Harnessing the river of time: a theoretical framework of time use efficiency with suggestions for counselors

Some individuals have difficulty using their time efficiently and, subsequently, completing tasks in an allotted amount of time. This article offers an operational definition and a theoretical framework of time use efficiency. Suggestions are offered for counselors working with clients who have difficulties using their time efficiently.     

Simple reaction time with very small imperative- stimulus probabilities

The simple reaction time was studied as a function of the probability of the delivery of the imperative stimulus which was or was not (randomly) delivered 1 sec after the warning signal. The probability of the imperative stimulus was varied much more extensively than in any of the previous studies; thus, the response speed with very small probabilities was of especial interest. The results obtained with five subjects suggested a quadratic relationship between the probability and the reaction time so that the latter appeared to be relatively independent of the former with very small probabilities.     

Response probability and similarity of retrieved response tendencies as determinants of response suppression difficulty

The primary objective of this study was to test the validity of the here labelled ‘suppression-time’ assumption which contends that the more difficult the response suppression operation, the longer the time required for its successful implementation. A secondary interest addressed the possibility that output suppression difficulty would be influenced by the level of response-response (R-R) compatibility existing between retrieved response tendencies. Two basic requirements confronted subjects within an experimental session: (a) dual-initiation (Dual-I) of paired arm movements, (b) initiation/suppression (I/S) of retrieved outputs, the irrelevant response being suppressed, the relevant output initiated. RT(I/S) magnitude and failure-to-inhibit error frequency increased as response probability increased, thereby providing support for the ‘suppression-time’ assumption. But R-R compatibility degree variations, when realized, did not consistently affect response suppression difficulty.     

The distracting effect of material reward: An alternative explanation for the superior performance of reward groups in probability learning

To determine whether the distraction effect associated with material rewards in discrimination learning can account for the superior performance of reward groups in probability learning, the performance of 144 school children (preschool, second, and fifth grades) on a two-choice successive discrimination task was compared under three reinforcement conditions (material reward, marker, and knowledge of results). The two events in the task had different frequencies of occurrence, as in probability learning, yet they appeared in a constant order to make 100% payoff possible. The subjects in the reward and marker groups learned the task more slowly, and the nonlearners among them used stereotyped alternation patterns to a greater degree than subjects in the knowledge-of-results condition. These findings suggest that a distracting effect of material reward is present in probability learning and may explain the superior performance of reward groups typically found in probability learning studies.     

样例和练习在促进解题迁移能力中的作用

通过一个2×2×2的因素实验,对96名初一学生在解题迁移能力中受样例和练习的影响进行了研究。结果表明,结合样例进行的练习促进了技能的熟练和解题能力的迁移;练习本身并不总能保证促进技能的熟练和解题能力的迁移,它至少要受三方面因素的影响第一,与在练习中是否有来自外部的指导和反馈有关;第二,与练习的任务性质有关;第三,与参与练习的个体智力和认知水平有关。     

Effects of knowledge that attributions will be observed by others

The current study was conducted to determine if attribution statements would be affected by subjects' knowledge that their attributions of success or failure would be observed by an opposite-sex peer. At the time subjects recorded their attributions, half of them anticipated that their attributions would soon be observed in their presence by an opposite-sex peer, while the other half recorded their attributions anonymously. Results indicated that attributions of success and failure were affected by the social context. Observed subjects evidenced less tendency to attribute their failure to low ability than did nonobserved subjects. Subjects who succeeded on an identity-relevant task reported higher ability attributions under observation conditions than under nonobservation conditions. Observed subjects evidenced significantly greater willingness to attribute failure to lack of effort than did nonobserved subjects. For a task intended to be of minimal relevance to subjects' identities, nonobserved subjects attributed failure to task difficulty to a significantly greater degree than did observed subjects. Results were discussed in relation to Bradley's contention that self-serving biases in attribution can usefully be conceptualized as strategic self-presentations.     

Decision time,subjective probability,and task difficulty

This study analyzed the relationships between decision time, subjective probability, and task difficulty in the context of a probability assessment task involving memory search. The results indicate that decision time and subjective probability do not yield identical functions. Also, decision time increases as subjective task difficulty increases. A similar relationship obtains between decision time and a measure of objective task difficulty. These latter two findings are inconsistent with Hogarth’s (1975) prediction of a nonmonotonic relationship between decision time and task difficulty.     

Spatial ecology: Its effects on the choice of friends and enemies

The present research examined relationships between physical distance, frequency of face-to-face contacts, and the probability that individuals would be chosen as friends or enemies. Consistent with previous research, the probability of being chosen as a friend increased as the distance between people decreased. There was also a positive linear relationship between the frequency of contact and the strength of linking. In contrast, the probability of being chosen as a disliked individual was even more dependent upon physical distance (more disliked than liked individuals lived close to the subjects), but the strength of disliking was unrelated to the frequency of face-to-face contact. Friends also tended to live farther away from the subjects the longer the latter had lived in their residences, but the distance that disliked individuals lived from the subjects did not depend upon time. The overall pattern of results was consistent with an “environment-spoiling” hypothesis which proposed that many negative interpersonal relationships primarily occur because the actions of specific others spoil one's living environment, whereas most positive interpersonal relationships result from frequent face-to-face contacts.     

Encoding and use of detail information in picture recognition

Subjects participated in a yes/no picture recognition experiment in which exposure time varied from 50 to 1,000 msec at the time of initial study. Following each study trial, half of the subjects, the detail at study and test (ST) group, reported whether they had observed a detail in the picture that they thought might help in subsequent recognition. The other half of the subjects, the detail at test only (T) group, did not attempt to name details during study. All of the subjects reported at the time of each test picture whether they were basing their yes/no recognition response on a specific detail in the picture or on the picture's general familiarity. The data provided strong support for a model which assumed that (a) there is a constant probability of encoding a detail during each successive unit of time at study and (b) a detail is named at test either if it was encoded at study or with some bias probability. ST subjects showed superior recognition memory performance relative to T subjects. Within the context of the aforementioned model, this superiority stems from two sources: ST subjects encode details at a faster rate than do T subjects and an encoded detail provided a better discriminative feature for ST subjects.     

The role of memory and integration in early time concepts

The nature of 5- to 8-year-old childrens ' time concepts was examined by analyzing two possible explanations for the greater difficulty children demonstrate in comparing durations that differ in beginning times as compared to those that differ in ending times. The explanations were (a) poor recall of beginnings as compared to endings due to their lower salience, (b) difficulty in integrating information from both points and reliance on endings only due to their greater salience. The subjects were 630 boys and girls from kindergarten to second grade. The children were presented with a series of two lights in different orders and combinations and were asked to compare order of beginnings and endings, and duration of the two lights. Results contradicted the memory explanation. In addition, repetitious questioning about order of one point (beginning or ending) appeared to have shifted children's attention from that point to the complementary point. Possible sources of children's failure to integrate beginning and end points when comparing durations were discussed.     

Behavioral control of exercise in adults: Studies 7 and 8

Abstract

Building on our previous six study series, the current studies 7 and 8 evaluated behavioral methods of improving adherence to exercise in adults. The studies tested the effectiveness of a single exercise modality versus choice of a variety of exercises and were conducted as part of a 12-week extended studies college course in San Diego, CA. Recruitment efforts were targeted to individuals who reported that they were sedentary and/or had experienced difficulty adhering to regular exercise. Participants were 42 adults (32F, 10M; mean age = 42.0) in Study 7 and 48 adults (35F, 8M; mean age = 47.9) in Study 8. In each study, subjects were randomly assigned to a single focus or variety exercise condition. There were no significant group differences in class attendance or out-of-class exercise adherence rates in Studies 7 or 8. In Study 7, significantly lower drop-out rates were detected in the single focus group (19%) than the variety condition (47.6%) (p = 0.04). No significant group differences were detected for drop-out rates in Study 8. Suggestions for further research are offered.     

Effects of difficulty and diagnosticity on choice among tasks in relation to achievement motivation and perceived ability.

The experiment is a partial replication of a study conducted by Trope. It investigates the effects of two person characteristics (achievement motive and perceived own ability) and two task characteristics (difficulty and diagnostic value about own ability) on choice among achievement tasks. In accordance with the results of Trope, it was found that high-diagnostic tasks were preferred to low-diagnostic tasks, independent of their difficulty. Trope's finding that high resultant achievers choose high-diagnostic tasks over low-diagnostic tasks to a greater extent than low resultant achievers was not replicated. However, the perceived degree of own ability affected choice behavior: When easy and difficult tasks were both high in diagnosticity, subjects high in perceived ability preferred difficult over easy tasks, whereas subjects low in perceived ability preferred easy over difficult tasks. From this latter finding it is concluded that a self-informational conception of choice behavior has to include the subjective probability of success at tasks as a determinant of choice, in addition to objective difficulty and diagnostic value.     

Non-aging fore-periods and simple reaction time

This study deals with the relationship between the momentary objective probability of the delivery of a stimulus and the reaction time in a simple reaction-time task. The hypothesis was that the reaction time is closely related to the objective probability via expectancy i.e., the momentary probability of the delivery of the stimulus as experienced by the subject. This problem was experimentally approached from two directions: (1) by varying the objective probability, in which case the reaction times should change inversely with the objective probability, and (2) by keeping the objective probability constant (by using the Bernoulli process), in which case the reaction times should not change. Eight male subjects were used. The first assumption proved to be correct, whereas the second held only when certain mean inter-stimulus intervals were used.     

Motivation, anxiety, and the difficulty of avoidant control

The present research addresses the question of whether avoidant control that is difficult to exercise induces greater physiologic arousal and unpleasant affect than easy-avoidant control or no-avoidant control. Two types of control difficulty were distinguished and factorially varied: (a) control difficulty due to the effortfulness of a controlling activity and (b) control difficulty due to uncertainty about how to exercise control over an unpleasant outcome. To examine responses under conditions where avoiding an unpleasant event is impossible, a cell was included in which subjects were not given the means by which to exercise control. In all but one condition (the high-effort-exercise/high-response-uncertainty condition), when avoidance was expected to be easy or impossible (a) pulse rates were lower, (b) digital pulse volumes were higher (indicating reduced physiologic activity), (c) self-reported anxiety was lower, and (d) ratings of the stressor's unpleasantness were lower than they were when avoidance was expected to be difficult. In the high-effort-exercise/high-response-uncertainty condition, cardiovascular arousal, self-reported anxiety, and shock unpleasantness scores were relatively low, suggesting that control was sufficiently difficult in that condition to cause subjects to "give up." Results are discussed in terms of a recently proposed model of motivation, conceptions of anxiety, and the relation between stress and control.     

Misattribution of arousal and the effects of self-threatening information

Two experiments are reported on the effects of misattributing arousal. In both experiments, subjects took an intelligence test and received fictitious negative results about their performance. In the first experiment, subjects before receiving feedback were given a pill labeled as arousing; however, the ostensible effectiveness of the pill was varied. The greater the alleged strength of the pill, the less the test was derogated following feedback about performance on it and the more effort subjects reported expending on the test. In the second experiment, subjects were told that the pill was either arousing or relaxing and that its effect lasted for either a short or a long period of time. Initial test evaluations were more positive and estimates of effort expended were greater when the pill was described as arousing than when it was described as relaxing. However, whereas these differences were maintained over time when the pill's effects were described as of long duration, they disappeared over time when the pill's effects were described as of short duration.     

The nature of equity-restoration: Some approval-seeking considerations

Subjects performed a proofreading task and evaluated its difficulty both beforehand and afterwards. They were overpaid or equitably paid by an experimenter who was or was not directly responsible for the level of pay they received, and who they believed would or would not see their post-test ratings. All subjects knew the experimenter would grade their task performance. Consistent with equity theory, overpaid subjects rated the task as having been more difficult than they had expected and did higher quality work than did equitably paid subjects. However, subjects who thought the experimenter would see their ratings (Aware condition) rated it as more difficult and performed more poorly on it than those who thought she would not see them (Unaware condition). Reported task difficulty increased among overpaid subjects under aware conditions, remained stable among overpaid subjects under unaware conditions, and decreased for equitably paid subjects. These findings suggested that what appears to be “equity-restoration” may be a self-presentation strategy designed to win the experimenter's approval, and that task ratings rather than performance will be used for this purpose when they can be communicated to the experimenter. The experimenter's responsibility for the subject's pay had no effect in the present study.     

Speed and accuracy in comparative judgments of line length

The paper presents an extension of Henmon’s (1906) finding that RT decreases as the difficulty of discriminating a difference between two line segments decreases. It is shown that, when an E RT deadline is imposed on the experimental task, RT remains constant with respect to changes in discrimination difficulty, but that correct response probability increases with increasing difference between two line segments. The data are examined in terms of current theories for the speed-accuracy trade-off.     

Multiple Microswitches for Multiple Responses with Children with Profound Disabilities

Abstract

Several components of motivation for exercise were investigated in a sample of 51 subjects who participated in a five-month exercise program designed for people with back pain. Assessment of motivation was made prior to the program using a self-report questionnaire. Tests were made of the motivational factors' ability to classify subjects as higher or lower adherers. A combination of age, perceived lack of time to exercise, expected consequences of not taking action to relieve the back pain, and adherence self-efficacy, resulted in a logistic regression model that correctly identified 96% of the higher adherers and 84% of the lower adherers after five months of participation. The present pilot study offers preliminary data on potentially influential motivational components. In addition, the results clearly support the notion that motivation is best viewed as a complex psychological construct, thus indicating that assessments of motivation should be multifactorial.     

The availability explanation of excessive plausibility assessments

The assessment of hypotheses in hypothesis generation involves a comparison between those hypotheses that have been generated (specified) and those that are not generated (unspecified). Experiment 1 was an investigation of an “availability explanation” for subjects' overconfidence in the probability of specified hypotheses. The conjecture is that subjects have difficulty retrieving unspecified hypotheses from memory. Therefore, the underpopulated set of unspecified hypotheses is assessed as less probable then it actually is and the specified set is assessed as more probable. Two manipulations to increase the availability of unspecified hypotheses were investigated. One involved explicitly requesting subjects to populate the unspecified set; the other was a computer presentation of candidate unspecified hypotheses. Results of experiment 1 were that assessment overconfidence for both experimental groups was reduced. The results support the conjecture that the availability heuristic is at least partially responsible for subjects' overconfidence. The main result of experiment 2 was that the overconfidence bias persisted with different assessment methods for both subject-generated and experimenter-supplied hypotheses.     

The perceived informational value and affective consequences of choice behavior and intermediate difficulty task selection

Four experiments were conducted that examine the affective and informational determinants of risk-preference behavior. In the initial two experiments, subjects classified according to their level of achievement needs expressed a preference among tasks varying in difficulty. In two of the experimental conditions, instructions, respectively, conveyed that performance at the task chosen should either maximize satisfaction or the information gained about one's ability and effort expenditure. It was found that the majority of all subjects preferred to undertake tasks of intermediate difficulty and that both positive affect and information gain were perceived to be optimal at or near the level of intermediate difficulty. Experiments III and IV investigated at what level of task difficulty individuals most desire information about their performance. Police trainees and high school students with disparate self-concepts of respective target shooting and high-jumping ability were able to receive limited but self-selected performance feedback at a series of achievement tasks that varied in difficulty. The data revealed that the tasks selected for feedback became objectively less difficult as the self-perception of ability decreased. In addition, the tasks chosen for feedback were near the intermediate subjective certainty of success level for all subjects. It was contended that the data contradict Atkinson's model of choice but support an attributional conception. The general issue of affective versus informational models of motivation was discussed.