The effect of earlier experience and reward contingencies on intrinsic motivation

The effects of task-contingent and performance-contingent extrinsic rewards upon subsequent intrinsic motivation are compared. Intrinsic motivation is measured by behavioral observation in a free time period and by rating scales. The results show, as expected, a higher rating of intrinsic motivation in the performance-contingent reward condition. The study further compares strength of intrinsic motivation in one- and two-session conditions. As hypothesized, a two-session condition, in which the subjects have a preexperience with the task without reward administration, leads to a higher rating of intrinsic motivation than a one-session condition without such a preexperience. The behavioral measure of intrinsic motivation is not significantly affected by the conditions. A post hoc analysis of the data indicates that there may be a different effect of extrinsic rewards on behavioral measures and on rating scale measures of intrinsic motivation.     

The effects of cognitive style and training on performance ratings' validity

This study investigated how personal cognitive style and training effect rating validity with two different rating tasks. Male undergraduate volunteers (n = 53) served as raters and rated videotaped lecturers. Using the Embedded Figures Test to measure cognitive style, two groups of raters were formed: those who tend to structure information presented (articulated) and those who do not (global). Half of each cognitive style received observational training designed to be congruent with the behavioral rating task. All raters completed two rating tasks: one requiring an evaluative judgment and one requiring a judgment of behavior frequency. It was hypothesized that with the evaluative rating task, cognitive style would be and training would not be a significant predictor of validity, because the training was not relevant to the task. It was also hypothesized that with the observational task training would improve rating validity (overcoming cognitive style), because the training was relevant to the rating task. Both hypotheses were supported.I wish to thank Dr. Kevin Murphy for the use of the videotapes.     

Efficacy of self-instructional training for reducing children''s anxiety in an evaluative situation

Fifty-six fourth-grade children were categorized as either high or low in trait anxiety and then assigned to a self-instruction treatment, minimal-treatment, or no-treatment control condition. At both pretest and posttest, the subjects recited a memorized poem while being videotaped with the expectation that they would be judged on their performance. State anxiety measures, a behavior rating of anxiety, a measure of performance accuracy and the time involved in reciting a poem were obtained at both pretest and posttest. Contrary to expectation, the self-instructional training resulted in subjects' exhibiting greater signs of behavioral anxiety, subjects' hurrying through the task (taking less time to recite the poem) and high trait-anxiety subjects' reporting more state anxiety while anticipating reciting the poem. Correlational analyses indicated that trait anxiety was significantly related to the measures of state anxiety and the behavior rating of anxiety but not to performance accuracy.     

Influence of motion on face recognition

The influence of motion information and temporal associations on recognition of non-familiar faces was investigated using two groups which performed a face recognition task. One group was presented with regular temporal sequences of face views designed to produce the impression of motion of the face rotating in depth, the other group with random sequences of the same views. In one condition, participants viewed the sequences of the views in rapid succession with a negligible interstimulus interval (ISI). This condition was characterized by three different presentation times. In another condition, participants were presented a sequence with a 1-sec. ISI among the views. That regular sequences of views with a negligible ISI and a shorter presentation time were hypothesized to give rise to better recognition, related to a stronger impression of face rotation. Analysis of data from 45 participants showed a shorter presentation time was associated with significantly better accuracy on the recognition task; however, differences between performances associated with regular and random sequences were not significant.     

员工跨界行为的作用机制：网络中心性和集体主义的作用

员工跨界行为正在成为团队领域的热点课题, 但目前为止尚缺乏在中国情境下关于员工跨界行为作用机制的系统研究。本研究通过对来自61个团队的领导及其292名员工的两波纵向数据进行跨层分析, 将文化和社会网络理论整合入跨界行为领域, 在控制了个体层次的员工年龄、教育程度、性别、本团队工作时间和个人的集体主义导向, 以及团队层次的团队规模后, 发现员工跨界行为有助于提升其团队内部网络中心性的地位, 并进而促进其任务绩效, 团队集体主义氛围在员工跨界行为和网络中心性的关系中到显著的调节作用。     

规范错觉对外出就餐中食物浪费的影响：心理机制与应对策略

规范错觉是指个体的规范感知与实际存在于群体中的社会规范之间存在差异, 规范错觉影响了社会生活的方方面面。对957份问卷调查的分析显示, 人们普遍高估了他人的食物浪费(行为错觉)以及对浪费的赞同程度(态度错觉), 而这两种错觉又加剧了人们自身的浪费行为。中介效应检验显示, 印象管理中的社交性维度部分中介了两种错觉与浪费行为间的关系。两个随机对照实验进一步检验了描述性(命令性)规范信息对行为(态度)错觉的影响, 结果发现, 描述性规范信息降低了行为错觉, 并通过社交性减少了浪费行为; 而命令性规范信息并不改变态度错觉本身, 但通过降低态度错觉对浪费的影响而减少了浪费行为。上述结果意味着两种规范信息尽管高度相似, 但其作用机制却可能不同, 同时这一发现也为政策制定者提出了两种干预途径。     

State Self-Esteem as a Moderator of Negative Mood Effects on Person Impression

Participants in a negative or a neutral mood performed an impression formation task in Experiment 1, a word fragment completion task in Experiment 2, and both tasks in Experiment 3. A self-referent versus other-referent sentence completion task was used to induce a negative mood. As a result, participants exhibited fewer mood-congruent effects on impression rating in the self-referent than in the other-referent mood induction condition, even though relevant traits had been equally activated across the two conditions. It was also shown that the self-referent induction procedure was accompanied by degrading of self-esteem, whereas the other-referent one was not. Taken together, the results suggest that the state self-esteem might be relevant to moderating of the negative mood effects on person impression.     

A comparison of the relative efficacy of self-control therapy and a behavioral problem-solving therapy for depression in children

Twenty-nine children 9 to 12 years old who were identified as moderately to severely depressed using the Children's Depression Inventory were randomly assigned to either a self-control, behavioral problem-solving, or waiting list condition. The self-control treatment focused on teaching children self-management skills. The behavioral problem-solving therapy consisted of education, self-monitoring of pleasant events, and group problem solving directed toward improving social behavior. Subjects were assessed pre-and posttreatment and at 8-week follow-up with multiple assessment procedures and from multiple perspectives. At posttreatment, subjects in both active treatments reported significant improvement on self-report and interview measures of depression while subjects in the waiting list condition reported minimal change. Results were maintained at follow-up. The general success of the experimental treatments was discussed and recommendations for further treatment components were provided.Second authorship on this article is shared by Drs. Reynolds and Kaslow. The authors would like to thank Mr. Ed Guzwieski, Principal, and the teachers of Oregon Middle School for their cooperation with this study. The authors also would like to thank Mary Wysopal for conducting the posttreatment and follow-up interviews, and Carol Fairbanks for rating the audiotapes.     

Examining Safety Behavior Subtypes Across Distinct Social Contexts in Social Anxiety Disorder and Major Depression

People with social anxiety disorder (SAD) use different types of safety behaviors that have been classified as avoidance vs. impression management. The current study investigated differences in safety behavior subtype use in 132 individuals with principal diagnoses of social anxiety disorder (SAD, n = 69), major depressive disorder (MDD, n = 30), and nonpatient controls (n = 33) across two social contexts: an interpersonal relationship-building task (social affiliation) and a speech task (social performance). We examined whether diagnostic groups differed in safety behavior subtype use and whether group differences varied by social context. We also explored relationships between avoidance and impression management safety behaviors, respectively, and positive and negative valence affective and behavioral outcomes within the social affiliation and social performance contexts. Safety behavior use varied by diagnosis (SAD > MDD > nonpatient controls). The effect of diagnosis on impression management safety behavior use depended on social context: use was comparable for the principal SAD and MDD groups in the social performance context, whereas the SAD group used more impression management safety behaviors than the MDD group in the social affiliation context. Greater use of avoidance safety behaviors related to higher negative affect and anxious behaviors, and lower positive affect and approach behaviors across contexts. Impression management safety behaviors were most strongly associated with higher positive affect and approach behaviors within the social performance context. These findings underscore the potential value of assessing safety behavior subtypes across different contexts and within major depression, in addition to SAD.     

Context effects in judging taste intensity: A comparison of variable line and category rating methods

The effect of stimulus range and stimulus spacing was examinedwhen subjects registered the perceived intensity of sweet liquids using either a matching procedure (Experiment 1) or category rating (Experiment 2). The matching procedure is conceptually similar to absolute magnitude estimation, whereby subjects match their impression of number size to their impression of the subjective magnitude of a stimulus. In Experiment 1, subjects matched their impression of the stimulus to their impression of the magnitude of the length of a continuously variable line under their control. In Experiment 2, subjects rated perceived sweetness on a vertical 13-point scale with five equally spaced verbal labels. In both experiments, three sets of four sucrose concentrations were employed. In two of these sets, a set of weaker solutions and a set of stronger solutions, concentrations were separated by 0.25 log units. In a third set, which spanned the range of concentrations used in the other two sets (0.87 to 27.36% w/v), solutions were separated by 0.5 log units. An examination ofboth individual and group data showed the matching procedure to be less susceptible to a range bias than the rating procedure. In particular, a single intensity function accommodated data from individual ranges better when the matching procedure was used than when the rating procedure was used. No effect of stimulus spacing was evident in the data from either procedure.     

Criterion Development and Validity of the CQT in Field Application

Two experiments evaluated the competing interpretations of cognitive dissonance and impression management theories regarding the pill and misattribution studies of attitude change in the forced compliance situation. Attitude change was eliminated when subjects were told about the tension side effects of taking a placebo, replicating the usual effect. Attitude change was also eliminated, however, when subjects took the pill following counterattitudinal behavior. In one condition of the second experiment, subjects were given instructions about tension side effects but were also told that the drug would not affect their moral judgment or behavior. These instructions eliminated attitude change in a standard pill condition. The typical finding of attitude change was manifested in the misattribution/no-excuse condition. The primary and secondary data from both studies provided more support for the impression management interpretation of the standard misattribution manipulations than for a theory of misattribution of dissonance-produced arousal.     

Visual and verbal modes of information processing and cognitively-based coping strategies: An extension and replication

This study was designed to investigate the interaction between the use of an imaginallybased vs a verbally-based coping strategy with subjects who were selected on the basis of strong preferences for either visual or verbal modes of information processing. Forty-eight female students were subjected to a cold-pressor task. Measures of pain tolerance, pain threshold and a pain rating were obtained. The findings indicated that there was not a significant relationship between preferred cognitive style and the types of coping strategy provided. However, the treatments combined were found to be significantly more effective than the no-treatment condition on all three dependent measures. A structured debriefing revealed that use of visual vs verbal coping strategies did not differ as a function of treatment type or preferred cognitive style. It was concluded that individuals may demonstrate considerable flexibility in adapting to different types of cognitively-based coping strategies.     

Youth Needs at Intake into Trauma‐Informed Group Homes and Response to Services: An Examination of Trauma Exposure,Symptoms, and Clinical Impression

Trauma‐informed care is recommended to improve the quality of group home services for youth. Youth exposure to trauma and associated symptoms are important factors involved in making the clinical impression that determines treatment services. This study considered three dimensions of trauma (exposure, symptoms, and clinical impression) to determine associations with behavioral incidents of youth in trauma‐informed group homes and how trauma was related to changes in psychopathology from intake to discharge. Archival records of youth (N = 1,096), age 9–18 (M = 15.7 years) who received services from January 2013 to December 2017, and departed the program were used. Statistical procedures included hierarchical linear modeling and analysis of covariance. Results indicated trauma symptoms predicted emotional problems and self‐injurious behavior. Youth in high‐ and low‐trauma groups both showed decreases in behavioral incidents and psychopathology, but clinical impression of trauma moderated the change in emotional problems from intake to discharge. Youth deemed by clinicians to have lower trauma (based on history of maltreatment and expression of trauma symptoms) had greater decrease in emotional problems from admission to discharge. Limitations and implications for further research on implementation and effectiveness of trauma‐informed models are discussed.     

Covert and overt rehearsal and elaboration during treatment in the development of assertive behavior

The present investigation examined the effects of covert and overt rehearsal and client elaboration of situations designed to train assertive behavior. Nonassertive clients (n = 61) received one of four treatments resulting from the 2 × 2 factorial combination of Modality of Rehearsal (covert vs overt) and Elaboration (elaboration vs no elaboration of training situations). A delayed-treatment group was included in the design to serve as a no-treatment control condition before subjects were assigned randomly to one of the above treatments. Treatment led to significant improvements on self-report and behavioral measures of assertiveness and self-efficacy. Covert and overt rehearsal were equally effective. However, elaboration of training situations significantly enhanced the effects of covert and overt rehearsal. Treatment effects were maintained up to a 6-month follow-up, transferred to novel role-playing situations, and brought clients within the range of other subjects (n = 45) who regarded themselves as adept in social situations requiring assertive behavior and who had not sought treatment.     

When stereotype‐based expectancies impair performance: the effect of prejudice,race, and target quality on judgments and perceiver performance

High‐ and low‐prejudiced participants were presented with a lecture segment in which the race of the professor (White or Black) and lecture quality (high or low) were manipulated. Consistent with predictions, low‐prejudiced participants were more extreme in their evaluations (more negative) and performed more poorly on test items when presented with an expectancy‐violating low‐quality Black lecturer. High‐prejudiced participants were more extreme in their evaluations (more positive) and performed more poorly when presented with an expectancy‐violating high‐quality Black lecturer. Copyright © 1999 John Wiley & Sons, Ltd.     

Assertion modeling and stimuli effects on assertive behavior and self-efficacy in adolescents

The present investigation examined variations of modeling and stimuli with 61 adolescents selected for unassertive or aggressive behavior toward teachers. A 3 × 2 × 2 factorial design evaluated the effects of type of assertion modeling (three sessions of overt vs covert vs no-modeling), type of training stimuli (single involving teachers only vs multiple involving teachers, parents and peers) and type of initial behavior (unassertive vs aggressive) on behavioral role-play and self-efficacy. Modeling, particularly overt modeling, improved assertive behavior in teacher situations, peer situations and total teacher, parent, and peer situations. The use of single type stimuli improved self-efficacy in total teacher, parent and peer situations, and in novel situations involving others. Behavior but not self-efficacy was differentially affected by initial unassertive or aggressive behavior of participants. Self-efficacy and behavior were only moderately correlated. Results suggest effectiveness of short-term modeling with adolescents and different specificity properties of self-efficacy and assertive behavior.     

社会排斥对自我损耗的影响:自我觉知的克服作用

实验1采用打破习惯范式任务和单词搜索任务考察自我觉知对自我损耗的克服作用。实验2采用社会排斥情境任务考察自我觉知在社会排斥中对自我损耗的影响。结果发现:(1)在自我损耗条件下,自我觉知启动组被试Stroop任务成绩显著好于无启动组;(2)在社会排斥情境下,接受组和控制组被试Stroop任务成绩显著好于排斥组。在自我觉知启动条件下,排斥组、接受组和控制组被试的Stroop任务成绩无显著差异。结果证实了自我觉知在社会排斥中对自我损耗的克服作用。     

Effects of Contrived information of Female and Male Performance on the Achievement Behavior of Preschool Girls and Boys1

Twenty-four girls and 24 boys enrolled in a university preschool were given two trials each to perform a marble-dropping task. After the first trial, subjects in the sex-appropriate condition were told that children of their sex perform the task better than children of the opposite sex. Subjects in the sex-inappropriate condition were told that children of their sex perform the task less well than children of the opposite sex. It was hypothesized that sex-appropriate subjects would set higher goals for Trial 2 than control subjects receiving no information and that sex-inappropriate subjects would set lower goals than control subjects. The hypotheses were not supported. Instead, children of both sexes set significantly higher goals when told that boys do better at the task. Interpretations of the results are offered.