Transfer of an escape response from tail shock to brain-stimulated attack behavior

Nine cats, each with two hypothalamic electrodes in sites which when stimulated produced either quiet attack or attack accompanied by certain forms of vocalization, were trained to escape from tail shock by jumping onto a stool. They were then tested for transfer of the escape response to brain stimulation. Stimulation of the seven sites that yielded quiet biting attack did not elicit the learned response of jumping onto the stool. Stimulation of eight of the 11 sites that yielded attack accompanied by vocalization did elicit the learned response. It was concluded that attack behavior elicited by brain stimulation should not be considered a special case of the response to aversive stimulation, but that attack and response to aversive stimulation involve independent but overlapping systems.     

Memory access: The effects of fact-oriented versus problem-oriented acquisition

This study examined the effects of similarity between the processing of acquisition and the processing of test materials on performance in a problem solving task. Previous work by Perfetto, Bransford, and Franks (1983) demonstrated that uninformed subjects’ failure to utilize relevant acquisition information in a later problem solving task is the result of a failure to spontaneously access such information. The present study demonstrated that spontaneous access can be enhanced when both acquisition and test materials are processed in a similar manner, that is, in a problem-oriented manner. Furthermore, the present findings indicate that the processing similarity leading to enhanced access is specific to particular acquisition and test items, rather than a general problem solving set induced at acquisition and the subsequent testing situation. Results are interpreted within a transfer-appropriate processing perspective.     

Emergence of the ability to discriminate a blue from gray at one month of age

Two different methods which minimize achromatic cues were used to test the ability of 1-month-olds to discriminate gray from broadband blue (lambda peak = 475-480 nm). Unlike the newborns we tested previously, 1-month-olds demonstrated the discrimination with both methods. In Experiment 1 they showed preferences for each of four blue-and-gray checkerboards over gray squares of the same mean luminance, even though the luminance of the gray checks was varied in small steps over a wide range. In Experiment 2 they looked longer at a blue square than at a gray square, after they had been habituated to five other gray squares of varying luminance. Compared to previous results, these data imply an improvement between birth and 1 month of age in the discrimination of gray from broadband blue. Possible physiological changes underlying this improvement are discussed.     

Family life education needs of mentally disabled adolescents

This study identifies the family life education needs of minimally and mildly mentally disabled adolescents as a basis for curriculum development. Respondents were 134 students from 11 school districts in a midwestern state. Through the administration of 50 needs statements, they were asked to indicate the magnitude of need and the extent to which the need was being met. Special education teachers were allowed to assist in reading or interpreting the directions and needs statements. Priority need statements--those with a high need score which were not being met--are related to the decision to parent, careers and work, marriage and parenthood, decision making and goal setting, and resource management. Six clusters or groups of family life education needs were identified: Basic Nutrition, Teenage Pregnancy, Sex Education, Developmental Tasks of Adolescents, Marriage and Parenthood, and Planning and Decision Making. Females reported significantly greater need for information on nutrition, teenage pregnancy, and marriage and parenthood.     

The Edinburgh Masker: A clinical analog study

This article will describe the effects of instructions and practice on the vocal intensities of normal speakers and stutterers while reading in the presence of masking moise generated by the Edinburgh Masker. Both the normal speakers and the stutterers reacted in similar ways: They increased vocal intensity with the introduction of the noise, reduced vocal intensity in the presence of the noise, given instructions and practice, but failed to reduce vocal intensity to pre-noise reference levels. While these results are hardly reflective of long-term change in clinical behavior, a recommendation is made for a reexamination of the role of the increased vocal intensity as at least one factor, of perhaps many, responsible for whatever the long-term clinical effectiveness of the Masker.     

Sex-role orientation and psychological adjustment: Implications for the masculinity model

The present study tested the theory that masculine persons are as favorably adjusted psychologically as androgynous persons. Grouped on the basis of Bem Sex Role Inventory scores, androgynous, masculine, feminine, and undifferentiated college males and females were compared on MMPI, self-efficacy, and assertiveness measures. Strong support was obtained for superior adjustment of masculine males and females. A factor analysis was performed to elucidate the nature of the Masculinity scale, and it suggested that masculinity is related to assertiveness and self-efficacy rather than to the absence of maladjustment.     

Jealousy: loss of relationship rewards, loss of self-esteem, depression, anxiety, and anger

White's (1981) theory of romantic jealousy states that the loss (or anticipated loss) of a romantic partner to a rival causes two kinds of suffering: loss (or anticipated loss) of relationship rewards and loss (or anticipated loss) of self-esteem. Elaborating this theory, we proposed that loss of relationship rewards causes depression, whereas loss of self-esteem causes anxiety and anger. General support was found for White's theory and the elaborations, but not for the hypothesis that the loss of self-esteem causes anxiety. Anxiety may be a product of both loss of self-esteem and loss of relationship rewards.