“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.     

Performance as a function of resultant achievement motivation (perceived ability) and perceived difficulty

Subjects worked on a task which was described as either easy or difficult. When the task was thought to be difficult, Ss high in resultant achievement motivation performed better than those low in resultant achievement motivation. However, when the task was perceived as easy, the high motive group performed worse than the low group. These results confirm a prediction from Kukla's attributional theory of performance, in which resultant achievement motivation is conceived as a measure of perceived ability. They are not, however, deriveable from Spence's theory of the effects on performance of objective task difficulty, nor from Weiner's hypothesis concerning the motivational effects of success and failure. On the other hand, Kukla's theory provides an explanation for both the data usually cited in support of Spence's position and those taken to confirm Weiner's hypothesis. The relationship between the present results and Atkinson's theory of achievement motivation, which also hypothesizes an effect of perceived difficulty on performance, is discussed.     

Bulimia nervosa: a descriptive and therapeutic study

This study examined a sample of 24 Ss who met strict criteria for a diagnosis of bulimia nervosa. Assessments were made on: (1) demographic characteristics, (2) eating attitudes and behaviour and (3) personality measures. The effectiveness of two types of therapeutic intervention (cognitive-behavioural group therapy vs cognitive-behavioural group therapy plus specific behavioural instruction) was examined in a baseline, therapy intervention, follow-up design.The group was characterized prior to therapy by high N, Depression and Anxiety and low Self-esteem scores compared with control group data. Following therapy, Depression and Anxiety scores were significantly lower and Self-esteem scores higher, whereas N scores remained high. Binge-purging frequencies were significantly reduced in some of the Ss but the reduction could not unequivocally be attributed to the therapeutic interventions. The pattern of results suggested that bulimia nervosa (defined by a binge-purging pattern in association with high neuroticism) should be distinguished from bulimia (defined by a binge pattern not related to purging or high neuroticism) and that DSM-III should be revised to reflect this distinction. A theory is advanced to account for the rapid association of binging and purging in Ss high in neuroticism but not in Ss low in neuroticism.     

An adjusted measure of achievement motivation for males and females and effects of future orientation on level of performance

An adjusted measure of achievement motivation was devised with the combined use of the Mehrabian Achievement Scale (Educational and Psychological Measurement, 1968, 28, 493–502) and the Mandler and Sarason (Journal of Abnormal and Social Psychology, 1952, 47, 166–173) Test Anxiety Questionnaire. Contingent instructions, in which Ss were told success on a test was necessary to qualify for opportunities to succeed on subsequent tests, were contrasted to performance in equivalent noncontingent situations and relative to adjusted achievement motivation for both male and female subjects. In noncontingent situations Ss were told performance on any one test did not affect their opportunity to take subsequent tests. Support was obtained for the use of the above mentioned scales as a predictor of performance for both sexes but not for the Mehrabian by itself. Both male and female Ss high in achievement motivation consistently scored significantly higher than Ss low in achievement motivation in all conditions. The expected interactions between treatments and motive groups were not found but t tests between extreme motive groups within conditions revealed significant differences in the expected directions. These results do not provide statistically reliable support to the elaborated theory of achievement motivation.     

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.     

A Study of Friendship Choices in College in Relation to Church Affiliation,in-Church Preferences,Family Size,and Length of Enrollment in College

Summary

The purpose of the present study was to compare the body-buffer zones of 15 violent and 15 nonviolent male colored prisoners in South Africa, both between and within each group, and to make cross-cultural comparisons between the present and previous data. The mean age of the Ss in the violent group was 33.0 years, and 32.4 years in the nonviolent group. The body-buffer zone was measured by means of a behavioral task, and the results supported previous findings in that the violent Ss had significantly larger mean zones than the violent ones (p < .01). However, the zones for the present Ss were considerably larger than those of Ss used in previous studies, a fact that may be ascribed to cultural differences.     

Transfer of training: Effects of successive pretraining of components in a dimension-abstracted oddity task

An experiment was conducted investigating the effects of training two components of a dimension-abstracted oddity problem, oddity responding and attention. All Ss were given a series of three problems. Type of oddity training was manipulated on Problem 1, and Ss learned (1) an oddity response in a problem whose format was the same as the final transfer problem, (2) an oddity response in a problem whose format was different from the final problem, or (3) no oddity response. Attention training was manipulated on Problem 2. The results indicated that Ss given same format oddity training and appropriate attention training were able to integrate that information on the final problem, that the probability of transferring the oddity response learned on Problem 1 to Problem 3 depended upon the similarity of the task formats, and that the two trained components tended to combine in an interactive fashion.     

Performance on a Following Tracking Task (Modified Sam Two-Hand Coordination Test) as a Function of Radius of Control Cranks

The influence of two deindividuating variables, altered responsibility and coaction in groups, on one's tendency to deliver noxious or helpful stimulation impulsively and in a cyclical pattern to a target person was investigated in a laboratory experiment with use of 96 male and female junior college students. Analysis of variance revealed that, as hypothesized, Ss who coacted in groups of three and who had the responsibility for their behavior removed delivered noxious (but not helpful) stimuli more impulsively than Ss who worked alone and were made to feel responsible (p < .01). Ss responded in a more cyclical pattern when delivering aversive tones than when delivering facilitating tones (p < .005). A marginally significant finding was that Ss in groups responded in a more cyclical pattern than Ss alone only when the response was seen as aversive. It was concluded that the probability of impulsive and cyclical aggression may be increased by altered responsibility and coaction.     

Personality, event-related potential (ERP) and heart rate (HR): An investigation of Gray's theory

Following Gray's theory of personality, the aim of the study was to examine the role of the personality dimensions, behavioural inhibition and activation, in mediating event-related potentials (ERPs) and the level of anticipatory heart rate (HR) deceleration response during two visual-stimulus recognition tasks. In the first task ERPs and anticipatory HR changes were elicited by feedback words informing the subjects about the quality of their response (‘correct’, ‘incorrect’). In the second task ERPs and HR responses were elicited from 62 women by feedback words (‘losing’, ‘winning’) indicating losing or winning, of amounts of money. The Gray-Wilson Personality Questionnaire (GWPQ), the Eysenck Personality Questionnaire (EPQ) and the I₇ questionnaire were used to measure variables which refer to the function of the activation and inhibition system. The N200, P300, N400, P650 and N800 peak amplitudes of the ERPs and the level of anticipatory HR deceleration response to the feedback signals were measured. Personality and physiological responses were first analysed by using a split-plot ANOVA design and second by examining multiple relationships with factor analysis. Separate ANOVAs were performed across Ss selected from the total group (n = 62) on the basis of extreme scores (high or low) on Approach (APPR), Passive Avoidance (PASS.AV), Extinction (EXTI), Extraversion (E), Neuroticism (N) and Impulsiveness (I). In line with Gray's prediction, high APPR Ss exhibited larger P600 peak amplitudes to signals indicating winning and low APPR Ss exhibited larger P600 amplitudes to signals indicating losing. Neurotic Ss produced larger N800 peak amplitudes to stimuli indicating losing as compared with stimuli indicating winning. Stable Ss, in contrast, did not display differences between feedback stimuli. Heart-rate deceleration response to feedback signals was successful in distinguishing high and low N Ss as well as Introverts and Extraverts. Neurotic Ss, compared with Stable ones, showed a more pronounced anticipatory HR slowing for both of the feedback signals. Introverts displayed more pronounced HR decelerations for punishment compared with reward signals. Extraverts, in contrast, showed greater HR decelerations for reward compared with punishment signals. These results were all in line with predictions that can be derived from Gray's theory. However, in the opposite direction was the relationship between PASS.AV and N200 peak: High PASS.AV Ss displayed greater N200 peak amplitudes to winning signals compared with signals indicating a correct response. Results from factor analysis gave rise to a three-factor solution wherein personality dimensions sensitive to signals of reward and that sensitive to signals of punishment were loading together with different physiological factors.     

The role of contextual cues in mediating transfer

An experiment was conducted with sceond-grade children to test the hypothesis that contextual (task format) changes limit the transfer of learning. The Ss learned two problems employing different formats concurrently and were then given a single transfer problem similar in format to one of the training problems. The transfer data were predictable from a consideration of the similar format training problem and independent of the different format training problem. This indicated that contextual cues were stored during training and played a role in determining transfer.     

The Measurement of Retinal Fatigue to Achromatic Stimulation–I

Experiment I was conducted to investigate memory in a concept identification (CI) problem as a function of the number of trials that precede the recall task. It was found that the recall performance on the initial trials of CI problems was quite good, but declined rapidly when the recall test was given on later trials. It was pointed out that the bulk of the solutions to CI problems are obtained by Ss during the initial trials where an S has good recall for past stimuli. In Experiment II, recall by Ss in a normal CI problem was compared to the recall by Ss in an incidental learning control group. As the performance of Ss in a normal CI problem was significantly better, it was concluded that Ss actively try to store and retain information during their search for a solution.     

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.     

Information processing and human sequential predictive behaviour

Human sequential predictive behaviour is analysed in relation to information theory and information processing theory. The problem consists of the sequential prediction of stochastic-ergodic series of symbols. These sequences are described in terms of information theory (objective structure of the task) and the problem solving process in terms of information processing theory (problem space). The predictions of the behaviour of Ss, deduced from task environment and problem space, are confirmed by statistical analyses of the observed experimental behaviour of Ss. The necessity of further research on this and related problems is emphasized.     

The Effect of Negative Incentives in Serial Learning: VII. Theory of Punishment

Eighty three-, four-, five-, and six-year-old boys and girls were presented with experimental conditions where context, transformational complexity, and verbal cue were varied, Two experimental tasks, a perceptually Concrete and an Abstract task, were included and Ss were assigned to a Verbal Cue or a Nonverbal Cue condition. All Ss responded to both the present progressive and the past tenses. Results revealed significant effects of the Age and Tense factors, and improved performance on Comprehension over Production. Younger children made fewer overall errors than older ones. Ss performed better on the present progressive than on the past tense on the perceptually Concrete task, while the reverse was true on the Abstract task. These findings demonstrate that language performance is the result of a complex interrelationship between transformational complexity and the perceptual properties of linguistic structures.     

Anxiety and cognitive-task performance

The performance of individuals high and low in trait anxiety was compared on a cognitive task involving letter transformation. This task was performed in the presence or absence of monetary incentive for superior performance. Adverse effects of anxiety on performance were apparent only on the more complex versions of the letter-transformation task. Analysis of the microstructure of the task indicated that anxiety impaired the rehearsal and storage of task-relevant information. Motivation in the form of monetary incentive improved the performance of low-trait-anxiety Ss, but had no effect on high-trait-anxiety Ss. The findings were discussed with reference to the working memory system and the theory proposed by Eysenck (1979).     

Tropisms

In a simultaneous brightness discrimination reversal task, 96 third- and fourth-grade children were either verbally reinforced for correct responses (Rn), verbally punished for incorrect responses (Wn), or verbally reinforced for correct and punished for incorrect responses (RW) at either of two levels of task complexity (1 vs. 3 irrelevant dimensions) subsequent to either criterion or overtraining on the original problem. Regardless of task complexity, performance on the original problem was nearly equivalent for the RW and Wn combinations, and both were superior to the Rn combination. At all levels of task complexity and training, the RW and Wn S s reversed at similar rates, and both groups reversed faster than the Rn Ss.