Working harder to obtain more snack foods when wanting to eat less

This study investigates individual differences in the reinforcing value of snack food. More specifically, it was investigated whether differences in restraint status are associated with differences in working for high-caloric snack food. Thirty-six unrestrained non-dieters, twenty restrained non-dieters and fifteen current dieters performed a concurrent schedules task in which they had the option to work for points for either snack food or fruit and vegetables. By progressively increasing the “price” of the snack foods (i.e., the amount of work required to obtain extra snack points) the relative reinforcing value of snack food was determined. As hypothesized, restrained non-dieters worked harder and current dieters worked less hard to obtain snack food as compared to unrestrained non-dieters.     

Media Effects and Communication Bias in Diverse Groups

This paper extends research on factors influencing effective communication in diverse groups. The effects of social group membership on attention and influence were examined using 17 groups of three men and three women. Each group discussed a controversial topic face-to-face or using either an anonymous or an identified group support system environment. Social group membership biased both attention and influence; these effects were eliminated when discussions were conducted electronically—even when social group membership of participants was identifiable in the electronic media.     

Individual response patterns and the effects of different behavioral methods in the treatment of social phobia

The importance of individual response patterns in the treatment of phobic patients was examined in the present study. Forty psychiatric outpatients with social phobia were assessed with a social interaction test which was videotaped. Heart rate was continuously monitored during the test. On the basis of their reactions in the test situation, the patients were divided into two groups showing different response patterns; behavioral and physiological reactors. Within each group half of the patients were randomly assigned to a behaviorally focused method (social skills training) while the other half received a physiologically focused method (applied relaxation). The patients were treated individually in 10 sessions. The within-group comparisons showed that both treatments yielded significant improvements on most measures. The between-group comparisons showed that for the behavioral reactors, social skills training was significantly better than applied relaxation on six out of ten measures, and for the physiological reactors applied relaxation was significantly better than social skills training on three of the measures. The results support the hypothesis that greater effects are achieved when the method used fits the patient's response pattern.     

Erotetic arguments: A preliminary analysis

The concept of erotetic argument is introduced. Two relations between sets of declarative sentences and questions are analysed; and two classes of erotetic arguments are characterized.     

In-school in-service training for tutors

The deficiencies of existing patterns of external in-service training for teachers are examined. Possible approaches to internal training are described, with particular reference to a training course run for 57 staff concerned with pastoral care and social education in one school.     

Relationship of internal-external locus of control,self-concept,and masculinity-femininity to fear of success in Black freshmen and senior college women

The concepts of locus of control, self-concept, masculinity-femininity, and their relationship to fear of success in Black college women were explored. Scores were obtained from stories written in response to six verbal cues designed to assess fear-of-success imagery. Tabulations ranging from zero (denoting absence of fear) to six (denoting most fear) were correlated with Gurin's I-E Scale, the Modified Piers-Harris Self-Concept Scale, and the Modified Gough Masculinity-Femininity Scale. There was no significant mean difference between freshmen and seniors on fear of success. However, an analysis of variance revealed that externals showed significantly more fear-of-success imagery than internals. Significant inverse correlations were located between the measure of self-concept and certain cues eliciting fear of success. Femininity was not shown to be related to any of the fear-of-success measures.     

Participation in competitive amateur sports as a function of psychological androgyny

Previous research has indicated that women who participate in competitive sports tend to score low on traditional measures of femininity, and such women have been characterized as masculine (Harris, 1975). These studies used the Bem Sex Role Inventory (BSRI; Bem, 1974) to measure the degree of sex-typing in 25 male and 23 female competitors in a national racquetball tournament and 24 male and 27 female competitors in local badminton, squash, and handball tournaments. Results for the first study indicated that a larger percentage of androgynous women as compared to traditionally feminine or masculine women entered the racquetball tournament, whereas the largest percentage of male entrants were in the masculine role category. Results for the second study indicated that among contestants who cited a competitive reason for entering the tournament, a larger percentage of both men and women were sex-typed as androgynous or masculine rather than feminine. These results were subsequently reanalyzed according to an alternate procedure suggested by Bem (1977) in order to compare the behavior of subjects who score high on both masculinity and femininity and those who scored low on both. While the percentages of masculine, feminine, and androgynous subjects were changed by the new categorization procedure, there were no differences found between high—high and low—low scorers. Implications of these results for the traditional characterization of women participants in competitive sports and for the usefulness of the BSRI in predicting nonlaboratory behavior are discussed.Portions of this article are based on an honors thesis submitted by the senior author to the University of Winnipeg. The authors are indebted to Stephen Davis and Wayne Andrew for their comments on the data analysis and their constructive criticisms of an earlier draft of this article.     

Paper and plastic in daily diary research: Comment on Green, Rafaeli, Bolger, Shrout, and Reis (2006)

The authors applaud A. S. Green, E. Rafaeli, N. Bolger, P. E. Shrout, and H. T. Reis's (2006) response to one-sided comparisons of paper versus electronic (plastic) diary methods and hope that it will stimulate more balanced considerations of the issues involved. The authors begin by highlighting areas of agreement and disagreement with Green et al. The authors review briefly the broader literature that has compared paper and plastic diaries, noting how recent comparisons have relied on study designs and methods that favor investigators' allegiances. The authors note some sorely needed data for the evaluation of the implications of paper versus plastic for the internal and external validity of research. To facilitate evaluation of the existing literature and assist in the design of future studies, the authors offer a balanced comparison of paper and electronic diary methods across a range of applications. Finally, the authors propose 2 study designs that offer fair comparisons of paper and plastic diary methods.     

Relations between different types of children's aggressive behavior and sociometric status among peers of the same and opposite gender

Croatian elementary school children in grades 4 to 6 (N= 151) reported on direct and indirect aggressive behaviors of their classmates. Acceptance and rejection by classmates were also assessed, employing the sociometric nomination technique. Correlational analyses revealed that both forms of aggression were related to peer rejection, but unrelated to peer acceptance. Girls' aggression was more strongly related to peer rejection than boys' aggression, independent of the type of aggression. Aggressive children of both genders tended to be more rejected by their same-gender classmates than by classmates of the opposite gender. Results were discussed in terms of children's attitudes towards aggression, and gender stereotyped perception of appropriateness of aggressive behavior. A need to examine developmental changes and cultural differences in relationships between aggression and peer status was emphasized.