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.     

Perceived objectivity and the effects of evaluative reinforcement upon compliance and self-evaluation in blacks

Two experiments were conducted to investigate the effects of positive and negative reinforcements upon black college students. In the first experiment subjects received either positive or negative reinforcement from a black or a white Evaluator. Behavioral change (compliance) was greater in response to negative reinforcement from a black Evaluator than in response to negative reinforcement from a white Evaluator, while there were no divergent effects of Evaluator's Race upon compliance with positive reinforcement. The same pattern obtained in subjects' self-evaluations. The second experiment offered a test of the hypothesis that the objectivity of black Evaluators was perceived as greater than that of white Evaluators, and that a manipulation aimed at equating the Evaluators on objectivity would attenuate the effects of Evaluator's Race upon compliance and self-evaluation in response to negative reinforcement. These hypotheses were generally supported by the results.     

Some uses of simulation in an in-service counselling training programme

In an in-service, pre-professional training programme offered in Gwent, a variety of simulation techniques are used to promote an understanding of the core facilitative conditions of counselling and to enable participants to experience their importance in counselling situations. In this paper, eight specific simulation techniques are described in terms of their objectives and procedures. The advantages and disadvantages of each technique are explored. Teaching and ethical issues raised through the use of such simulations in training programmes at this level are also discussed.     

Judgment of duration relations: Simultaneous and sequential presentation

Four groups of subjects gave category ratings of total duration, average duration, or difference in duration of pairs of temporal intervals presented either simultaneously or successively. The results indicated that temporal information is combined in very different ways, depending on whether the members of the pairs must be monitored in parallel or sequentially. While judgments of successively presented intervals were reasonably consistent with the predictions of the appropriate linear models, judgments of simultaneously presented intervals were not. The latter judgments conformed more closely to the predictions of a vector sum model. These results appear to be in conflict with a model of duration perception recently proposed by Eisler (1975) based on the assumption that judgment of temporal intervals involves a simultaneous monitoring of two intervals even when the intervals to be compared are presented successively.     

TEACHING CONVERSATION-RELATED SKILLS TO PREDELINQUENT GIRLS1

The use of conversation-related skills by youthful offenders can influence social interactions with adults. These behaviors are also likely to be useful to adolescents after their release from a treatment program (Journal of Applied Behavior Analysis, 1972, 5 , 343–372). Four girls, aged 13 to 15 yr, residing at Achievement Place for Girls in Lawrence, Kansas, received training on conversation-related behaviors. A multiple-baseline design across youths and across behaviors was used. Youth answer-volunteering in response to questions and three youth nonverbal components (“hand on face”, “hand at rest”, and “facial orientation”) were measured during daily 10-min sessions with a simulated guest in the group home's living room. Answer-volunteering was scored each session as the per cent of 13 “secondary” questions that the simulated guest did not have to ask following 10 “primary” questions. The three nonverbal components were scored according to their occurrence during 10-sec intervals and the resultant scores were averaged per session for an overall appropriate nonverbal score. The girls individually earned points within the home's token economy for participating in each session and additional points were awarded after training if preselected behavioral criteria were achieved for each of the two behavior categories per girl. Some of the training sessions were led by a “teaching-parent” (specially trained houseparent) while others were led by individual girls. Point consequences were administered by both the teaching-parent and by the “peer-trainers”. The average observed rate of answer-volunteering by the girls during pretraining sessions was 30% for S₁, 30% for S₂, 23% for S₃, and 68% for S₄. The average rate of answer-volunteering during posttraining sessions was: S₁ = 92%, S₂ = 89%, S₃ = 90%, and S₄ = 98%. The average nonverbal score during pretraining sessions was 82% for S₁, 53% for S₂, 60% for S₃, and 82% for S₄. The average nonverbal score during posttraining sessions was: S₁ = 98%, S₂ = 98%, S₃ = 98%, and S₄ = 100%. Videotapes of the sessions were shown in a random sequence to four adults (probation officer, social worker, etc who represented “significant others” for the youths' future success in the community. The adults judged posttraining tapes on the average as more appropriate 100% of the time for S₁, 100% of the time for S₂, 90% of the time for S₃, and 70% of the time for S₄. The study demonstrated that training of conversation-related skills is feasible with predelinquent girls, that the girls can help train each other, and that social validation of the training results is possible.     

Evidence for aggression-modulating pheromones in prepuberal pigs

A series of behavioral bioassays were conducted to determine the aggression-influencing properties of urine and other fluids. Subjects were prepuberal castrated male and female domestic pigs from commercial stocks. In the behavior assay, pigs were painted with a test fluid and grouped for a videotaped 90 min observation period. Experiment 1 validated use of videotape recording by showing that duration of aggressive behavior registered live was correlated with that obtained from video records (R = .98). In experiment 2, urine and plasma collected from actively aggressive pigs reduced the durations of aggressive behavior of test pigs compared with the effects of urine and plasma collected from socially stable, handled pigs. In Experiment 3, a new set of test pigs confirmed that urine from fighting pigs reduced the duration of attack by test pigs compared with urine from nonfighting, handled pigs. In addition, the suggested reproductive pheromone, 5 alpha-androst-16-en-3-one, substantially reduced the duration of attack. The effects of gender and aggressive state of urine-donor pigs on test pigs was determined in Experiment 4. Again, urine from castrated male and female aggressive pigs reduced attack by test pigs compared with the level of attack shown by test pigs coated with urine from handled castrated males and females. Urine from fighting and nonfighting intact males had similar effects on test pig aggression. In Experiment 5, urine was obtained from nonhandled, socially stable pigs in their home pens and again from the same pigs after they had been regrouped (aggressive). These urine types had no significant influence on test pigs' aggression over the entire 90-min observation. However, during the first 30 min nonhandled, nonfighting pigs' urine induced less aggression in test pigs than did urine from fighting pigs. Results indicate that urine and blood plasma from aggressive pigs reduces aggression by test pigs compared with the effects of urine from handled pigs. Handling may increase the aggression-promoting properties of urine, and aggression may inhibit this aggression-promoting property.     

Evaluation of a trial-based interview-informed synthesized contingency analysis

We evaluated the viability of an interview-informed synthesized-contingency analysis (IISCA) conducted in a trial-based format with 3 children with autism spectrum disorders who engaged in problem behavior. We compared results to those from typical trial-based and traditional functional analyses and found high degrees of correspondence. The trial-based IISCA format took the least amount of time to conduct and was associated with the lowest frequencies of problem behavior. Results are discussed in terms of merits of each of the 3 types of functional analysis arrangements and directions for future research.     

Counter-argument self-efficacy predicts choice of belief-defense strategies

Research has identified many strategies people use to defend against belief-inconsistent information. However, little research has identified factors that predict which defense strategy people will use when more than one is available. Two experiments tested whether people choose to counter-argue belief-inconsistent information because they believe arguing will be successful, but resort to weaker defense strategies because they believe arguing will be unsuccessful. Exposure to strong versus weak belief-inconsistent information caused a decrease in counter-arguing and an increase in ignoring (Experiment 1) or claiming a belief to be a matter of opinion (untestable) rather than a matter of fact (testable; Experiment 2). Consistent with self-efficacy theory, expectations of successful counter-arguing was the mechanism responsible for both effects. When people feel less capable of successfully counter-arguing because the information is too difficult to refute, they resort to epistemically weaker defense strategies in order to preserve their belief.