Demonstration versus instructions in concept attainment by mental retardates

Training through observed silent demonstrations was compared with providing equivalent information by verbal instructions, using adult mental retardates of three age and ability levels. At all levels, demonstration surpassed instructions in promoting concept attainment and transfer. During imitation testing, all groups received feedbeck (‘right’ or ‘wrong’) about their responses. Dispensing candy rewards for correct answers did not affect performance.     

Case report: Behavioral treatment of clinical abulia

Overemphasis of only conditioning factors in behavior modification may narrow treatment applicability. A case of severe dysphoria and restriction in living, which had resisted conventional psychoand chemo-therapies, is presented. Successful treatment was accomplished by broad-spectrum methods combining social-influence, cognitive restructuring, and specific goal-setting with counter-conditioning procedures. A strategy for intervention in self-perpetuating vicious cycles is exemplified, and non-learning aspects of behavior modification techniques are discussed.     

Detecting Anxiety and Defensiveness from Visual and Auditory Cues

ABSTRACT Defensive individuals have been shown to differ from non-defensive individuals on a number of physiological and behavioral measures. We report two studies on observers' inferences of defensiveness, and the contribution of communication channels in the inference of defensiveness. Observers judged high and low state anxious segments of high and low trait anxious defensive and nondefensive individuals. Accurate assessments were made of (a) defensiveness, (b) state anxiety, and (c) trait anxiety: Individuals with higher levels of each variable were perceived as more anxious compared with the lower level. Effects for defensiveness and state anxiety were greater in audio-only segments, while effects for trait anxiety were greater in video-only segments. Inferences of defensiveness were greater at higher levels of state anxiety and trait anxiety. Low trait anxious defensive individuals were perceived as more anxious than the true low trait anxious. Results for defensiveness and trait anxiety were replicated in Study 2, and observers' perceptions of state anxiety matched individuals' self-reports: Defensive individuals with maximal differences between high and low state anxiety were seen as more anxious in high state anxiety, while defensive individuals with minimal differences between high and low state anxiety were regarded as less anxious in high state anxiety.     

The structure of nonverbal decoding skills.

The structure of skill at decoding nonverbal cues was examined for 150 high school students and 95 college students. An overall principal components analysis yielded four factors differing in the complexity of the message (pure versus mixed) and in the relative importance of the video versus the audio modality. Factor 1 (pure video) was defined by accuracy at face and body cues of ordinary (2 second) and very brief exposure length. Factor 2 (mixed video) was defined by accuracy at face and body cues with a "noisy" background. Factor 3 (mixed audio) was defined by accuracy at decoding discrepant cues and "noisy" audio cues. Factor 4 (ure audio) was defined by accuracy at pure tone of voice cues. The overall evidence suggested that despite a nontrivial degree of relationship among all measures of skill at decoding nonverbal cues (Armor's Theta = .62), it would increase our theoretical and empirical precision to conceptualize nonverbal decoding ability as made up of several relatively unrelated subskills.     

An evaluation of group therapy for adolescents using social skills training

The present study investigated the hypothesis that social skills training is more effective in increasing socially acceptable behaviour in adolescents than is a generalized or non-specific form of group therapy. Forty-two subjects were selected to participate in the study from among adolescents referred for group therapy at two youth guidance clinics in Brisbane, Australia. The 23 males and 19 females were randomly assigned to one of three treatment conditions: a social skills training group, a non-specific therapy group and a waiting-list-for-therapy (control) condition. All subjects were assessed before and after treatment on five measures of social skills. Subjects in the social skills training group showed significant improvements on three of these measures while the non-specific therapy and waiting-list control groups showed no specific changes on any of the measures.     

Student physical symptoms and the social climate of college living groups

Student physical symptoms were related to the social climates of university living groups. A Physical Symptom Risk Scale, a new subscale of the University Residence Environment Scale, which relates consistently to physical symptom complaints for male, female, and coed living groups, was developed. Living groups characterized by high student physical symptoms were perceived by students as low in involvement and support, high in competition, and low in student influence. The results indicate that certain types of social environments may be "high risk" settings in that they support and possibly facilitate complaints of physical symptoms. These settings may be amenable to early "environmental diagnosis," preventive counseling, and change-oriented social systems intervention.     

Effects of Perceived Fairness on Willingness to Pay

An experiment tested the effects of fairness on willingness to pay (WTP) for public goods. Treatments varied the amount requested (high vs. low), the fairness of the requested contribution (high vs. low), and the beneficiary (self vs. other) or cause of the needed change (internal vs. external). Irrespective of fairness type (beneficiary or cause), under conditions of high fairness, the public good was judged to be more valuable and the requested contribution more justified. The judged value of the public good and the perceived fairness of the requested contribution each made a significant contribution to the prediction of WTP. The requested amount influenced WTP by acting as an initial anchor. The implications of these findings for contingent valuation are discussed.