The consequences of noncooperation for the target of third party instigated aggression

Consequences for a new target as a function of noncooperation was investigated in the instigative aggression paradigm. Subjects instigated partners to aggress against an opponent by suggesting what shock intensity to deliver. The partner was either cooperative (i.e., complied with the suggestion) or noncooperative (i.e., refused to set high shocks). Subsequently, subjects were given the opportunity to be directly aggressive by actually setting the shocks themselves. During this phase a new target who was nonprovocative was introduced. Subjects aggressed alone, in the presence of their partner, or in the presence of a new person. Results revealed that noncooperation reduced the level of instigative aggression and carried over to the second phase of the experiment. Subjects who had had cooperative partners were more aggressive toward the new target than were subjects who had had noncooperative partners. The presence or absence of the partner was not significant.     

Feedback modalities as a consideration in biofeedback applications

Effects associated with specific feedback modalities are neither clear nor well explored. The present paper provides an overview of feedback modalities typically used for the presentation of information from major physiological systems. Some consideration of feedback modality in relation to theory is provided with a discussion of trends in past applications.     

A feed delivery system for the study of choice behavior in cows

A feed delivery system for the study of choice behavior in cows is described. Supportive data are provided for six dairy cows exposed to two-alternative, concurrent variable-interval schedules.     

Judgments of average lightness and darkness: A further consideration of inverse attributes

Twenty subjects judged the average lightness and darkness of paired Munsell gray papers according to magnitude estimation and category rating instructions. The data from category rating were approximately consistent with an averaging model but those from magnitude estimation were not. An analysis in terms of a two-stage model suggested that category ratings and magnitude estimates of each attribute were produced on the basis of the same composition rule, but implicated different output transformations. In judging darkness, subjects appeared to have reversed the scales employed in judging lightness, by a linear transformation in the case of category rating and by a reciprocal transformation in the case of magnitude estimation. However, differences between the input parameters obtained from judgments of lightness and darkness suggested that the scales of these attributes constructed from judgments of average magnitude may be biased.     

The Problem of Fusion in the Lesbian Relationship

This paper is an attempt to outline a set of hypotheses about the kinds of issues that intensify the problem of fusion in committed lesbian partnerships. We consider also why the likelihood is so great of fusion occurring as a response to stresses both internal and external to the relationship. We have chosen to address the problem from a systems perspective because we feel that the most productive clinical interventions for lesbian couples depend upon an awareness of the problems inherent in the couple's attempt to define the rules of their relationship within the context of a larger system in which no rules relating to them exist. We shall outline our basic conceptual approach to the problem, offer case examples of a "fused" lesbian couple, and discuss implications for treatment.     

Effects of training students to identify the semantic base of prose materials

Feedback and feedback plus points toward a course grade were applied to the attentional behaviors (defined as the ability to identify the semantic base of text passages) of 30 undergraduate students participating in a reading comprehension development program. Correct underlining was increased, extraneous underlining was decreased, and postreading comprehension test scores improved as a result of the procedures. Scores on a standardized test of reading comprehension also increased significantly.     

Promoting Energy Conservation in Master-Metered Apartments through Group Financial Incentives1

An energy conservation contest among four groups of apartments (44 to 70 units each) in a University of Colorado family housing complex was conducted February-April, 1977. The winning group in each of six 2-week contests won $80 to use however it determined. The program produced a drop of about 10% in use of natural gas during the first contest; energy savings were smaller but still statistically significant throughout the first 8 weeks. Over a 12-week period, savings averaged 6.6%. Some changes in energy-using behaviors were reported by residents surveyed at the contest's end; however, knowledge of contest results by residents was minimal. The results are compared to those of other contest and rebate programs, the practical problems of costs exceeding savings and inaccurate estimates of energy savings are discussed, and implications for future research are suggested.     

Maintenance and generalization of a semantic rehearsal strategy in educable mentally retarded children

Two groups of 11- to 12-year-old educable mentally retarded children, equated on the basis of a free recall pretest, were given a series of lists for free recall. Approximately half the subjects were trained in the use of a strategy designed to induce deeper level semantic encoding and the discovery of categorical relationships and half constituted a “no-training” control group with standard free recall instructions. The subjects received either related or unrelated lists during the training phase and related or unrelated lists during two post-tests, immediately following and 1 week after training. There was evidence not only that the semantic strategy was maintained over the 1-week delay, but that it also generalized to word lists unlike those used during training. The degree of generalization was greater for those subjects receiving related lists during training.