Reaction to Self-Attributed Victim Responsibility: A Comparative Analysis of Rape Crisis Counselors and Lay Observers1

This research examined observers' reactions to sexual assault victims engaging in different forms of self-attributed responsibility. Theory and research suggests that behavioral responsibility contributes positively to the coping process of victims, whereas characterological responsibility impedes it. For observers in the present study, the expression of either type of self-responsibility by a rape victim resulted in a more negative impression of the victim's emotional well-being and greater attribution of responsibility to the victim in comparison to a victim relying solely on chance explanations. Moreover, this bias was evident among rape crisis counselors as well as lay observers. Discussion considered the implications of such biased perceptions for sexual assault victims and the need for a fuller understanding of the nature of self-attributions of responsibility by victims.     

Dating infidelity: behaviors, reasons and consequences

Older adolescents were surveyed concerning three issues: behaviors which constitute infidelity in a dating relationship, reasons for a dating partner to be unfaithful, and reactions to a dating partner's infidelity. Responses from 247 participants indicated more similarities than differences between dating infidelity and extramarital affairs with regard to behaviors, causes, and consequences. Results are discussed in terms of similarities between dating and marital infidelity, and the rationale for professionals to interact with adolescents concerning the potential long-term consequences of dating infidelity.     

Free sorting with stimuli clustered in a multidlmensional attribute space

An experiment was conducted to determine whether Ss leam, without knowledge of results or prior familiarization with the prototypes, to sort histoform stimuli generated by three probablistic rules into categories consistent with these mies. Seven Ss were asked to sort 30 stimuli (10 from each schema population) on each trial. No constraints were placed on the number of categories to be used. A statistic was developed to measure consistency between schema-defined categories and subjeet-defined categories. Four of the seven Ss met the leaming criterion, and demonstrated increasing consistency with the schema-defined categories across trials. In general, more categories than necessary were used to classify the stimuli correctly. The results raise several questions about classification strategies used by Ss in perceptual learning tasks with stimuli generated by probabilistic rules, and indicate the need for further research conceming the variables that influence perceptual category formation.     

Visual facilitation of auditory localization in schoolchildren: A signal detection analysis

Warren (1970) has claimed that there are visual facilitation effects on auditory localization in adults but not in children. He suggests that a “visual map” organizes spatial information and that considerable experience of correlated auditory and visual events is necessary before normal spatial perception is developed. In the present experiment, children in Grades 1, 4, and 7 had to identify the position, right or left, of a single tone either blindfolded or with their eyes open. Analysis of the proportion of area under the ROC curve (obtained using reaction times) in the respective conditions showed that Ss were more sensitive to auditory position when vision was available. Reaction time was also generally faster in the light. I argue that the increase in sensitivity in the light represents updating of auditory position memory by voluntary eye movement. In the dark, eye movements are subject to involuntary and unperceived drift, which would introduce noise into the eye control mechanism and hence into auditory spatial memory.     

Transfer of signed responses in American Sign Language from vocal English stimuli to physical object stimuli by a chimpanzee (Pan)

A chimpanzee was taught 10 signs of Ameslan (American Sign Language) using only vocal English words as stimuli. The corresponding physical objects were items found in the subject's home environment, and which he frequently encountered during daily activities. Reference was not made to these items during teaching sessions. Each teaching session was followed by a test session in which the objects were silently presented to the subject and the question What that? was signed to him. The subject acquired all 10 signs in response to the English word stimuli and then successfully transferred these signs to their physical object referents during testing.     

Painfulness decreases the discriminability of electric shock

Two experiments were designed to investigate the relation between the reported painfulness and the discriminability of pairs of electric shocks for which the ratio between the higher and the lower intensity was held constant. In both experiments, subjects first gave category ratings of the painfulness of single shocks in the range 40 to 4.8 mA. Then, in a discrimination experiment, they were required to identify the stronger of a pair of intensities presented in succession. The proportion of correct responses (Experiment 1) or the proportion of area under the receiver operating characteristic (Experiment 2) increased between a low-intensity pairing and a medium-intensity pairing and decreased between a medium-intensity pairing and a high-intensity pairing for subjects who rated the highest intensities as strongly painful. Subjects who gave moderate- or weak-pain ratings for the high-intensity shocks showed no significant increase or decrease in accuracy between the medium- and high-intensity pairings. Time-order errors were observed in Experiment 1. The proportion of trials on which the second stimulus of the pair was identified as the stronger increased monotonically as a function of stimulus magnitude. The results are discussed in the context of psychological assessment of analgesic procedures.