Mistreatment of an esteemed other as a consequence affecting dissonance reduction

Recent research has shown that aversive behavioral consequences affect the magnitude of dissonance reduction. The present experiment was conducted to help clarify the meaning of an aversive consequence. In previous research, an aversive event was manipulated by having a subject believe that a counterattitudinal speech he had delivered was successful in convincing one of the subject's colleagues. In the present study, it was argued that convincing a colleague is aversive only to the extent that the colleague is liked. This reasoning was tested in a 2 × 2 factorial experiment in which subjects delivered a counterattitudinal speech to a recipient whom either was or was not liked by the subject and either was or was not convinced by the subject's speech. It was predicted and found that the subject would evidence attitude change only in the condition in which the speech led to the aversive event of successfully convincing an esteemed other. The results were discussed in terms of refining the relationship between attitude discrepant behavior and attitude change.     

Some properties of linguistic feature detectors

A series of experiments, using a selective adaptation procedure, investigated some of the properties of the linguistic feature detectors that mediate the perception of the voiced and voiceless stop consonants. The first experiment showed that these detectors are centrally rather than peripherally located, in that monotic presentation of the adapting stimulus and test stimuli to different ears resulted in large and reliable shifts in the locus of the phonetic boundary. The second experiment revealed that the detectors are part of the specialized speech processor, inasmuch as adaptation of a voicing detector (as measured by a shift in the phonetic boundary) occurred only when the voicing information was presented in a speech context. In the third experiment, the detector mediating perception of the voiced stops was shown to be more resistant to adaptation than the detector mediating perception of the voiceless stops.     

Organizing knowledge syntheses: A taxonomy of literature reviews

A taxonomy of literature reviews in education and psychology is presented. The taxonomy categorizes reviews according to: (a) focus; (b) goal; (c) perspective; (d) coverage; (e) organization; and (f) audience. The seven winners of the American Educational Research Association’s Research Review Award are used to illustrate the taxonomy’s categories. Data on the reliability of taxonomy codings when applied by readers is presented. Results of a survey of review authors provides baseline data on how frequently different types of reviews appear in the education and psychology literature. How the taxonomy might help in judging the quality of literature reviews is discussed, along with more general standards for evaluating reviews.     

Generating probable consequences

A study was conducted to examine some of the factors that influence peoples' generation of likely consequences associated with a major hypothetical life event, involving the loss of the function of one of one's own limbs. The design included four limbs involving two inclusion relations, thumb-hand and foot-leg, and two viewpoints involving consequences for one-self or for others. The results indicated that subjects generate more numerous consequences for primary than for secondary consequences, more for short-term consequences than for medium- or long-term ones, more for an inclusive limb than for an included limb (e.g., hand vs thumb), and more pertaining to one-self than to others. Individual differences in the generation of consequences were not associated with prior experience involving functional loss of the limbs tested or with general differences in academic performance. The results permit inference about some of the mental processes that accompany consequence generation.     

Motivational basis of dissonance: the singular role of behavioral consequences

This article provides the first empirical test of the idea that discrepancy is not needed in order to arouse cognitive dissonance. Dissonance was aroused when Ss felt responsible for some aversive consequence, regardless of whether their behavior was consistent (writing a proattitudinal essay) or inconsistent (a counterattitudinal essay) with beliefs. The data demonstrate that in both situations, dissonance is aroused. This result, based on the dissonance motivation model of Cooper and Fazio (1984), strongly suggests that the motivational basis for dissonance is the felt responsibility for aversive consequences. The theoretical implications of this outlook are explored, including a discussion of the many ways that it expands the applicability of dissonance theory.     

A disfluency descriptor digest for clinical use

A clinical form to be used in identifying which of a set of fluency eliciting techniques might be used most advantageously in therapy with individual stutterers is described.