The Beck Depression Inventory: item order and the impact of response sets

The lack of subtle content in the item groups of the Beck Depression Inventory (BDI) and the consistency in the ordering of the items from least to most pathological make this instrument unduly susceptible to either defensive or malingering response sets. Two experimental forms were developed for the BDI: a backwards version (a simple reversal of the order of items within each group) and a random-order version. These forms, together with the original item order, were given to college undergraduate women along with the Depression scale from the MMPI and the Burks-Martin Questionnaire covering recent life changes and current stressful situations. The random order BDI results in a significantly higher depression score than did either the original or backwards version. Correlations with the other instruments were comparable for all three forms. The random order of items within each set appears to break up a response set to endorse either the first or last item and is, therefore, recommended.     

Adaptive programming of arm movements

Adaptations of goal-directed elbow movements of moderate speed, called "continuous" movements and recognized by their single-peaked velocity profiles, were studied for two monkeys that were learning to perform a motor task. The animals were rewarded for what they did, namely, to carry out a step-tracking and holding task by means of discrete elbow movements, but not for how they did it, that is, for any particular mode of movement execution. Yet, both animals increased the use of the programmed, continuous movements when they began to carry out the behavioral task requirements appropriately. Furthermore, continuous movements adapted with increases of peak and of average velocity such that the ratio of these parameters tended to be maintained or decreased. These velocity changes were incorporated into remembered movement programs late in motor learning when the animals approached their best performance proficiencies.     

Neurobehavioral and psychosocial functioning of women exposed to high altitude in mountaineering

The effects of chronic hypoxemia upon cognition and behavior were studied in women exposed to high altitude in mountaineering. Neuropsychological tests and psychosocial and physiological questionnaires were given to eight women before, during, and immediately after a Himalayan climb to 20,500 feet. Cognitive functioning remained relatively intact with only two significant decrements, complex abstract reasoning and word-finding ability. Significant changes were found on all psychosocial and physiological questionnaires. Feelings of acceptance of others and anxiety declined significantly. Physical symptoms were greatest during the first five days of ascent. Subjects' self-ratings of mental functioning were significantly better after the expedition than either before or during the climb. Self-assessments were correlated with emotions and physical symptoms, not with actual performances on the test battery. It is suggested that complex cognitive tasks and psychosocial functioning be studied in more detail as these were more influenced by exposure to high altitude in mountaineering.     

Enhancing and degrading visual stimuli

Several assembly language routines are described for use in perceptual identification experiments on the Apple Macintosh computer with MS-BASIC. These routines are in a machine language library that may be accessed from BASIC. No knowledge of assembly language is required to use the statements. In one method of perceptual identification, stimulus clarification, a mask is gradually removed to reveal the stimulus behind it. The other method, stimulus materialization, displays the stimulus on the screen in a piecemeal fashion. Data are reported from a demonstration experiment in which prior exposure to words enabled subjects to identify those words more easily under impoverished conditions.     

Competing with reasoning: A test of the working memory hypothesis

An experiment is reported in which subjects attempted conditional reasoning problems while concurrently articulating a series of digits, with or without memory load. Logical performance was not impaired by the competing tasks and the latency of responding was actually faster under concurrent articulation, without memory load, than in a control group. The results are discussed with reference to the Baddeley and Hitch (1974) model of working memory.     

Sex differences in student dominance behavior in female and male professors' classrooms

Measures of verbal participation and interaction among graduate students provided a comparison of male and female dominance behavior in the classroom, and measures of the contextual effect of sex of professor provided further data on the interrelatedness of sex, status, and dominance behavior. Male students were found to exhibit significantly more aggressiveness (interruptive behavior) than female students in both male and female professors' classes, although significantly more male aggressiveness occurred in female professors' classes than in male professors classes. Male students were significantly more assertive (frequency and duration of speech) in female professors' classes only. In student-to-student interaction, aggressiveness was predominantly exchanged between sexes rather than among same-sex members.The author would like to thank Julie Parks and Joanie Rubin for their help with this research.     

Profiles of mod revivalists: a case study of a reemerging adolescent group

This exploratory study examined the characteristics and interpersonal relations of a relatively small group of adolescents who identified themselves as members of a revived "mod movement." In-depth interviews were conducted with 13 members (45%) of this peer group in order to: identify the main features of the members, determine their similarity to earlier British mods, and assess gains from group affiliation. Results suggested that adolescents who joined this unique and somewhat extreme group were more similar than dissimilar to their contemporaries in their efforts to establish an identity and be accepted as individuals. Implications for interacting with members of such adolescent groups, and suggestions for future research are presented.