Myth-conceptions concerning death-related behavior

Summary The discussion here has suggested that it is likely that the following beliefs are myth conceptions: Living is always prefarable to dying. It is possible for people not to play God. We can be sure that what happens biologically is willed by God. God speaks to us only through our biology. Dying occurs only at one point in time-at the end of the terminal period. Death or dead are more accurate labels than passed on. Persons who are dying know without being told that they are dying. Biological death is the most important thing happening when a person dies.The goal of achieving understanding of our death-related behavior can be facilitated by recognition of myth-conceptions such as these and the previously identified myths the acceptance of which may have an impact upon both biological and mental or spiritual health of those involved.He is the author ofSociology of Death and other books and articles.     

The impact of the opinions of others on variety‐seeking behavior

One reason for consumer variety‐seeking behavior is interpersonal motivation. Building on previous theories, we suggest that the different information types of interpersonal sources influence the variety‐seeking behavior of individuals. Two laboratory experiments are conducted to examine the influence of the opinions of others on such behavior. The results support the author's contention that to derive more enjoyment from a shared product, an individual will make choices congruent with the opinions of others in online information. The managerial implications and study limitations are also discussed.     

Pulling the strings: Effects of friend and parent opinions on dating choices

The current study examined how dating choices are affected when individuals are faced with social network opinions that are in agreement or disagreement about the quality of potential dates. In a virtual dating game paradigm, participants spoke to 2 potential romantic partners online and received positive and/or negative feedback ostensibly from their friend and parent about 1 of the partners. The study employed a 2 (parent opinion: approve, disapprove) × 2 (friend opinion: approve, disapprove) × 2 (interaction partner: evaluated target, control target—within subjects) mixed factorial design. Friend opinion influenced who the participants liked, whereas parental opinion was influential when participants relied on their parent for more resources than their friend. In the end, though, only friend opinion predicted dating choice.     

Effects of self-awareness on antinormative behavior

Based on Zimbardo's (1970) theory of deindividuation and Duval and Wicklund's (1972) theory of “objective self-awareness” it was predicted that self-awareness would lead to a decrease in transgressive behavior. Subjects were either made self-aware (seated in front of a mirror listening to their own tape-recorded voice) or nonself-aware (seated to the side of the mirror listening to another's voice) and were given an opportunity to cheat on an anagrams test. Significantly more cheated in the nonself-aware condition (71%) than in the self-aware condition (7%). The results support the basic premise of deindividuation theory that self-awareness influences impulsive, counternormative behavior and suggest that an integration of the theories of deindividuation and objective self-awareness is possible.     

MacPsych: An electronic discussion list and archive for psychology concerning the Macintosh computer

MacPsych is an electronic mail discussion list and an electronic archive for those using the Macintosh in psychology. The discussion list allows psychologists from around the world to ask questions and discuss issues relating to the use of the Macintosh in psychology. The archive is a place where list members may share software and other files of relevance. The Society for Computers in Psychology sponsors the discussion list, and the journalBehavior Research Methods, Instruments, & Computers has designated the archive as the distribution site for Macintosh software and files described in its pages. Those interested may join the list by sending electronic mail to macpsych-request@stolaf.edu. The archive can be accessed via anonymous ftp at ftp.stolaf.edu in the directory pub/macpsych.     

A note on aggregating opinions

This note examines the number of experts to be included in a prediction group where the criterion of predictive ability is the correlation between the uncertain event and the mean judgment of the group members. It is shown that groups containing between 8 and 12 members have predictive ability close to the “optimum” under a wide range of circumstances but provided (1) mean intercorrelation of experts' opinions is not low (<.3, approximately) and/or (2) mean expert validity does not exceed mean intercorrelation. Evidence indicates these exceptions will not be common in practice. The characteristics needed by an additional expert to increase the validity of an existing group are also derived.     

Follow-up in classroom behavior modification: Survey and discussion

A survey of several behavior modification journals showed that only 28% of the studies conducted in educational settings reported any follow-up data. Of those studies including follow-up data, 86% reported that therapeutic gains were completely or partially maintained. Follow-up was more often reported and was longer when the subject was an individual or small group than when an entire class served as the subject. More follow-up data were based on direct observation than on anecdotal verbal reports, but the follow-up period was longer when verbal reports were obtained than when direct observation was used. A greater percentage of studies published prior to 1971 than of those published since 1971 included follow-up data. Problems in the methodology and design of follow-up research are discussed.     

Effects of personal experience on self-protective behavior

This article seeks to further our understanding of self-protective behavior by examining the effects of a particularly powerful stimulus to action: personal experience. It reviews the effects of automobile accidents on seat belt use, criminal victimization other than rape on individual crime prevention efforts, natural hazards experience on both natural hazards preparedness and compliance with evacuation warnings, and myocardial infarction on smoking. Theories suggesting mechanisms that could link personal experience to behavior are described, and data concerning the effects of experience on some key variables in these theories are discussed. Tentative propositions are offered to resolve the many apparent discrepancies in this literature. These propositions concern the effects of experience on risk perceptions, the influence of experience on risk salience, the specificity of responses to victimization, and the duration of experience effects.     

Effects of serotonin-mimetic drugs on mouse-killing behavior

Muricidal behavior induced in rats by social isolation or by olfactory bulb ablation was blocked following IP administration of serotonin (5–HT) agonist 8-OH-DPAT and 5-MeODM and by 5-HT uptake inhibitors, fluoxetine and indalpine. Among uptake inhibitors, although fluoxetine has a higher IC₅₀ and a higher Ki, it is apparently more efficient than indalpine. The 5-HT agonist, 8-OH-DPAT, acting at a putative 5-HT_1A receptor, appears more efficient on muricidal inhibition than 5-MeODM, at a much lower dosage. It is highly probable that 5-HT_1A receptor rather than 5-HT_1B is involved in the antimuricidal effect of serotonin-mimetic drugs. Since 5-HT mimetic drugs blocked mouse-killing behavior of bulbectomized rats, we suggest that in the sequence of events in muricidal inhibition 5-HT circuits participate after gabaergic modulation from olfactory bulbs.     

Effects of teacher attention on study behavior

The effects of contingent teacher attention on study behavior were investigated. Individual rates of study were recorded for one first-grade and five third-grade pupils who had high rates of disruptive or dawdling behavior. A reinforcement period (in which teacher attention followed study behavior and non-study behaviors were ignored) resulted in sharply increased study rates. A brief reversal of the contingency (attention occurred only after periods of non-study behavior) again produced low rates of study. Reinstatement of teacher attention as reinforcement for study once again markedly increased study behavior. Follow-up observations indicated that the higher study rates were maintained after the formal program terminated.     

Effects of ethanol withdrawal on muricidal behavior

When naive rats of our colony were individually housed for 1 month with free access to laboratory chow and water as drinking fluid, 6% exhibited muricidal behavior. When naive rats of the same colony were similarly housed but received ethanol 20% in water as the sole source of drinking fluid (ll.5 g ethanol/kg/day), the percentage of killer rats was the same. However, when the rats were housed in similar conditions and submitted to a 1-day ethanol withdrawal, the percentage of muricidal rats increased to 25%. Ethanol intake in the same conditions as described above did not change muricidal behavior of spontaneous killers and did not induce killing behavior in nonkiller animals. GABA-mimetic agents administered IP blocked ethanol withdrawal-induced killing behavior as well as spontaneous muricidal activity.