Lateral masking for letters with unlimited viewing time

Linear arrays of 1, 8, and 9 letters were exposed while S read off the items of the letter sequence while maintaining constant fixation. By this procedure, serial position effects were studied in the absence of requirements for scanning the array quickly, as in a tachistoscopic display, and for remembering a large number of items, as in a delayed whole report. Despite the absence of these requirements, typical serial position curves were generated. Serial position effects were partially ameliorated by the introduction of blank spaces into the array. Performance was influenced both in the immediate vicinity of the blank spacings, as well as extending over a large portion of the array. The data were interpreted in terms of lateral masking effects associated with adjacent elements.     

A feature utilization analysis of the perception of pattern class structure

Patterns were computer-generated about two prototypes to form schematic clusters of three diameters about the cluster centroids. In a schematic concept-formation task, recovery of a priori schematic class membership by Os varied inversely as physical cluster diameter, with concept acquisition across trials evidenced in only the low-cluster-diameter condition. For each 0 who failed to classify according to the schema rule, linear discriminant function analysis was applied to his classes. In all cases, O-generated classes were successfully recovered by the physical pattern features used as predictors, the mapping of these classes by the LDF exceeding that by the schema rule in accuracy at all cluster-diameter levels.     

Feature encoding and pattern classifications with sequentially presented Markov stimuli

The major objective of this experiment was to develop and evaluate a methodology designed to permit more direct assessment of the detailed processes involved in prototype abstraction. Thirty Ss participated in a task having the following characteristics: (1) classifications of Markov-generated stimuli sampled from two different populations, (2) controlled scanning of pattern features, (3) a measure of the degree to which pattern features were correctly identified, and (4) intermittent reproduction of pattern features abstracted from collections of mixed instances. Results showed that a significant number of the Ss learned to classify the stimuli into categories corresponding to generation rules and, at least partially, abstracted the population prototypes from these variable instances. The feature identification data suggested that the Ss who were unsuccessful in classifying the stimuli into the rule-defined categories used an inappropriate strategy for sampling pattern information upon which to base their classifications.     

Coping with drinking pressures: adolescent versus parent perspectives

Fifteen techniques to limit or stop alcohol consumption were rated by 94 adolescents, aged 12 to 19, and their parents. Factor analysis of effectiveness ratings demonstrated consistency in appraisal of adult options for coping strategies, but significant differences in adolescent and parent views of how teenagers should cope with drinking pressures.     

Comparison between Gorham's Proverbs Test and the revised Shipley Institute of Living Scale for a black population

A total of 278 black women (183) and men (95) were administered the Gorham's Proverbs Test and the Shipley Institute of Living Scale (revised). This study compared Abstract scores on the Gorham's Proverbs Test with Vocabulary and Abstract scores on the Shipley Institute of Living Scale. The two tests were remarkably similar in terms of score distributions and susceptibility to the effects of age, perceived socioeconomic level during childhood, education, and perceived quality of education. Analysis also showed that abstract reasoning, as measured by these tests, is not free from the effects of vocabulary skills. Mean scores on both tests were within the range of mean scores previously reported in the literature.     

Personal involvement and the evaluation of group products

This research examined favouritism in group product evaluations as a function of personal involvement. After being divided into groups on an arbitrary basis, subjects worked at a group brainstorming task. Some subjects then assessed the merits of their own group's product relative to that of an outgroup's product, whereas other subjects assessed the merits of an ingroup's product relative to that of an outgroup's product. In both conditions, a significant bias was observed such that owngroup and ingroup products were rated as superior to outgroup products. Moreover, this bias was equally strong regardless of whether subjects were appraising a product they had personally helped create. The implications of the findings for understanding the antecedents of group bias are considered.     

Urinary incontinence and psychological distress among older adults

We examined the relationship between urinary incontinence and psychological distress in a sample of community-dwelling older adults. The data are from a probability sample of Washtenaw County, Michigan residents ages 60 years and older, who were interviewed in 1983 and 1984. A total of 747 women and 541 men were included in the analyses. Experiencing urinary incontinence, particularly in a severe form, was weakly related to depression, negative affect, and low life satisfaction. These relationships are partly explained by the fact that incontinent respondents are less healthy than are continent respondents.     

Sex and achievement domain: Cognitive patterns of success and failure

Subjects (N=439) were asked to write an account of an achievement of failure, and to describe it in terms of locus of standards (internal-external), conceptual focus (process-impact), and initial expectations for success (or failure). Additionally, accounts were classified on the basis of achievement domain (personal, interpersonal, mastery). Analyses of variance [2 (sex)×3 (domain)] for each cognitive measure revealed few sex differences. However, cognitive responses did vary as a function of achievement domain. Main effects for domain were observed under success instructions for locus of control (p<.0002) and under failure instructions for locus of control (p<.05), conceptual focus (p<.05), and expectations (p<.06). Interaction effects of sex and achievement domain were observed on locus of standards for success (p<.0002) and initial expectations preceding failure (p<.025), indicating that women were more responsive to domain differences than were men. Discriminant analyses indicated that cognitions were more readily patterned in terms of achievement domain than sex. Elaboration and incorporation of the concept of domain in cognitive models of achievement is suggested.