Personality and conditioning: a test of four models

Four experiments were conducted to test hypotheses derived from 4 alternative models of individual differences in instrumental conditioning. A standard go--no-go discrimination learning task was used in each of the 4 experiments. The results indicate that individual differences in performance of this discrimination are more consistently and strongly associated with impulsivity and anxiety than with extraversion and neuroticism. In each of the experiments, high anxiety hindered the learning of a go--no-go discrimination more among high impulsive Ss than among low impulsive Ss, and in 2 of the experiments high anxiety actually facilitated learning among low impulsive Ss. These findings are incompatible with Eysenck's and Gray's hypotheses regarding extraversion but are not inconsistent with Newman's. Aspects of these results do support Spence's and Gray's models of anxiety and instrumental conditioning. However, both of these models were contradicted by other trends in the data. A modification of Gray's model of impulsivity and anxiety that emphasizes the role of expectancies was proposed to fit these data.     

Mental time travel ability and the Mental Reinstatement of Context for crime witnesses

Mental time travel ability marks how well the phenomenological aspects of events are mentally re-experienced during recall. The Cognitive Interview (CI) elicits eyewitness information. One of its techniques, Mental Reinstatement of Context (MRC), asks eyewitnesses to reinstate the incident’s context mentally before recall. Fifty-six participants watched a simulated crime video. Self-report measures were then taken to estimate general mental time travel ability. Participants were questioned subsequently about the video. Eyewitness performance under MRC was compared with the CI’s Report Everything (RE) technique, wherein eyewitnesses recall everything they can but with no invitation to mentally reinstate the context. There was no effect of interview condition on accuracy of recall; however, general mental time travel ability was positively associated with the amount of correct and incorrect information produced under MRC, but not RE, conditions. This is the first empirical demonstration that MRC instructions engage the mental time travel capacities they purport to.     

Stuttering attitudes among Turkish family generations and neighbors from representative samples

PurposeAttitudes toward stuttering, measured by the Public Opinion Survey of Human Attributes-Stuttering (POSHA-S), are compared among (a) two different representative samples; (b) family generations (children, parents, and either grandparents or uncles and aunts) and neighbors; (c) children, parents, grandparents/adult relatives, and neighbors of the same family/neighbor units vs. individuals from different family/neighbor units; and (d) attitudes from one Turkish city with an international database archive.MethodsFollowing a school-based, three-stage, cluster probability sampling scheme, two sets of children, parents, grandparents/adult relatives, and neighbors (50 each) in Eski?ehir, Turkey (PROB1 and PROB2) completed Turkish translations of the POSHA-S. The POSHA-S measures attitudes toward stuttering within the context of other attributes, such as obesity and mental illness.ResultsBoth replicates of the sampling procedure yielded strikingly similar attitudes for stuttering between children, parents, grandparents/adult relatives, and neighbors in PROB1 vs. PROB2, and between all pair-wise comparisons within PROB1 and PROB2. By contrast, attitudes toward obesity and mental illness were dissimilar. Correlations were small to moderate among attitudes of the same family/neighbor units but were essentially nonexistent between different family/neighbor units. Attitudes toward stuttering in Eski?ehir were estimated to be less positive than attitudes from a wide range of samples around the world, although exceptions occurred.ConclusionsA school-based probability sampling procedure yielded consistent findings that are likely different from results from convenience samples. Families appear to be an important influence in determining public attitudes toward stuttering and other human attributes.Educational objectives: The reader will be able to: (i) identify similarities and differences among attitudes toward stuttering across generations; (ii) identify similarities and differences among attitudes toward stuttering in Turkey vs. other places in the world; (iii) describe a school-based probability sampling scheme; (iv) describe advantages of using a standard instrument to measure public attitudes toward stuttering.     

The Slosson intelligence test as a quick estimate of mental ability

The study investigated the reliability and validity of the SIT when administered and scored by 33 special education teachers who had no prior psychological testing experience. Subjects were 155 pupils between four and 16 years old who attended 40 Philadelphia schools. Results relative to interscorer differences, internal consistency, stability over time, and concurrent validity upheld the use of this measure as a quick screening device and corroborated Slosson's contention that the test can be administered successfully by teachers.     

The MacQuarrie test for mechanical ability

Data originally analyzed by Charles H. Goodman on the MacQuarrie Test for Mechanical Ability are subjected to the principal axes factoring method. The maximum variance was extracted with three factors. Rotation to an oblique simple structure yielded a factor pattern which satisfies the simple structure concept more adequately than the orthogonal factor matrix, thus leading to greater clarity of interpretation of the factors.     

Dimensions of family rituals across two generations: relation to adolescent identity.

Family rituals are considered part of a generational process that fosters a sense of identity for individual members and is reflective of the family's shared belief system. The symbolic significance attached to family rituals is considered central to the force of family rituals. Three questions were addressed in the study: (1) Are the dimensions of family rituals viewed similarly across generations?; (2) Is level of ritualization related to adolescent identity?; (3) If there is disagreement about the relative level of ritualization in a family, is there a negative relation to adolescent identity? A total of 77 families with an adolescent member completed the Family Ritual Questionnaire, and the adolescents completed a measure of self-esteem. Results of a factor analysis demonstrated shared representation of family rituals across two generations, with one factor loading on the symbolic qualities of family rituals and the second factor loading on the routine aspects of family rituals. Positive relations were found between adolescent identity and the family's report of symbolic significance and affect associated with family rituals. A negative relation was found between mother-adolescent disagreement about family rituals and adolescent feelings of belonging. Distinguishing between meaning and routine aspects of family rituals is discussed as well as clinical implications.     

Reasoning with conditionals: a test of formal models of four theories

The four dominant theories of reasoning from conditionals are translated into formal models: The theory of mental models (Johnson-Laird, P. N., & Byrne, R. M. J. (2002). Conditionals: a theory of meaning, pragmatics, and inference. Psychological Review, 109, 646-678), the suppositional theory (Evans, J. S. B. T., & Over, D. E. (2004). If. Oxford: Oxford University Press), a dual-process variant of the model theory (Verschueren, N., Schaeken, W., & d'Ydewalle, G. (2005). A dual-process specification of causal conditional reasoning. Thinking &Reasoning, 11, 278-293), and the probabilistic theory (Oaksford, M., Chater, N., & Larkin, J. (2000). Probabilities and polarity biases in conditional inference. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 883-899). The first three theories are formalized as multinomial models. The models are applied to the frequencies of patterns of acceptance or rejection across the four basic inferences modus ponens, acceptance of the consequent, denial of the antecedent, and modus tollens. Model fits are assessed for two large data sets, one representing reasoning with abstract, basic conditionals, the other reflecting reasoning with pseudo-realistic causal and non-causal conditionals. The best account of the data was provided by a modified version of the mental-model theory, augmented by directionality, and by the dual-process model.     

Mental abilities and school achievement: A test of a mediation hypothesis

This study analyzes the interplay of four cognitive abilities - reasoning, divergent thinking, mental speed, and short-term memory - and their impact on academic achievement in school in a sample of adolescents in grades seven to 10 (N = 1135). Based on information processing approaches to intelligence, we tested a mediation hypothesis, which states that the complex cognitive abilities of reasoning and divergent thinking mediate the influence of the basic cognitive abilities of mental speed and short-term memory on achievement. We administered a comprehensive test battery and analyzed the data through structural equation modeling while controlling for the cluster structure of the data. Our findings support the notion that mental speed and short-term memory, as ability factors reflecting basic cognitive processes, exert an indirect influence on academic achievement by affecting reasoning and divergent thinking (total indirect effects: β = .22 and .24, respectively). Short-term memory also directly affects achievement (β = .22).     

Individual differences in working memory and comprehension: a test of four hypotheses.

A relationship has consistently been found between measures of working memory and reading comprehension. Four hypotheses for this relationship were tested in 3 experiments. In the first 2 experiments, a moving window procedure was used to present the operation-word and reading span tasks. High- and low-span subjects did not differentially trade off time on the elements of the tasks and the to-be-remembered word. Furthermore, the correlation between span and comprehension was undiminished when the viewing times were partialed out. Experiment 3 compared a traditional experimenter-paced simple word-span and a subject-paced span in their relationship with comprehension. The experimenter-paced word-span correlated with comprehension but the subject-paced span did not. The results of all 3 experiments support a general capacity explanation for the relationship between working memory and comprehension.