Individual differences in cognition: Some relationships between personality and memory

Individual differences in cognition were studied in the form of the hypothesis that arousal, as indexed by personality measures of extraversion and neuroticism, affects the way in which verbal material is organized in memory. Subjects pretested on measures of these personality variables participated in either a paired-associates learning or a free-recall experiment. On the paired-associates task, subjects who were thought to be high on arousal made fewer errors when response terms were semantically similar than low arousal subjects. On the other hand, subjects thought low on arousal made fewer errors when response words were phonetically similar than high arousal subjects. On the free-recall task, low arousal subjects were found to cluster words together on the basis of semantic category at a higher rate than high arousal subjects. These results were taken to support the view that high arousal (as indexed by personality measures) leads to a focus on the physical aspects of verbal material, whereas low arousal leads to a memory organized around semantic aspects. The implications of these findings for other views of memory are discussed.     

Generality of persistence: The role of stimulus and response factors in persistence to punishment

Previous research has shown that intermittent punishment of a response increases its persistence to continuous punishment and that intermittent punishment training in one situation produces persistence to continuous punishment in other situations. Experiment 1 showed that as long as the instrumental response and punishing stimulus were held constant from intermittent to continuous punishment marked differences between these situations had no decremental effect on persistence. Experiment 2 showed that intermittent punishment training of one response resulted in substantial persistence to continuous punishment of a different and apparently incompatible response and that such response change had no more than a marginal effect on persistence. The results were seen as requiring some revision to the traditional conditioning-model interpretation of persistence to punishment.     

Occupational prestige: Exploration of a theoretical basis

Drawing on the theory and research of psychophysics, a nonlinear model is hypothesized to explain the connection between education and income and occupational prestige. To achieve this, Weber's (R. L. Gregory, 1981, Mind in Science, Cambridge, Cambridge Univ. Press, pp. 501–503) and Stevens' (S. S. Stevens, 1970, Science170, 1043–1050) laws are brought together in an intrinsically nonlinear model. Guided by the earlier work of R. L. Hamblin (1971, Sociometry, 34, 423–452) and others, the work of O. D. Duncan (1961, in A. J. Reiss, Jr., O. D. Duncan, P. K. Hatt, & C. C. North (Eds.), Occupations and Social Status, New York, Free Press) is reanalyzed testing the possibility that work on the socioeconomic index can be understood as a prestige allocation process which follows psychophysical principles. That is, prestige is assigned to occupations, given specifiable levels of educational and income attainment, in a manner parallel to the way in which individuals respond to changes in the intensity of other stimuli. Using first the data developed by Duncan (1961) to test the model and the 1963 NORC data (R. W. Hodge, P. M. Siegel, & P. H. Rossi, 1964, American Journal of Sociology, 70, 286–302) to replicate it, a measurement model consistent with the theoretical model is evaluated. Comparing the results of the nonlinear model to that of the linear, it is concluded that a model is obtained yielding theoretical confirmation with no loss in predictive accuracy. The resultant nonlinear model yields alternative substantive implications concerning the relative influence of income and education on occupational prestige to those to be inferred from linear models. Perhaps most important, however, is the candidacy given by these results to psychophysics as the explanatory mechanism in the prestige allocation process.     

Individualized learning environments: Intra- and interpersonal consequences

This study examines the effects of individual goal structures on the intra- and interpersonal behavior of 120 fourth-grade children. Each group of four children was introduced to one of two individualized learning programs: (a) workbook materials color-coded according to level of difficulty (allowing implicit comparisons among children as to progress), and (b) materials not coded according to difficulty (discouraging comparisons). In both learning programs, children worked individually (at story writing) and were rewarded for the work. Results indicate that boys, but not girls, who were rewarded equally for doing good work in an individualized setting but who start and end at a lower step than other more frequently took away a toy from those peers with whom they compared themselves than did boys who were rewarded equally for good work and where there were no comparisons. Boys as a group, regardles of condition, gave more prize tickets to themselves than to others and gave more prize tickets to themselves than girls gave either to themselves or others. Both boys and girls appear to adopt the evaluations of their work given by the experimenter and appear to be influenced thereby in later prized-giving to themselves and to others.     

The response of day and night wetting children and children who wet only at night to retention control training and the enuresis alarm

Forty-five children with night wetting only (NW) and 30 children with day and night wetting (DNW) were randomly assigned to 2 treatment groups: alarm only and alarm preceded by 4 weeks of retention control training (R.C.T.). Fewer children became dry at night in the DNW group than the NW group and DNW children relapsed earlier following treatment. The enuresis alarm was far superior to R.C.T. in reducing night wetting in both enuretic groups. It also reduced day wetting in some of the DNW children. Children who became dry in the NW group did not show significant changes in functional bladder capacity. Although changes in functional bladder capacity were seen in the DNW children who became dry, changes were only noticeable once dryness had been achieved.     

Pictorial concreteness and mode of elaboration in children's learning

Paired-associate learning by children was investigated as a function of age (4 vs 7 yr), stimulus type (line drawing, color photograph, or object) and mode of elaboration (visual or verbal). Photographs and objects were associated with more learning than drawings at both ages and with both types of mediational elaboration. Only indirect evidence could be obtained for the prediction that differences among the three types of pictorial stimuli decrease with age. A previously reported Age × Elaboration interaction suggesting a relative disadvantage of visual elaboration for the younger children was not replicated.     

Substance use as an employee response to the work environment

A conceptual framework for the examination of alcohol and drug use as employee responses to work environments is proposed. Three sets of substance use antecedents are discussed. These are distancing forces, attractions, and constraints. Examples of these antecedents within the organizational setting are provided, and the dynamic interrelationships among them explored. Conditions for the use of different types of substances are also identified.     

Job change: A study of an acute job stressor

This paper studies the relationship between job entry and job stress. Skill uncertainty, defined as having inadequately developed job skills, was thought to be associated with the stress reaction. In a longitudinal study of 62 transferred employees, skill uncertainty was associated with both negative emotional arousal 1 month after job entry and with positive emotional arousal 3 months after job entry.     

Selective exposure to self

Male undergraduates received either an accepting or unaccepting communication from a coed. Then each subject had the opportunity to listen to his own voice or the voice of another male, and it was found that preference for listening to one's own voice was higher among subjects who had received positive feedback from the coed. There was also evidence that this pattern of selective exposure is weakened when feedback is less impactful. The results were interpreted through a theory of objective self awareness.     

Selective attention and the breadth of learning: A developmental study

Nursery school and second-grade subjects were trained on an optional intradimensional/extradimensional shift task with (1) no overtraining, (2) overtraining on the initial problem only, (3) overtraining on the shift problem only, or (4) overtraining on both the initial and the shift problems. Predictions concerning the effects of age and training conditions on the type of solution and the breadth of learning for the shift problem were derived from selective attention theory. However, the results were not consistent with the one-look assumption of such models. Instead, a multiple-look theory in which the breadth of attention varies with task demands seems most tenable.     

The effects of uncontrollable failure and depression on memorial processes

Many investigators have argued that exposure to uncontrollable failure and depressed mood affect learning processes. However, little has been done to explore how information processing is affected by such events. Two experiments revealed that prior failure (Experiment 1) and depressed mood (Experiment 2) have similar effects on a simple free-recall task. These data are interpreted to suggest that the experience of uncontrollable failure and depression disrupt the transfer or retrieval of new information from a transient to a more permanent storage format. The implications of these data are discussed.     

Academic achievement: An examination of Holland's congruency,consistency, and differentiation predictions

This investigation tested three predictions derived from Holland's (1973) theory of vocational development regarding academic achievement. Groups of 392 male and 424 female entering college freshmen were typed using the Strong-Campbell Interest Inventory and were categorized in terms of congruency, consistency, and differentiation. Freshmen with congruent college major choices or with definite majors but indefinite Holland orientations enjoyed greater academic success than students who specified incongruent choices or no definite major choice. Students with personality codes of high or low consistency outperformed students with moderately consistent codes. Freshmen males with differentiated personal orientations achieved higher grade point averages than males having nondifferentiated personality profiles. For females, differentiation was not significant. In all sex comparisons female trends paralleled male trends and females generally outperformed males. Implications for vocational development and counseling were discussed in the context of Holland's theory.     

The use of expectancy theory in the explanation of turnover in ROTC

A questionnaire was administered to 142 mate students who were enrolled in ROTC and 18 male students who had dropped out of ROTC. Several months later seven of the above 142 subjects dropped out of ROTC. A ratio expectancy theory model was developed from the questionnaire as an operational definition of motivation to remain in ROTC. The results indicated that the 25 dropouts had a significantly lower (p < .001) score on this motivational measure than the 135 subjects who were still enrolled in ROTC, and also that these latter subjects were as strongly attracted to a civilian job as they were to an Army job. The implications of these findings relative to the ability of the Army to attract career officers were discussed.     

Social metrics of song learning

Five metrics of song learning are described for brown-headed cowbirds (Molothrus ater). The intent of these metrics is to capture not only the behavior of the song learner but the social context in which song learning occurs. Playback procedures, observations of mating, and acoustic and functional assessment of song content are combined to yield measures of song potency, functional validity, social dynamics, vocal flexibility, and social reactivity. Taken as a whole, the results revealed by these metrics indicate that males learn to be effective singers by attending to the social consequences of their behavior.     

Observation and discrimination learning in the rat: Effects of stimulus substitution

Effects of prior observation of modeling performances upon learning simultaneous visual discriminations were studied in nine groups of rats. Stimulus patterns which had been positive (“Cued”) or negative (“Uncued”) for the model animal and novel stimuli were presented. Observers learned faster if discriminations required approach to, rather than avoidance of, the previously positive stimulus. Approach to the negative stimulus was acquired more rapidly only if the second stimulus was novel. Approaches to a substituted new stimulus combined with either of the previously viewed stimulus patterns required nearly twice the training needed for a similar response attachment when both stimuli were novel. Attentional changes appear to underlie the stimulus control exerted over the observer rat in instrumental learning situations.     

Personality correlates of occupational status according to Holland types

The present investigation sought to identify personality correlates of occupational status. Because occupational status is a direct function of occupation, the relationship between personality and status was examined both within and across occupational groups using Holland's 1973 typology. Four two-way analyses of covariance of 16PF (Sixteen Personality Factor Questionnaire, Form A) second-order personality factors were performed using data from 175 employed adult males. No single personality factor was associated with status across occupational types. Among Social occupations, the low-status group had higher Extraversion and lower Anxiety scores than the high-status group. In general, the relationship between personality factors and occupational types provided additional confirmation of Holland's theory using an employed adult sample.     

Memory for faces: A social learning analysis

Recognition memory for unfamiliar faces was related to locus of control and anxiety. On the basis of Rotter's social learning theory, it was predicted that memory for faces would be associated with more internal locus of control in an unstructured memory task but not when encoding was controlled. In Experiment 1, where no specific instructions about encoding were presented, the predicted relationship was found for males. In addition, better recognition was associated with low anxiety for females. In Experiment 2, where encoding was controlled by having subjects judge the faces, no significant correlations between the personality measures and memory were found. The results are interpreted as supporting predictions made on the basis of social learning theory.     

Factors contributing to the effectiveness of social and nonsocial reinforcers in the discrimination learning of children from two socioeconomic groups

Middle- and lower-class children who had been treated by E in a warm or aloof manner were given a discrimination learning task under one of six conditions forming a 3 × 2 design: three reinforcement types (Verbalintoned, Verbal-nonintoned, or Symbolic) and reinforcement for correct or incorrect responses. In accordance with Zigler's valence theory of social reinforcement, lower-class girls and middle-class children of both sexes tended to perform better when they had previously received warm treatment. No significant differences among the three types of reinforcers occurred in either SE group, thus failing to support the implications of several theories about the relative effectiveness of social and nonsocial reinforcers and tonality factors related to SES.     

Protection motivation and self-efficacy: A revised theory of fear appeals and attitude change

The effects of fear appeals on persuasion were investigated in a factorial experiment that was designed to test a combined model of protection motivation theory and self-efficacy theory. As predicted, the probability of a threat's occurrence and the effectiveness of a coping response both had positive main effects on intentions to adopt a recommended preventive health behavior. More importantly, the findings provided support for self-efficacy expectancy as a fourth component of protection motivation theory: Self-efficacy had a direct influence on intentions and interacted with two other variables of protection motivation theory. The interaction effect was interpreted in terms of two new decision-making strategies that people use when confronted with a fear appeal: a precaution strategy and a hyperdefensiveness strategy. In addition, the results replicated previous findings on the relationship between self-efficacy expectancy and outcome expectancy. A model incorporating protection motivation theory and self-efficacy theory is presented as a possible general model of attitude change.