 white children performed the blue/yellow task showing a significant interracial difference. Within the group of black children there was also a significant difference between the red/white design scores and the blue/yellow design scores. It is proposed that genetically determined differences in the pigmentation of the fundus oculi account for these results.     

The industrial prestige hierarchy

The major concerns of this research were to determine the prestige evaluations of selected industries by individuals representing diverse groups, and to compare the results with a previous study. Questionnaires were administered to five occupational subgroups (accountants, personnel managers, secretaries, electricians, security guards) and two university groups, one composed of white students, the other of black students. A total of 400 respondents indicated their prestige ratings of 30 industries in terms of a five-point scale. The major findings may be summarized as follows: (1) the industries were perceived to be arranged hierarchically as to prestige but many of the differences were not statistically significant; (2) various subgroups of the sample shared a closely similar evaluation pattern; and (3) industrial ratings had changed but little through time and did not vary significantly from one geographical area to another.     

Life history and vocational interests

To obtain some information concerning the antecedents of various forms of vocational interests, scores on the 22 basic interest scales of the Strong Vocational Interest Blank (SVIB) were correlated with 389 life history or autobiographical data items. Items yielding significant correlations were clustered on the basis of item content. The clusters obtained for the business management, science, and adventure scales are presented and discussed. Subsequently, certain general conclusions are drawn concerning the life history correlates of inventoried vocational interests.     

Sociolinguistic contexts of the preschool

Two studies were conducted to determined the effects of specific learning centers on preschoolers' functional uses of language. In Study 1, preschoolers in three separate same-age classrooms (2-, 3-, and 5-year-olds) were observed on a time sampling scheduling during their free play periods for four weeks. Preschoolers' individual utterances were coded as serving one or more than one function; functions were defined following Halliday. The housekeeping and block centers tended to elicit the most individual and multifunctional utterances. The fantasy play and social interaction among children in these centers were thought to be responsible for this mature use of language.In Study 2, same-age and same-sex dyads from two age groups (4- and 5-year-olds) were observed in experimental settings playing with blocks alone and with dramatic props alone. Both contexts elicited a predominance of imaginative language, though the dramatic context elicited more imaginative language than the blocks. With age, children generated more individual functions and multifunctional utterances.     

Persuasive argumentation and social comparison as determinants of attitude polarization

Several of our studies indicate that persuasive-arguments theory by itself is an adequate explanation of polarization. Sanders and Baron (Journal of Experimental Social Psychology 1977, 13, 303–314) criticize this research. More generally, they contend that both argumentation and comparison are involved, “with persuasive arguments facilitating the shifts motivated by social comparison.” We feel that their critique is unconvincing. Relevant portions of the standard literature are reviewed to demonstrate that social comparison is neither a necessary nor sufficient condition for polarization. Finally, we speculate about how persuasive-arguments theory could be extended to argument-poor settings (e.g., Asch's line comparison situation).     

The role of a guessing strategy in the Bransford-Franks paradigm

Within the framework of the Bransford-Franks paradigm, variations of two memory models and a guessing strategy hypothesis were evaluated using concepts that differed in the number of atomic units each contained (‘concept size’). Results showed that, though the precise patterns of recognition for concept size were not completely consistent with any of the explanations, the changes in the patterns across concept size agreed with the guessing strategy hypothesis. It was argued that the subject's interpretation of the guessing strategy is likely to be a similar but simpler version of the experimenter-theorist's formal model, with the consequence that, while less sensitive to the finer details of the formal model, it will still reflect coarser differences.     

Empathetic perception of emotional displays in films as a function of hedonic and excitatory state prior to exposure

A film clip depicting a young couple in a dysphoric encounter was seen following one of four film segments that were selected and pretested to effect a factorial variation in (a) hedonic tone (positive, negative) and (b) excitatory potential (low, high). Reactions to the subsequent film were assessed via ratings to test predictions from excitation-transfer theory and to determine sequential effects in hedonically valued experiences. In a first experiment, in which the subsequent film was viewed immediately after the antecedent film, a nearly significant distraction effect of excitation occurred, that is, affective responses to the subsequent film were less intense following high-excitation films than following low-excitation films. In a second experiment, in which the procedure employed in the interval between films was changed to foster close attention to the subsequent film, an excitation-transfer effect was observed, with the dysphoric encounter being perceived as sadder after high-excitation films than after low-excitation films. In both experiments, hedonic-set effects were also observed. The role of cognitive adjustment in excitation transfer was discussed.     

An Examination of the Association between Social relationships and depression in early adolescence

The purpose of this study was to examine the association between social relationships and depression in early adolescence. Subjects were 216 sixth and seventh graders. Depression was measured by the Children's Depression Inventory; social relationships were measured by three sociometric techniques (positive nominations, negative nominations, peer ratings) and estimates by the subject of the number of nominations and the rating (s)he received. The results indicated that depression was associated with pear and self-estimate negative nominations and ratings more than with peer and self-estimate positive nominations. A stepwise multiple regression predicting depression scores included two of the six predictors and accounted for 14% of the variance. The implications of the results for the assessment and treatment of depression are discussed.     

Self-control progressive relaxation training as an alternative nonpharmacological treatment for essential hypertension: therapeutic effects in the natural environment.

Two clients with 3 and 5$\text{1}\text{2}$ yr history of essential hypertension were successfully treated using self-control progressive relaxation training (PRT). Blood pressure was self-recorded twice daily in the natural environment by each client. The natural environment blood pressures of both clients declined during treatment and stabilized within the normotensive range. Blood pressure reductions were maintained at six months follow-up for one client and two months for the other.     

Eye movements of children, adults, and elderly persons during inspection of dot patterns

The effectiveness of three fading and two nonfading procedures were compared in training kindergarten children on an oddity problem in which shape was the relevant dimension. The fading procedures employed supplementary cues which were gradually eliminated during training. The cues included either saturating the odd stimulus with a red color, saturating the nonodd stimuli with a red color, or varying the degree of illumination of the nonodd stimuli. One nonfading group received training on a structurally simpler oddity problem prior to transfer to a more complex oddity problem, and a second nonfading group received the standard oddity training procedure. While significant differences in acquisition were not obtained between training groups, the oddity task performance and the results from a test of dimensional observation revealed that the fading procedures were differentially effective in transferring Ss′ observation from the dimension of the fading cue to that relevant for solution of the oddity problem.     

Social inhibition as a function of observation and recording of performance

In order to compare the relative effects of observation of performance and recording of information about performance on social facilitation/inhibition, 256 college students solved three concept-attainment problems in an orthogonal design. The variables were (a) number of observers (an additional observer or the experimenter alone), (b) videorecording (yes or no), (c) audiorecording (yes or no), (d) task complexity (four, six, eight, or ten total attributes in the problems). Each of videotaping, filming, and audiotaping resulted in poorer performance than the control condition, with no differences between these three recording conditions. The presence of an additional observer had no effect on performance. Pulse measures indicated that the presence of an additional observer increased arousal, but covariance analysis indicated no association between differences in performance and arousal.