Generalized and specific expectancies: Sequential mediators of interpersonal behavior1

Two experiments confirmed sequential mediation of social interaction by investigating the effects of generalized expectancies on specific expectancies and the effects of specific expectancies on performance. Both experiments used a simulated tutoring task in which the subject took the role of tutor while a confederate took the role of student. In Experiment 1 subjects combined generalized expectancies about the effectiveness of certain tutoring responses with specific situational information to produce specific expectancies about the results of the tutoring responses under the experimental circumstances. Experiment 2 replicated this finding and showed that specific expectancies of the relative effectiveness of different responses influenced which response was performed more. Results were discussed in terms of cognitive motivation theory and social learning theory.     

Behaviorally-based decision-making training for children

A seven-step, behaviorally based, decision-making process was taught to 17 children, age 9–10 years. Each child's decision-making ability was measured before and after training, using two audiotaped stories that described problem situations typically encountered in the school or home. The children were asked to identify the problem, generate alternative solutions, think of positive and negative consequences for each solution, and offer a personal value supporting their decision. As compared to a no-treatment control group, the children receiving the decision-making training obtained significantly greater scores on four of five dependent measures. Implications for teaching decision-making as a self-management skill are offered.     

Relating early child adjustment to infant and parent temperament

The central question at issue was the role of both infant and parent temperament in determining child adjustment at age 4. Within the conceptual framework of the New York Longitudinal Study (NYLS), both infant and parent temperament were assessed. Factor analyses yielded three comparable infant and parent temperament factors: Mood, Energy, and Consistency. Correlations with teacher ratings of child adjustment indicated the most significant relationship to be with the infant girls' Mood factor (comparable to the NYLS high-risk "difficult" infant factor). No infant factors were found to relate to boys' adjustment, while maternal Mood was significant across sexes. Indices of the temperamental similarity within families also revealed sex differences relative to adjustment, with similarity across all family members significantly related to adjustment for girls and boy-father dissimilarity significant for boys. Discussion centered around continuity-discontinuity issues relevant to sex differences.     

Effects of being observed on learning following success and failure experiences

In two experiments female subjects performed a task either alone or while being observed by a female experimenter, after which they were told that they had performed well or poorly. On a paired-associates (PA) learning task that followed, subjects who performed in the presence of the observing experimenter required more trials to criterion and committed more errors than those who worked alone only if they had supposedly done poorly on the preceding task. Subjects who had done well on the prior task performed better on the PA task when observed than when alone provided that the preliminary task had also measured verbal learning. A measure of skin conductance indicated increased arousal under conditions of observation on the PA task only after a poor performance on the preceding task. The results are discussed in terms of the drive theory of social facilitation and the conditions under which being observed produces evaluation apprehension.     

A machine-level software program for the generation of aversive conditioning schedules using the KIM-1 microprocessor

A microprocessor system can be used both to control aversive conditioning (classical, signaled and Sidman avoidance, and conflict) experiments and to acquire behavioral data in multiple subjects at a fraction of the cost of solid state systems. The software described in this paper can be used to program tones and shocks and count responses, independently, in up to 12 animals simultaneously.     

Memory for pictures and words as a function of level of processing: Depth or dual coding?

The experiment was designed to test differential predictions derived from dual-coding and depth-of-processing hypotheses. Subjects under incidental memory instructions free recalled a list of 36 test events, each presented twice. Within the list, an equal number of events were assigned to structural, phonemic, and semantic processing conditions. Separate groups of subjects were tested with a list of pictures, concrete words, or abstract words. Results indicated that retention of concrete words increased as a direct function of the processing-task variable (structural < phonemic 相似文献