Reverse versus forward recall of script-based texts

Previous research has shown that witnesses who are instructed to recall a crime scenario in reverse order as well as in forward order retrieve more total information than witnesses who recall in forward order twice. The present experiment evaluated the hypothesis that forward recall consists of schema-based retrieval whereas reverse-order recall consists of more datadriven, non-schematic retrieval. It was predicted that more actions consistent with a scenario's schema would be recalled in forward order than in reverse order, more actions incidental to the schema would be recalled in reverse order than forward order, and more schema-based intrusions would be generated in forward order. The results confirmed these predictions. Implications for witness interviewing are discussed.     

Body‐Weight Self‐Schema: Determinant of Mood and Behavior in Women With an Eating Disorder1

The schema approach to self‐concept was used to investigate the association between body‐weight self‐conception and self‐esteem, negative affect states, and disordered eating behavior in women with anorexia nervosa (n= 26) or bulimia nervosa (N= 53) using experience sampling methodology. We predicted that self‐esteem would be lower and unpleasant affect and disordered eating behaviors would be higher when the body‐weight self‐schema was activated in working memory compared to when non‐weight‐related self‐schemas were activated. Participants recorded the currently activated self‐schema, self‐esteem, affect, and behavior in response to an alarm‐watch signal 5 times daily for 5 days. Activation of the body‐weight self‐schema was associated with lower self‐esteem and higher negative affect, but not higher levels of disordered eating behavior. Low self‐esteem and negative affect, however, were associated with disordered eating behavior. Findings have important implications for treatment of eating disorders.     

Effects of own group success or failure on judgements of task performance by children of different ethnicities

Children in majority groups hold favourable attitudes toward members of their own group, whereas those in minority groups typically hold more favourable attitudes toward majority than own group members. It was expected that when evaluating task outcomes, majority group children would display own group favouritism, and minority children would show other group favouritism or ‘reverse ethnocentrism’. In this study, white and Native Indian elementary school children saw a video of a white and native child listening to sounds and trying to identify them. One-third of subjects saw white models correct more often than Native models, one-third saw Native models more often correct than white models, and the remaining third saw both models correct on an equal number of trials. When white models were successful, children from both groups made more positive evaluations of, optimistic predictions about, and internal attributions for task outcomes. When these models did poorly, negative attributes were deemphasized and task outcomes were attributed to external factors. Success by native models was attributed to external factors and task outcomes had little influence on predictions or evaluations. When native models were unsuccessful subjects accentuated negative attributes of these models and made internal attributions for their failures. Results were discussed in terms of cognitive and motivational theories of social judgements.     

Self-Presentation in Job Interviews: When There Can Be “Too Much of a Good Thing”1

Male and female subjects interviewed female applicants for an entry-level management position. The applicants were actually confederates of the researcher who engaged or did not engage in two different tactics of self-presentation: the emission of many positive nonverbal cues and the use of one popular grooming aid (perfume). It was predicted that alone, each of these tactics would enhance ratings assigned to the applicants. However, together, they would induce negative reactions among interviewers (e.g., attributions of manipulativeness to the applicant). It was further hypothesized that such reactions would be stronger among male than among female interviewers. Finally, it was predicted that the two self-presentational tactics investigated would affect interviewers' memory for information presented by the applicants. Results offered support for all of these hypotheses.     

Friendly or just polite? The effect of self-esteem on attributions

Studied the effect of a person's self-esteem on his inferences about another person's feelings toward him. Fifty-six mule and female college student subjects of high or low chronic self-esteem (median split; modified version of Janis and Field's ‘Feelings of Inadequacy Scale’) received either a negative or a positive evaluation of themselves. They were told that the evaluation had been written by another subject who had acted either under ‘sincere’ instructions, which allowed him to give his own opinion, or under ‘role-playing’ instructions, which assigned him to write either a positive or a negative evaluation. The subject's take was to decide under which instruction his evaluation had been written. It was predicted from a self-concistency logic that low self-esteem subjects would attribute negative evaluations to ‘sincere’ and positive evaluations to ‘role-playing’ instructions, while high self-esteem subjects would make the reverse attributions. A significant self-esteem × evaluation positivity interaction (p <.01) supported this prediction.     

Effects of negative ions on interpersonal attraction: evidence for intensification

In Study 1, female subjects received information suggesting either that a stranger (a female accomplice) shared their attitudes and evaluated them positively or that a stranger did not share their attitudes and evaluated them negatively. These procedures took place in the presence of a low (ambient) or high level of negative ions. On the basis of previous research, it was predicted that a high level of negative ions would intensify subjects' reactions to the stranger, thus enhancing their evaluations of her when she seemed to share their attitudes and to like them, but reducing these evaluations when she did not share their attitudes and disliked them. Results offered support for these predictions. In Study 2, female subjects performed two tasks (letter and digit copying) in the presence of a low or high concentration of negative ions. Their blood pressure and pulse were measured at several points during the experiment. Results indicated that on various trials both systolic and diastolic blood pressure were higher in the high-ions than in the low-ions condition. In addition, subjects reported higher levels of subjective arousal and made significantly more errors on the letter-copying task in the presence of a high concentration of negative ions. Together, the results of these studies were interpreted as offering support for the view that high concentrations of negative ions can increase both physiological and psychological (subjective) arousal.     

A test of the self-perception explanation of the effects of rewards on intrinsic interest

An experiment was conducted to test the proposition that rewards undermine or enhance intrinsic interest in a task to the extent that individuals interpret their behavior as being motivated by the reward. It was predicted that when subjects were denied the opportunity to develop and confirm this attribution, rewards would not produce an undermining effect, but rather would enhance dispositions and behavior. Subjects were recruited to evaluate a new sugar-free soft drink. Two levels of incentives (reward-no reward), two levels of examination (opportunity-no opportunity), and three levels of outcome (good-neutral-poor) were employed. The results support the prediction that an incentive's effect depends on the examination opportunity. In the examination condition, rewarded subjects attributed their behavior more to external factors than did unrewarded subjects, but gave more negative product evaluations only after tasting it. In the no examination condition, there were no differences in the attributions made by rewarded and unrewarded subjects, and rewarded subjects were more positively disposed toward the product both before and after tasting it. These results are explained as a consequence of two properties of rewards, enhancement through reinforcement and undermining through discounting, and of hypothesis-testing processes.     

How normal and retarded individuals monitor and regulate speed and accuracy of responding in serial choice tasks

These experiments investigate whether or not differences in the way that retarded and nonretarded individuals monitor and regulate speed and accuracy of responding contribute to the slower and more variable performance of retarded subjects on choice reaction time (RT) tasks. Rabbitt (1979, 1981) suggested that efficient choice RT performance is mediated by subjects tracking increasingly faster RT bands on successive trials until, by making and recognizing errors, they discover those very fast RT levels that should be avoided and those safe bands, just above typical error levels, that should be tracked. Experiments 1A and 1B established that most retarded subjects detect their errors as efficiently as nonretarded controls, a finding that excludes the possibility that retarded subjects do not monitor accuracy efficiently but achieve comparable levels of accuracy by consistently responding within very slow RT bands that minimize likelihood of errors. Experiment 2 showed that while a qualitatively similar trial-by-trial tracking mechanism mediates the performance of both groups, retarded subjects are less efficient at constraining RTs within very fast, but safe, bands. Increasing error probabilities at longer RTs suggest that momentary fluctuations in stimulus discriminability and/or attention are factors affecting RT variability in retarded subjects. The RT patterns for various sequences of correct responses initiated and terminated by errors suggest that the effective past experience (EPEX) guiding trial-by-trial RT adjustments of retarded subjects is short and inadequate, and it was argued that this can account for much of the remaining RT variability contributing to retarded-nonretarded differences. Not only does a short EPEX increase variability by giving rise to long error-free sequences of slower than average RT but also, when combined with occasional specified random fluctuations, it suggests why retarded subjects can achieve, but not sustain, RT levels maintained by nonretarded subjects.     

Effects of topic valence and pictorial distractor valence on verbalizing and evaluating topic-evoked visual imagery

We reasoned that if speakers must decide how long to reflect and how much to say about a topic, they use such guidelines as topic valence and valent situational distractors that compete for attention. We hypothesized that latency and extent of verbalization would be greater if topic valence were relatively negative, in that negative topics are “weightier” and hence deserve longer reflection and verbalization. Similarly, a negative distractor would cast a weightier aura over the task, with parallel effects. While subjects were imagining the visual scene evoked by a certain pleasant or unpleasant topic, a pleasant or unpleasant picture appeared toward the left or right, on a screen. After the picture faded subjects described the topic-evoked image. Topic valence had no effect on speech latency, whereas picture valence had the predicted effect. Negative topics increased latency of visual attention to pictures, though, as expected, subjects then looked sooner at negative pictures. Both topic valence and picture valence had the predicted effects on extent of verbalization. As predicted, too, unpleasant pictures elicited relatively negative evaluations of topic-evoked images.     

The Effect of Metaphor on Political Attitudes

An experiment was conducted to investigate the impact of metaphors embedded in news articles involving political figures and events. Seventy-two subjects read four brief articles which varied, according to condition, in the valence of the metaphor. It was hypothesized that subjects reading a positively valenced metaphor, which cast the subject of the comparison in a desirable light, would rate. both the person and the issue mentioned in the news article more favorably than would subjects reading a negative metaphor. This hypothesis was confirmed, but only for more politically sophisticated subjects — those more attentive to political news were significantly more influenced by the experimental manipulation. It is suggested that these individual differences may be explained by a schema-based account of metaphor comprehension.     

Aggression and heat: the influence of ambient temperature, negative affect, and a cooling drink on physical aggression.

Two experiments were conducted to examine the influence of ambient temperature upon physical aggression. In the first, male subjects received either a positive or negative evaluation from a confederate and were then provided with an opportunity to agress against this person by means of electric shock. On the basis of previous research, it was predicted that high ambient temperatures (92-95 degrees F) would facilitate aggression by those receiving positive evaluations but actually inhibit such behavior by those receiving negative assessments. Results confirmed both of these predictions and also indicated that more moderate but still uncomfortably warm temperatures (82-85 degrees F) produced similar effects. The second experiment employed procedures similar to the first and examined the suggestion that administration of a cooling drink would reduce the impact of high ambient temperatures upon overt aggression. This prediction, too, was confirmed. The possible mediating role of negative affect with respect to the influence of ambient temperature and other environmental factors upon aggression was discussed.     

Self-punitive behavior in humans: Effects of a self-fulfilling prophecy

Human subjects were exposed to contingencies which programmed aversive tones (100 db). Two types of contingencies were employed: self-confirming (i.e., self-fulfilling prophecies), in which the aversive tone was occasioned by the prediction it was about to occur; and self-disconfirming, in which the tone was probable when subjects predicted it would not occur. Experiments 1 and 2 used a modified classical conditioning paradigm, and demonstrated that a self-confirming contingency maintained reliable self-punitive responding, i.e., subjects consistently predicted and therefore obtained tones on every trial. Subjects in Experiment 3 were instructed to express predictions continuously throughout four sessions to ensure adequate sampling of the various predictions. Subjects exposed to a self-disconfirming contnngency reliably evidenced awareness of the contingency in effect (judged by answers on a postexperimental questionnaire), whereas subjects exposed to a self-confirming contingency failed to show effective avoidance behavior or contingency awareness. Experiment 4 investigated free-operant self-punitive behavior, utilizing a single prediction response button, which subjects depressed repeatedly. Subjects were exposed to either periodic or aperiodic punishment schedules over as many as four sessions. In general, more persistent self-punitive responding was found in the groups receiving periodic punishment. The results from the four experiments show that self-confirming contingencies can effectively prolong self-punitive responding in human subjects. The findings are consistent with a blocking interpretation of self-punitive behavior, which asserts that when an aversive event is already predicted by stimuli in the situation (including temporal cues), the association between a response and punishment is impaired, and self-punitive responding is likely to be maintained. An integration of human and animal self-punitive research is proposed.     

Parental and family risk factors for substance use in inner-city African-American children and adolescents

The purpose of this study was to develop and test a multidimensional model of parental and family influences on risk for substance use in inner-city African-American primary grade children and their adolescent siblings. The risk factors investigated were conceptually grouped into three broad domains of family influences and the respective indices computed: parental risk attributes, family risk attributes, and parenting styles. Parenting styles were captured as indicators of a latent construct, poor parenting. In study 1, we hypothesized that the parental and family risk variables would be mediated through parenting styles to predict intentions to use drugs, actual drug use, positive drug attitudes, and negative drug attitudes in a sample of 455 inner-city African-American families and their primary-grade children. In study 2, the substance use risk model was tested on a sample of 59 adolescent sibilings to determine whether the pattern of parental and family factors that contributed to early high-risk attitudes and behaviors in children would predict drug attitudes and behaviors in teen siblings. The results confirmed our expectations that parental and family risks were important predictors of childrens' negative drug attitudes and intentions to use drugs in the future and that positive parental and family characteristics would protect against future risk by enhancing negative drug attitudes. Also, substance use attitudes and behaviors in the teen siblings were predicted primarily by family risk characteristics. The family risk index also predicted frequency of use of hard drugs, but only when mediated through poor parenting. The implications of these results for future research are discussed.     

Developmental verbal control of behavior: Implications for self-instructional training

Kindergarten, first-grade, and second-grade children (5, 6, and 7 years of age, respectively) performed a Luria-type verbal control task in which motor responses are initiated to positive stimuli and inhibited to negative stimuli. The task was performed by motor responding only and verbal self-directed motor responding, with these conditions reversed in sequence for one half of each grade group. Although motor responding and verbal-motor responding by the two younger groups were generally poor, their performance equalled that of the second graders when the verbalizing condition followed the silent, motor-only condition. For these children, verbalizing appeared to constitute a second task which interfered with motor responding. Prior practice on motor-only responding, however, facilitated subsequent, concurrent performance of the two tasks. No interference or practice effects were found for the second graders. The results suggested that self-instructional training programs are likely to be successful when adequate verbal-motor coordination can be assumed or when the motor response is within the child's repertoire.     

The nature of control by spoken words over visual stimulus selection.

Eight retarded adolescents were trained to select one (a trained S+) of two visual stimuli in response to a spoken word (a trained word). Two different visual stimuli alternated randomly as the S-. To determine if the spoken work was merely a temporal discriminative stimulus for when to respond, or if it also specified which visual stimulus to select, the subjects were given intermittent presentations of untrained (novel) spoken words. All subjects consistently selected the trained S+ in response to the trained spoken word and selected the previous S- in response to the untrained spoken words. It was hypothesized that the subjects were responding away from the trained S+ in response to untrained spoken words, and control by untrained spoken words would not be observed when the trained S+ was not present. The two visual S- stimuli selected on trials of untrained spoken words were presented simultaneously. The untrained spoken words presented on these trials no longer controlled stimulus selections for seven subjects. The results supported the hypothesis that previous control by spoken words was due to responding away from the trained S+ in response to untrained spoken words.     

The effect of an overheard ethnic slur on evaluations of the target: How to spread a social disease

An experiment was conducted to assess the effects of an ethnic slur on evaluations of a targeted minority group member by those who overheard the slur. White subjects plus four confederates participated in a study ostensibly concerned with debating skills. Two of the confederates, one of whom was black, were always picked to engage in a debate which the others were to evaluate. The black debator either won or lost the debate. After the debate, one confederate-evaluator criticized the black in a manner that either did or did not involve an ethnic slur; in a control condition, no such comment was made. Based on the notion that ethnic slurs activate negative schemata regarding members of the targeted minority group, it was predicted that when the black debator lost the debate, the ethnic slur would lead to lower evaluations of his skill. This hypothesis was supported. Theoretical and practical implications of the findings were discussed.     

Social inference and individual differences in aggression: Evidence for spontaneous judgments of hostility

This research examined the hypothesis that aggressive vs. nonaggressive individuals differ in their spontaneous trait inferences, i. e., inferences made without any conscious intention of inferring characteristics of an actor. We anticipated that spontaneous processing conditions would be more revealing of aggressive/nonaggressive differences than would conditions that prompt deliberate inference processes. We used a cued-recall paradigm. Aggressive and nonaggressive subjects were instructed to memorize sentences that were open to either hostile or nonhostile interpretations. Sentence recall was then cued by either hostile dispositional terms or by words that were linked semantically to the element of the sentences. Within the spontaneous inference condition, semantic cues prompted twice as much recall as hostile cues among nonaggressive subjects, whereas dispositional cues aided recall more than semantic cues among aggressive subjects. As predicted, within the delinerate inference conditions there were no aggressive/nonaggressive differences. The nature of spontaneous vs. deliberate inferential processes and the advantages of spontaneous inference paradigms for testing predictions about schema-based processing in aggression are discussed. © 1995 Wiley-Liss, Inc.     

A follow-up developmental study of hypothesis behavior among mentally retarded and nonretarded children

To clarify the roles of IQ and mental age (MA) in hypothesis behavior, MA-matched subjects at three levels of IQ (70, 100, and 130) and three levels of MA ($\text{5}\text{1}\text{2}\text{, 7}\text{1}\text{2}\text{,}\text{and}\text{9}\text{1}\text{2}\text{years}$) received blank-trial discrimination learning problems using procedures designed to discourage position-oriented responding. With position responding discouraged, earlier findings were contradicted in that no hypothesis measure showed a main effect of IQ. This suggest that previously reported IQ group differences in hypothesis behavior may not reflect cognitive deficits inherently linked to low IQ, but instead may reflect the influence of specific methodological factors. The finding and interpretation are consistent with Zigler's (American Journal of Mental Deficiency, 1969, 73, 536–556) “developmental” theory of retardation and inconsistent with the general “difference” position. In additional findings, the predictions that subjects at all three MA levels would use hypotheses, and that retarded children from special-education classes would use hypotheses more often than retarded children “mainstreamed” in classes for the nonretarded were confirmed.     

Does medics' social identification increase handicap for mentally retarded patients?

Briefs about mentally retarded people are more negative than briefs about other social categories; professionals, such as medical doctors evaluate them most negatively of all. It was hypothesized (a) that medics' beliefs about mentally retarded people are mediated by psychological salience of their clinical social identification, rather than by personal characteristics that medics happen to share and (b) that such beliefs will bias decisions, rather than enhance accuracy. Forty-five doctors and medical students were randomly assigned to conditions designed to enhance salience of their shared clinical social identification or individual self-perceptions. Subjects completed semantic differentials about mentally retarded people and distinguished between slides of ‘mentally retarded’ and ‘normal’ children. Beliefs of subjects in the medical condition were significantly more negative than those in the personal condition. A signal detection analysis revealed no difference between conditions in subjects' ability to distinguish between children but showed that subjects in the medical condition were significantly more likely to judge a child ‘mentally retarded’ when in doubt. Results were discussed within an information processing framework and supported the idea that a salient clinical social identity can mediate beliefs that are likely to handicap patients.     

Learning Plan Schemata from Observation: Explanation-Based Learning for Plan Recognition

This article discusses how explanation-based learning of plan schemata from observation can improve performance of plan recognition. The GENESIS program is presented as an implemented system for narrative text understanding that learns schemata and improves its performance. Learned schemata allow GENESIS to use schema-based understanding techniques when interpreting events and thereby avoid the expensive search associated with plan-based understanding. Learned schemata also function as new concepts that can be used to cluster examples and index events in memory. In addition, experiments are reviewed which demonstrate that human subjects, like GENESIS, con learn a schema by observing, explaining, and generalizing a single specific instance presented in a narrative.