Contextual potentiation of acquired behavior after devaluing direct context-US associations

In two experiments, water-deprived rats were exposed to tone-footshock pairings in a particular conditioning context. In Experiment 1, the training parameters were selected on the basis of parametric pilot data so as not to produce direct associations between the conditioning context and footshock. Despite independent evidence of no appreciable direct association between the conditioning context and footshock, animals tested in the conditioning context exhibited more lick suppression to the tone than other animals tested with the tone outside of the conditioning context. Thus, the conditioning context potentiated suppression to the tone in the absence of appreciable fear of the conditioning context. In Experiment 2, training parameters were used that permitted the formation of direct associations between the conditioning context and footshock; however, for half the animals, these associations to the context were then extinguished. With the tone absent, a comparison of extinguished animals tested either in the conditioning context or outside the conditioning context detected no differences in suppression, demonstrating the effectiveness of the extinction manipulation. However, other animals also subjected to extinction of direct context-footshock associations displayed greater suppression to the tone within the conditioning context than comparable animals tested outside the context. Collectively the data indicate that the superior retention-test performance seen within the training context can arise both from the commonly assumed direct associations between the training context and the unconditioned stimulus and from the potentiation by the training context of the associations between the nominal conditioned stimulus and unconditioned stimulus.     

THE UNIT PLAY MANAGER AS FACILITATOR OF PURPOSEFUL ACTIVITIES AMONG INSTITUTIONALIZED PROFOUNDLY AND SEVERELY RETARDED BOYS

Child care workers were trained in specified techniques (play manager routines) in an effort to increase purposeful activity among a group of profoundly and severely retarded institutionalized boys. A system of prompts, increasing the availability of toys and regular staff monitoring, were alternated with normal institutional routines in an ABA reversal design. On the average, activity level increased from 10% to a mean of 70% during treatment conditions. Correspondingly, stereotyped or harmful behaviors decreased from an average of 20% to 70% during treatment.     

Rape trauma syndrome

The relationship of rape trauma syndrome to the official diagnostic nomenclature of Post-Traumatic Stress Disorder in the DSM-III is extensively discussed. The theoretical and practical clinical issues involved in rape trauma are reviewed as well as the early court rulings on the admissibility of rape trauma syndrome in criminal and civil cases.     

Stress,coping, and life change in the single-parent family

Self-perceived competence in three roles (parent, social participant, self-supporter) was examined in relation to life satisfaction in a sample of 47 divorced, employed, single parent, middle-income women. Parenting was found to be the role of greatest perceived competence, and self-supporter the role of lowest perceived competence. Competence as a self-supporter was the strongest predictor of life satisfaction. Life satisfaction did not differ significantly between groups defined by length of time as single parents. For women separated less than 3 years, the social participant was the role of least perceived competence and the best predictor of life satisfaction. For those separated more than 3 years, the three roles were nearly equal in perceived competence, but competence as self-supporter was the best predictor of life satisfaction.     

The effects of hand and direction parameter preknowledge on choice reaction times

The two studies undertaken investigated how reaction times are affected by preknowledge concerning hand and direction parameters, and the order in which these data are disclosed. In the first experiment, preknowledge was manipulated by selecting 2-CRT pairs which had either a common hand or direction component. Reaction signal information content (as defined by the number of unknown response parameters) was controlled, but no parameter differences emerged. When parameter order was manipulated by sequential precuing, the ‘hand then direction’ order conferred a significant advantage. Motor preparation and response selection explanations for this effect are considered. Various difficulties with the paradigms used are discussed, including those of distinguishing between response selection and motor programming contributions, controlling and inferring the strategies adopted by subjects, and defining task difficulty. The prospects for independently fostering either response identification or motor preparation by means of an appropriate selection of precues are also discussed.     

Do Students with Different Characteristics Take Part in Psychology Experiments at Different Times of the Semester?

ABSTRACT In this study we examined 15 personality and demographic differences between psychology students who took part in experiments at different times of the semester and different times of the day. In general, few significant relations were found and those that did emerge were small in magnitude. Females and freshmen signed up for experiments earlier in the semester. Females took part in their first experiment earlier in the semester, as did students who were Protestant and who came from smaller home towns. Students low in self-consciousness also tended to begin participating earlier. Extraverts participated earlier in the day than introverts. Results generally were consistent with previous findings of differences between research volunteers and non-volunteers. However, it was concluded that because of their small magnitude and inconsistency from site to site, with a few precautions experimenters probably need not be concerned that timing effects threaten the external validity of psychological research outcomes.     

Interview with Dr. Peter Rutter,author ofSex in the Forbidden Zone,July 27, 1990

Articles

Interview with Dr. Peter Rutter, author ofSex in the Forbidden Zone, July 27, 1990     

An investigation into the relationships between gender and language

The present investigation focused upon the impact of gender and various powerful and less powerful linguistic features on the communication of unfamiliar male and female college students. Same-sex and mixed-sex dyads were recorded as they engaged in discussions regarding suggestions for a bogus freshman orientation booklet. Although few gender differences were found, the result of a factor analysis yielded three factors: questions, suggestions, and process variables. These factors are consistent with a power perspective in the use of various linguistic features. However, the present findings suggest that gender and power alone cannot explain differences in communication styles. Rather, the results suggest the need to consider other aspects of the speaker to explain differences that occur in the use of language.