Determinants of confirming and disconfirming responses to negative social labels

Two experiments explored the question of when people will respond to negative labels by confirming them and when they will respond by disconfirming them. In a field experiment subjects were accused of not taking advantage of the opportunities available in a nearby city, and in a laboratory experiment they were accused of having low self-confidence. After these accusations, subjects were given an opportunity to behave in ways that varied in the degree to which they were consistent with the experimenter's labels. For some subjects the experimenter's accusations included mention of the fact that the negative label also applied to many other members of their group, while for other subjects this group factor was not mentioned. The reference to the group either increased or decreased subjects' label-confirming behavior, depeding on whether the subject had provided the experimenter with evidence consistent with the label before the accusations were made. When the experimenter had this evidence, subjects subsequently confirmed the label more if the fact that the negative label applied to many group members was mentioned than if it was not mentioned. When the experimenter accused the subject without having any evidence, subjects disconfirmed the label more if the group was mentioned than if it was not.     

Attributions of causality and reactions to uncontrollable outcomes

The experiment tested the hypothesis that the stress experienced by a person who is unable to control aversive stimulation is not a function of lack of control per se, but of the attribution of causality that (s)he makes for failure to exert control. Subjects were given a problem-solving task, and were told that they could prevent aversive noise bursts by correctly solving the problems. Subjects then received false feedback that they had done either well or poorly on the problems. In addition, failing subjects received information that led them to attribute their performance either to their own lack of ability or to situational factors (task difficulty). Subjects who attributed their failure to their own incompetence felt considerably more stress than subjects who made situational attributions. In fact, the latter subjects experienced no more stress than subjects who were successful in controlling the stimulation. Surprisingly, subjects whose attributions for performance led them to feel personally incompetent performed better than the remaining subjects both on problems administered in the same situation, and on problems administered in a new and different situation. The implications of the results for future helplessness studies and for the learned helplessness model were discussed.     

On the functional form of partial masking functions in psychoacoustics

Partial masking of pure tones is often investigated in terms of matching functions which record the intensity φ(x, n) of an unmasked tone which matches, in perceived loudness, a tone of intensity x embedded in a flat, broadband noise of intensity n. Empirically, the following property of “shift invariance” is observed to hold for these matching functions: φ(λx, λ^θn) = λφ(x, n), for any λ > 0, and some θ < 1. In the context of the model $\text{φ(x, n) = F}{}_0\text{[}\text{g}{}_0\text{(x)}\text{(h}{}_0\text{(x) + k}{}_0\text{(n))}\text{]}$ which expresses the idea that the effect of a noise mask is to control the gain of a pure tone signal in a multiplicative fashion, shift invariance proves to be an extremely powerful theoretical constraint. Specifically, we show that only two parametric families of functions (F₀, g₀, h₀, k₀) are possible candidates for interpolating empirical data. These two parametric families are given by the following expressions: $\text{φ}{}_1\text{(x, n) = A(}\text{x}{}^{\mathrm{\alpha }}\text{(x}{}^{\mathrm{\alpha \prime }}\text{+ Kn}{}^{\mathrm{<mtext>\alpha \prime </mtext><mtext>\theta </mtext>}}\text{)}\text{)}{}^{\mathrm{<mtext>1</mtext><mtext>(\alpha \; ?\; \alpha \prime )</mtext>}}$, $\text{φ}{}_2\text{(x, n) = A[x}{}^{\mathrm{\alpha }}\text{(x}{}^{\mathrm{\alpha \prime }}\text{? Kn}{}^{\mathrm{<mtext>\alpha \prime </mtext><mtext>\theta </mtext>}}\text{)]}{}^{\mathrm{<mtext>1</mtext><mtext>(\alpha \; +\; \alpha \prime )</mtext>}}$. Both of these expressions are in good agreement with a large array of partial masking data.     

Instrumental to Pavlovian transfer: Learning about response-reinforcer contingencies affects subsequent learning about stimulus-reinforcer contingencies

Two experiments examined the interaction between response-reinforcer (R-S) and stimulus-reinforcer (S-S) learning. In both experiments, three groups of rats were exposed to escapable, yoked inescapable, or no shocks. All groups were then exposed to either two or four sessions of truly random control (TRC) conditioning (Experiment 1) or to an excitatory conditioning procedure (Experiment 2) in which the shock US occurred with either moderate or low probability. Excitatory strength of the CS was assessed during extinction by a conditioned emotional response (CER) test. Inescapably shocked rats conditioned less than did their escapably shocked and nonshocked partners under all TRC conditions of Experiment 1, but only conditioned less than their partners in Experiment 2 when exposed to the moderate CS-US contingency for four sessions. These results provide a clear demonstration of transfer between instrumental training and Pavlovian excitatory conditioning and thus, support the influence of learning about R-S contingencies upon subsequent learning about S-S contingencies. Both a contextual blocking interpretation and an expansion of the learned helplessness theory were discussed as possible explanations of this transfer.     

Effects of loss of freedom on subjects with internal or external locus of control

This study investigated the relationship between internal versus external locus of control of reinforcement and counter control or reactance in subjects in a verbal learning experiment. Internal and external controllers were given either a choice or no choice of material to be learned in a paired associate, anticipation task (after Monty & Perlmuter, Journal of Experimental Psychology, 1972, 94, 235–238). As hypothesized, the lack of freedom of choice was associated with counter control (decreased recall) in internals. Being able to choose material lead to faster learning for both internals and externals after first trial recall.     

Perspective role-taking in young children

Children between the ages of 4 and 7 years were asked to select a photograph depicting the visual perspective of a puppet which was placed at various locations around a dollhouse in a modified version of Piaget and Inhelder's three-mountain task. A shielded condition was used for half of the children. Three types of errors were examined in relation to the shield condition, age, and type of vantage point (views from the corners and from the sides). Shielding of the stimulus array reduced egocentric errors among 4-year-olds, producing a pattern of responses more typical of that observed among older children. Increasing specificity in perspective role-taking with age was indicated by changes in error patterns. Finally, the task was more difficult on trials with corner views, particularly when the child's own view included some of the cues present in the puppet's perspective.     

Locus of control,perceived responsibility for prior fate,and helping behavior

One-hundred-and-sixty adolescents participated in two studies designed to investigate the relationship between $\text{I}\text{E}$ and helping behavior as mediated by the perceived cause of another's need. In the first study, Ss were given the opportunity to help, either “indirectly” or “directly,” a supervisor who had been over- or underpaid in a prior similar task. Internals helped more in the “direct” help than the “indirect” help conditions but their helping behavior and their perceptions of their supervisors were not consistent. The perceptions of the externals were relatively consistent with their greater help of the “overpaid” supervisor. In study 2, the Ss were given additional information to increase the possibility of their making causal attributions as a function of the supervisor's prior fate. Once again, the external subjects' helping behavior reflected their perception of their supervisor's merit. The internal subjects exhibited relatively little helping behavior regardless of their supervisors' prior fate or perceived competence.