Effect of Persuasive Appeals in AIDS PSAs and Condom Commercials on Intentions to Use Condoms1

The study compared the effect of five persuasive appeals used in AIDS PSAs and condom commercials (fear arousal-no sex/condom theme; fear arousal-sex/condom theme; erotic; humorous; factual) on 122 male and 114 female college students' i]ntentions to use and taking of condoms. Results showed that the two fear appeals were more effective than other appeals in increasing intentions to use condoms with a new partner. The fear appeal–no sex/condom theme was more effective than other appeals for increasing intentions to use condoms with a steady partner. Compared to men, women rated commercials as more effective for increasing intentions to use condoms with a new partner. Persuasive appeals had no effect on the taking of free condoms. The best predictor of commercial effectiveness was the degree to which a commercial evoked a high fear of AIDS. Other significant predictors were subjects' a]ttitude toward condom use and commercial qualities of being humorous, romantic, credible, and factual. Implications are that all five types of appeals are potentially effective for use in AIDS PSAs. Recommendations include combining appeals (e.g. fear with erotic) and emphasizing the positive features of condom use.     

A follow up study of a behavioral program for young people with learning disabilities and challenging behavior

This paper describes a pilot follow-up study of a behavioral program for 20 young people with learning disabilities and challenging behavior. Eighteen participants made good overall improvement during the treatment period, and this was partially maintained at follow-up. Eight had continued to improve, eight had deteriorated slightly and four had deteriorated markedly. Adaptive skills were generally maintained. The reemergence of challenging behaviors explained the difference between the Good and Poor Outcome groups. Those participants in the Good Outcome group were younger on admission, scored lower on adaptive skills and higher on challenging behaviors. In addition they had remained on the treatment programme for 12–18 months and had been discharged from the Unit for longer. The overall level of independent living had increased from preadmission and the majority of participants were living in less restrictive placements. These results confirm and extend the findings of previous research. The paper concludes by highlighting the need for more detailed longitudinal follow-up studies in this area.     

Teaching the Rescorla-Wagner model using STELLA-II

Although the Rescorla-Wagner model is widely taught in learning courses, most textbooks present a simplified version that does not contain all of its parameters. On the basis of Rescorla and Wagner 1972) and the Turbo PASCAL program by Lachnit, Schneider, Lipp, and Kimme! (1988), we created a simulation using STELLA-II, an icon-based program by High Performance Systems, Inc. We argue that this simulation facilitates teaching the complete Rescorla-Wagner model. Using trans-switching (Kimmel & Ray, 1978; Lachnit, 1986; Murrin & Kimmel, 1986) as an example, we demonstrate the effectiveness of the STELLA-II version of the Rescorla-Wagner model as a heuristic tool.     

The Impact of Procedural Justice on Opinions of Public Policy: Solid Waste Management as an Example1

This study assessed the applicability of Tyler and Lind's (1992) relational model of authority to the context of local government policies on solid waste management. Tests of the hypothesized relations proposed by Tyler and Lind, accomplished through structural equation modeling, revealed that our data supported the relations between the various constructs of the model. Perceptions of both process control and relational process were found to be positively related to procedural fairness judgments, while procedural fairness judgments were weakly related to evaluations of government entities. Contrary to our expectations, a similar structural equation model test of an extension of the Tyler and Lind model showed that the model constructs were unrelated to respondents' opinions of public policies. The results also indicated that respondents living in communities with different infrastructures and political climates differed slightly in their perceptions of procedural justice and related constructs, but did not differ in their endorsement of the various solid waste management policies.     

Sensory modality and method of item information presentation in memory

Investigated were differences in paired-associate learning for auditory versus visual modalities and within each modality the anticipation and study test methods of item presentation were compared. Extant reports re these two sensory modalities and of the two learning methods had been inconsistent. In this study of 40 university students, the learning of CVC-CVC nonsense syllable pairs was significantly better with the visual than with the auditory modality. The study-test method was significantly superior to the anticipation method in the visual mode. With auditory presentations, however, acquisition levels for both methods were the same. Significant interactions were observed between sensory modalities and methods of presentation. At present the retention interval theory (Izawa 1972–1979b) appears to account best for the varied findings with respect to the two methods of presentation.     

A SUPERVISORY STRATEGY TO IMPROVE WORK PERFORMANCE FOR LOWER FUNCTIONING RETARDED CLIENTS IN A SHELTERED WORKSHOP

A multiple component strategy was investigated for aiding staff responsible for supervising production of lower functioning retarded clients on contract tasks in an institution-based sheltered workshop. The strategy was assessed in a combined multi-element, multiple baseline across groups design with a reversal component. Production performance increased during the production supervisory strategy with all 16 clients, with the range of increase varying from a few percentage points to 150% of baseline production. Both the clients and staff (responsible for conducting the research) preferred working under experimental conditions rather than under baseline conditions which approximated those found in “typical” sheltered workshops.     

Syntactic and semantic processes in aphasic deficits: The availability of prepositions

The availability of a specific category of closed class items (prepositions) was examined in Broca's and Wernicke's aphasia. The role of prepositions was varied (syntactic/semantic) in two tasks: one requiring production of prepositions and the other acceptability judgments. Overall, it was easier to perform the acceptability task than to produce the target item. In the judgment task, Wernicke's aphasics more accurately determined the acceptability of prepositions in their syntactic role than in their semantic role, but Broca's aphasics showed no such difference. In the production task, Wernicke's aphasics again were more likely to produce prepositions which were in a primarily syntactic role. Broca's aphasics, however, failed to produce such syntactically based prepositions. The results suggest that the availability of a given closed class vocabulary form is not merely a function of its class membership but also of its functional role, and this fact serves to distinguish aspects of Broca's and Wernicke's aphasics' deficit.     

The effects of delayed auditory feedback on the overt behaviors of stutterers

This study investigated the differential effect of delayed auditory feedback (DAF) upon general (e.g., repetitions) and specific (e.g., repetitions of initial, medial, and final syllables) overt types of dysfluent behaviors. Ten moderate to severe stutterers performed an oral reading task under both NDAF and DAF (200 msec). DAF resulted in a significant increase in the total number of dysfluencies but had a differential effect upon certain general and specific behaviors. Blocks decreased significantly, prolongations increased significantly, and repetitions and interjections did not change significantly in frequency of occurence. To a limited extent, DAF had a differential effect on specific behaviors. All specific prolongation behaviors increased significantly while only one specific block behavior (ddelays in starting words) decreased. The authors discuss these results in terms of the vocal changes that occurred under DAF and speculate as to their importance in establishing fluency. DAF is viewed as promoting prolongations and prolongations are viewed as inhibiting excessive stoppages of the breathstream, thus promoting fluency (e.g., delays in starting words).