Self-focused attention and reactions to conflicting standards

A fundamental postulate of self-awareness theory that has received considerable empirical support is that self-focused attention increases behavioral consistency with “standards of correctness.” This appears to be true whether the standards are internal (such as attitudes or values) or external (e.g., norms). There is some question, however, as to what happens in situations in which an important personal standard conflicts with a salient external standard. Research by E. Diener and T. K. Srull (Journal of Personality and Social Psychology, 1979, 37, 413–423) has suggested that under such circumstances the social standard is likely to predominate. However, there is reason to believe that the standards employed in their study may not have been very salient nor very important to the subjects. In the present experiment, subjects with either conservative or liberal sexual attitudes were exposed to information suggesting a prevailing norm of sexual liberalism. They were then asked to respond to a number of sexual and nonsexual attitude measures while their attention was or was not self-directed by means of a mirror. Primary results indicated that self-awareness enhanced conformity to the social standard (as in Diener & Srull, 1979) for the conservative subjects; however, correlational analyses within the self-focused and non-self-focused conditions indicated that self-aware subjects did not “abandon” their personal standards when responding to the conformity pressure. Instead, their responses tended to be more in line with their previously expressed attitudes than did the responses of the non-self-focused group. Results are discussed in terms of the effects of self-awareness on reactions to potent, but conflicting behavioral standards.     

Focus of attention and placebo utility

The effects of focus of attention and expected drug effects on reactions to a placebo were examined in two experiments. In the first experiment self-aware and non-self-aware subjects were given a placebo that was said to be either performance-facilitating or inhibiting and then they worked on a set of arithmetic problems. It was expected that the non-self-aware subjects, but not the self-aware subjects, would display a self-serving bias in their attributions regarding the effects of the placebo. Specifically, it was predicted that non-self-aware subjects would attribute more arousal to the performance-inhibiting drug than the performance-facilitating drug since such attributions would be more psychologically beneficial or “useful” in the sense that they would make actual performance on the task look more impressive. Consistent with these predictions, there was evidence of a self-serving bias in drug reactions only among the non-self-focused subjects. Those who were made self-aware did not respond differentially to the two types of drug information. Instead, they appeared to respond in line with their actual (aroused) internal states by attributing some arousal to both drugs. In the second experiment arousal was reduced by eliminating the task, and this time self-focused subjects again appeared to be more aware of their actual internal states, as they reported less reaction to the placebo, regardless of the effects ascribed to it. Two conclusions are drawn from these results: (a) perceived drug utility does effect placebo responsiveness, and (b) self-focused attention increases awareness of internal states, but not necessarily the causes of those states.     

Perceived difficulty,energization, and the magnitude of goal valence

This paper examines the proposition that the mobilization of energy and consequent magnitude of valence of a potential outcome (e.g., goal) is a function of what the individual perceives can and must be done in order to attain or avoid the outcome. An outcome that is difficult to attain or avoid requires a relatively high level of energization and will be relatively attractive, if positive, or unpleasant, if negative. Outcomes that are easy or impossible to attain or avoid require little or no energization and will be relatively low in attractiveness, if positive, or low in unpleasantness, if negative. This formulation was supported by four experiments that demonstrated (a) attractiveness of a goal is a nonmonotonic function of perceived difficulty of attaining it; (b) unpleasantness of a potential negative outcome is a nonmonotonic function of perceived difficulty of avoiding it; (c) the nonmonotonic effect of perceived difficulty on goal attractiveness disappears once instrumental behavior has been completed; and (d) the nonmonotonic effect of perceived difficulty on unpleasantness of a potential negative outcome occurs in immediate but not distant anticipation of initiating instrumental behavior. Alternative explanations, theoretical problems, and implications are discussed.     

The effects of exemplary and cognitive models and self-rehearsal on children's interrogative strategies

Children aged 6, 8, and 10 years were exposed to three types of training procedures aimed at increasing their use of constraint-seeking questions and enhancing their problem-solving efficiency. One group observed an exemplary model who merely illustrated several constraint-seeking questions. Another group observed a cognitive model who, prior to asking each of her constraint-seeking questions, verbalized her strategy for formulating constraint-seeking questions and integrating the information gained from such questions. A third group received a combination of cognitive modeling and self-rehearsal training in which the children repeated statements representing key features of the constraint-seeking strategy before asking questions on a series of training items. Cognitive modeling alone was the most successful training procedure, effecting changes in both constraint-seeking questioning and problem-solving efficiency for children of all three age groups. Differences between cognitive and exemplary models were most notable among the youngest children, who appeared to require the additional guidance afforded through the verbalizations of the cognitive model.     

Reducing stress by counterattitudinal advocacy

In one condition, subjects were made apprehensive by being threatened with shock and then were induced to publicly argue that they were not apprehensive about the situation. It was hypothesized that the subjects who were induced to advocate a position contrary to their feelings about the situation would experience dissonance. To reduce dissonance, these subjects were expected to redefine the situation as less threatening and thereby experience less apprehension regarding the situation than subjects in a control threat condition. Results of physiological measures and a postexperimental questionnaire supported the expectations. Implications of the study for psychotherapy were mentioned.     

Effects of instructions, biofeedback, reward, and cognitive mediation on the control of heart rate and the application of that control in a stressful situation

Subjects in Phase 1 of this experiment were (a) instructed to try to either increase or decrease their heart rate, (b) with or without the use of biofeedback, and (c) with or without the promise of money for successful performance, whereas no-treatment subjects were given no instructions, no biofeedback, and no promise of reward. Results indicated that (a) when simply instructed to do so, subjects could increase but not decrease their heart rates relative to no treatment controls, (b) the promise of money for good performance aided subjects in increasing but not decreasing heart rate, and (c) biofeedback did not aid subjects in either increasing or decreasing heart rate. Various cognitive strategies employed by subjects in controlling their heart rates are discussed.In Phase 2, subjects in a stress condition were told that they would receive a series of painful electric shocks, whereas subjects in a no stress condition were not told about shocks. All subjects were instructed to try to decrease their heart rates during the “shock” period. Heart rate and self report data revealed that (a) the manipulation was successful in increasing stress, and (b) previous training in decreasing heart rate, with or without biofeedback, did not aid subjects in decreasing their heart rates in the face of the stress.     

On the relationship between empathy and the actor versus observer hypothesis

Subjects listened to a tape recording of a dyadic interaction. It was predicted that the observational set instructions received by the subjects (to empathize with one member of the dyad or not to empathize with this person) would create evaluation effects similar to those created for attributions of responsibility by actor-observer differences: The actor would receive credit for his positive outcome and blame for his negative outcome more when evaluated by nonempathizing observers, and the social environment would receive credit and blame for the actor's outcomes more when evaluated by empathizing observers. The predicted three-way interaction was obtained. Additional results are discussed in terms of previous empathy research.     

The self-serving attributional bias: Beyond self-presentation

An experiment was conducted to provide empirical support for the notion that asymmetrical causal attributions for favorable and unfavorable outcomes result from a self-serving attributional bias that occurs independently of self-presentational concerns. Subjects did either well or poorly on an ego-involving test for which their performance, attributions, and evaluations of the test were either public or private. A pattern of self-serving responses for subjects' attributions and evaluations of the test was found in the private conditions, thus providing evidence of the influence of outcome favorability on individuals' perceptions of causality. Theoretical and practical implications of these finding are discussed and suggestions for future research are offered.     

The effectiveness of attentional diversion and situation redefinition for reducing stress due to a nonambiguous Threat

After receiving a sample shock, subjects in a Threat Condition were told that they would receive additional painful shocks while subjects in a Nonthreat Condition were not threatened with additional shocks. Subjects in an Attentional Diversion Condition were then instructed to read and think about an amusing story, subjects in a Situation Redefinition Condition were instructed to write down reasons why they should not be afraid in this situation, and subjects in a Control Condition were not given any instructions for coping with stress. (Coping Conditions were factorially crossed with Threat Conditions and 192 subjects were employed.) Physiological measures (pulse rate, finger pulse volume, skin resistance) indicated that unlike the results of previous research, attentional diversion was effective in reducing stress but situation redefinition was not. Discussion was focused on the parameters which determine whether or not a coping strategy will be effective.     

Psychophysiological responsivity and the type A behavior pattern

Studies were reviewed in which the psychophysiological responses of Type A and B subjects were studied in various contexts. It appears that Type A's manifest greater psychophysiological arousal than Type B's in solitary as well as interpersonal situations in which there is a moderate external incentive to accomplish something. and there is an intermediate probability of failing to accomplish that something. Further, Type A's appear to manifest greater psychophysiological arousal than Type B's in interpersonal situations in which another person annoys or harasses the subject. Why Type A's respond in these situations with greater psychophysiological arousal was discussed in terms of the possibilities that (a) these situations may engage some defining characteristic(s) of Type A's, (b) Type A's may fear and therefore try to avoid failure more vigorously than Type B's, and (c) Type A's may be more motivated to gain and maintain control over important environmental events and therefore are more aroused by threats to such control than Type B's.     

Developmental changes in units of processing in reading

A visual search task was used to investigate the development of word processing skills used in reading meaningful prose. Children from the second and fourth grades and college students were asked to locate a prespecified letter, syllable, word, or category exemplar as they read through sentences. Target detection time, sentence reading time, and sentence comprehension were measured. The results provide converging evidence that whole words were the preferred units of processing during reading for all three grade levels. Reading rates for sentences in the word search condition were comparable to normal reading rates. The search for smaller units required additional processing time, but word and category search times differed only for the youngest subjects.     

Whole-word units are used before orthographic knowledge in perceptual development

A visual search task for target letters in multiletter displays was used to investigate information-processing differences between college students and presecond-grade children (mean age = 7 years, 4 months). The stimulus displays consisted of single words, pronounceable pseudowords, and unpronounceable nonwords varying in length from three to five letters. The mean response times for indicating whether or not a target letter occurred in the display increased with the number of display letters for both groups, although there were apparent differences between groups in the rate of search and type of search strategy used. Pre-second-grade children responded faster to word displays than to pseudoword and nonword displays, indicating that familiar letter strings could be processed faster than unfamiliar strings regardless of whether or not the latter were consistent with rules of English orthography. In contrast, college students processed words and pseudowords about equally well, and both resulted in faster responses than nonwords. As reading skills develop, children apparently come to process familiar words differently from other letter strings. Only after a significant sightword vocabulary is established do children seem to recognize the regularities of standard English orthography and make use of this knowledge to facilitate perceptual processes.     

Exercise, changes in aerobic capacity, and changes in self-perceptions: An experimental investigation

Subjects in an exercise training condition participated in a 10-week aerobic exercise class, whereas subjects in waiting-list control and independent control conditions did not. The results indicated that subjects in the training condition evidenced reliably greater improvements in physical fitness (aerobic capacity) and reported reliably greater improvements in their abilities and confidence in both the physical area (e.g., ability to run distances) and nonphysical area (e.g., frustration tolerance) than did subjects in the control conditions. On the other hand, improvements in physical fitness were not related to reported improvements in abilities and confidence. These findings are of interest because they indicate that some of the important personal changes that are associated with physical fitness training are not due to changes in fitness, but appear to be due to other factors (e.g., group participation and expectancies).     

Facilitating cognitive performance in children: A comparison of strategy modeling and strategy modeling with overt self-verbalization

Children, 3, 4, 5, 6, 8, and 10 years old, were randomly divided into three training conditions—a strategy modeling condition, a strategy modeling with overt self-verbalization condition, and a control condition. The subjects in the two modeling conditions were given training on four cognitive tasks, a signal task, a match-to-standard task, a paired-associates task, and a twenty-questions task. A 6 (age) × 2 (sex) × 3 (treatment) × 2 (trial) analysis of variance was performed on each of the dependent variables associated with each of the four tasks. The results of these analyses indicate that both modeling conditions facilitated performance on the signal and match-to-standard tasks for all six age groups. However, the two modeling procedures facilitated performance on the paired-associates and twenty-questions tasks only in the three older age groups. Since the two modeling procedures did not differ in effectiveness, it was suggested that strategy modeling without overt self-verbalization is the more practical and efficient procedure for facilitating cognitive performance in normal children.     

Effects of instructions and biofeedback on EEG-alpha production and the effects of EEG-alpha biofeedback training for controlling arousal in a subsequent stressful situation

In Phase One, 44 subjects participated in a 2 (instructions to increase alpha, no instructions to increase alpha) × 2 (alpha biofeedback, no alpha biofeedback) factorial experiment. Results indicated that increases in alpha production were due to instructions to increase alpha and that biofeedback had no effect on alpha production. In Phase Two, the 44 subjects from Phase One were exposed to a threat of shock whereas 11 additional subjects in a control condition were not. The design employed in Phase Two was a 2 (previous instructions and stress, no previous instructions and stress) × 2 (previous biofeedback and stress, no previous biofeedback and stress) plus 1 (no previous instructions/no previous biofeedback, no stress). Results indicated that the threat of shock was effective in increasing arousal (as measured by heart rate and skin resistance) but previous EEG-alpha biofeedback training was not effective in helping subjects decrease arousal while in the stressful situation. The results indicate that it is the instructions (and related information concerning alpha) rather than the biofeedback that is critical in alpha biofeedback training and that this training does not appear to have utility for controlling arousal under stress.     

Multiple sessions of systolic blood pressure biofeedback: Its effects on ability to control systolic pressure during training,after training,and its effects on pulse rate

Seventy-one normotensive subjects participated in four training sessions in which they were either (a) instructed to increase their blood pressure, (b) instructed to decrease their blood pressure, or (c) not instructed to change their blood pressure. The subjects either (a) were provided with biofeedback concerning systolic blood pressure or (b) were not provided with biofeedback concerning systolic blood pressure. After the last training session, subjects participated in a transfer session in which they were again instructed concerning changes in pressure but were not provided with biofeedback. Analyses conducted on data from the training and transfer sessions indicated that subjects who were instructed to increase pressure and given biofeedback to aid them showed higher pressure than subjects in other conditions and that there were no differences among those other conditions; that is, biofeedback was effective for teaching subjects to increase pressure but was not effective for teaching subjects to decrease pressure. Additional training sessions did not add to the effect achieved in the first training session. During training sessions, subjects who were instructed to increase pressure showed higher heart rates than subjects in other conditions. The results raise questions concerning the interpretation of earlier experiments that did not include no-treatment, instructions-only, and attention control conditions.     

Arousal transfer: The influence of fear arousal on subsequent sexual arousal for subjects with high and low sex guilt

Male subjects (N = 128) with high or low sex guilt either were or were not threatened with shock (fear arousal manipulation) and then viewed either an erotic or a neutral film (sex arousal manipulation). Then all subjects viewed and rated slides of attractive women and slides of landscapes (neutral control slides). If fear arousal was specifically transferred to sexual arousal as is often predicted rather than simply causing a general increase in arousal, then it would be expected that subjects who had been exposed to the threat would show high arousal in response to the slides of women and low arousal to the slides of landscapes, whereas subjects who had not been threatened would show low arousal to both the slides of women and landscapes. Physiological (pulse rate, skin resistance), self-report, and word association measures consistently indicated that (a) both of the arousal manipulations were effective, (b) the slides of women were arousing, (c) sex guilt influenced responses as would be expected from previous research, but (d) did not indicate support for arousal transference. These findings (a) provide information concerning the influence of guilt on drives, (b) raise questions about the transfer of arousal that was noted in less controlled investigations, and (c) highlight the need for additional controls in research of this type.     

Self-focused attention and reactions to fear

Two studies were conducted to study the effect of self-focused attention on behavioral responses to fear. In Experiment 1, phobics and nonphobics were asked to approach and hold a snake either in the presence of a mirror or with no mirror. In Experiment 2, high and low private self-conscious subjects were asked to submit to a series of either mild or strong electric shock for humanitarian reasons. In each case, self-directed attention caused increased responsivity to the fearful affect and made subjects more likely to withdraw from the situation, regardless of the fact that a behavioral standard existed which called for an opposite response. The theoretical and behavioral implications of the findings were discussed.