Cognitions, affect, and behavior following uncontrollable outcomes: A response to current human helplessness research

A series of articles in the Journal of Personality challenge several central assumptions of the reformulated learned helplessness model: that perceptions of uncontrollability, awareness of noncontingency between responses and outcomes, and attributions made about the outcome are necessary to explain learned helplessness effects. The present article addresses the validity of this challenge through a consideration of the methodology employed in these and other traditional studies of human helplessness conducted in the laboratory. We maintain that although performance deficits can be demonstrated reliably following exposure to uncontrollable outcomes, a number of factors other than expectations of future uncontrollability (i.e., learned helplessness) may be responsible for these effects. In addition, demands of the experimental situation may prevent subjects from admitting their true underlying thoughts and feelings regarding the manipulations employed. Finally, the current use of artificial laboratory paradigms may unnecessarily restrict the study of a complex psychological phenomenon such as learned helplessness. We suggest that future researchers employ paradigms that more closely parallel real world situations to which they hope to generalize, or utilize naturally occurring uncontrollable life events to study the problem. In addition, we argue that future research should broaden its focus beyond attributions to explore other mediators of human helplessness.     

SCIENTIFIC AND RELIGIOUS UNIVERSES OF DISCOURSE

Abstract. The author argues, by analyzing the logic implicit in scientific and religious statements, that these two kinds of statements belong to different universes of discourse. Religious statements are not admissible into scientific discourse and scientific statements are not admissible into religious discourse. This separation of discourse into universes of discourse is based on validity conventions which legislate different kinds of truth criteria for statements in different universes.     

The Headache Symptom Questionnaire: Discriminant classificatory ability and headache syndromes suggested by a factor analysis

A brief Headache Symptom Questionnaire was administered to 129 chronic headache Sufferers. The questionnaire accurately classified 68.42% of headache subjects in their proper diagnostic category, comparable to, but statistically less accurate than, the 86.4% agreement between expert headache diagnosticians using clinical interviews. Results of a factor analysis of the Headache Symptom Questionnaire lend support for their being two commonly accepted global headache categories—vascular/migraine and muscle contraction—and one headache dimension concerned with duration of headache pain. Combined migraine-muscle contraction headache was found to be related more to migraine than to muscle contraction headache, and cluster headaches emerged as a separate clinical entity, not loading positively on any factor and loading negatively on all three.This research was supported in part by Grant NS-15235 from the National Institute of Neurological and Communicative Disorders and Stroke.     

The Effects of Task Content and Reward Contingency Upon Task Performance and Satisfaction1

A laboratory study examined the effects of task design and reward contingency upon task performance and satisfaction and upon behavioral and attributional measures of intrinsic and extrinsic motivation. Intrinsic and extrinsic motivation were defined by the task content-task consequence distinction. Both the task design and reward contingency factors were found to yield significant multivariate F ratios, but their interaction was not significant. Subjects in the contingent pay condition had higher performance quantity than those in the noncontingent condition. Subjects in the enriched task condition produced higher quality units than those in the nonenriched condition. Both contingent pay and enriched task conditons yielded higher task satisfaction and increased attributions of performance to intrinsic factors. Results were discussed in terms of cognitive evaluation theory and the distinction between intrinsic and extrinsic motivation.     

Effects of an observer on eating behavior: the induction of "sensible" eating.

An experiment was conducted to investigate the extent of caloric compensation to differential preloading among normally restrained and unrestrained female subjects. Subjects' eating was either explicitly observed or unobserved by the experimenter. Unrestrained eaters compensated appropriately for the preload, whether or not they were observed. Restrained eaters failed to compensate when unobserved , but compensated strongly when observed. A subsequent unobserved eating task revealed that restrained eaters failed to compensate for prior consumption when the observer was withdrawn. Implications for research and therapy are discussed.     

Aversive CS control of instrumental avoidance as a function of selected parameters and method of Pavlovian conditioning

Effects of aversive CSs upon dogs' instrumental avoidance responding were assessed as a function of the Pavlovian conditioning parameters using off-baseline (Experiment 1) and on-baseline (Experiment 2) conditioning procedures. In each experiment, three UCS intensitites (2, 6, and 10 mA) were crossed factorially with two CS-UCS intervals (10 and 90 sec) yielding six groups. After 4 days of conditioning, the CS-produced effects on avoidance were determined primarily by an interaction between Pavlovian procedure (off- versus on-baseline) and UCS intensity. With off-baseline conditioning, CS-produced facilitation of avoidance was an increasing function of the UCS intensity. However, with on-baseline conditioning, only the CS paired with weak UCS facilitated avoidance, and the CS paired with the strong UCS suppressed responding. This reversing parametric function poses problems for two-process motivational theories of avoidance.     

Modification of impulsive tempo in learning-disabled pupils

Thirty-three impulsive learning- disabled males, aged 9–12 years, were assigned to one of three treatment conditions: (a) Modeling, in which subjects were exposed to a videotape of a boy demonstrating reflective problem-solving activities and instructing himself to perform cautiously; (b) Modeling Plus Self-Verbalization, in which subjects observed the same videotape and were additionally required to verbalize similar reflective instructions; and (c) Control, in which subjects were shown a videotape of the task materials used in the modeling videotape, but without the model. Subjects were tested immediately after exposure to treatment, and again 3 weeks later, on different forms of the Matching Familiar Figures test. Both Modeling and Modeling Plus Self-Verbalization conditions were superior to Control in reducing errors on the immediate test, but the three treatments did not differ on the delayed test. No significant differences among the three conditions were found with regard to response latency. Discrepancies between the present results and those of previous related studies were noted, and potential research directions were suggested.The authors appreciate the cooperation and support of Mr. Dan Hurd, superintendent of DeKalb County Special Education Association.     

A theory of intelligence: I. span and the complexity of stimulus control

A theory of intelligence is couched in stimulus-response terms, bridging the gap between S-R and cognitive psychology. The chief theoretical concepts are span ability (a capacity notion), response string (sequentially cued responses), and complexity of stimulus control (task complexity). Span is equated with the ability to respond appropriately when several cues are conjunctively relevant for correct performance (complex stimulus control). So defined, span is consistently and broadly related to many aspects of intelligent behavior.     

Concurrent validity of Holland's theory for college degreed working women

The study was designed to explore two areas: (1) the concurrent validity of Holland's theory for employed college degreed women using two different operational definitions (Vocational Preference Inventory and the Self-Directed Search) of vocational orientation; and (2) the relationships among same named scales across the VPI and the SDS. Concurrent validity was studied by administering the VPI and the SDS to 179 women workers in occupational environments consistent with Holland's six vocational environments. In general, the findings indicate that the VPI and SDS scales tend to effectively discriminate among the occupational groups consistent with Holland's theoretical framework. In addition, the correlation coefficients for same named scales for the two inventories were all found to be significant. In sum, the results of the study lend some support to the concurrent validity of Holland's theory for employed college degreed women.     

The influence of selective attention in peripheral and foveal vision

Previous research had indicated that there were differences in the kinds of stimulus information processed by concentrated and distributed attention in peripheral vision. Concentrated attention was necessary for perceiving line arrangement differences, while line slant differences could be detected with distributed attention. However, experiments with foveal presentation showed no facilitation by concentrating attention. Experiment I replicated these results. Experiment II showed that distributed attention did degrade foveal line arrangement discrimination if the attention system was overloaded by increasing the number of elements in the array. Experiment III demonstrated that high element density was not a sufficient condition for these effects to occur. Line arrangement discrimination was reduced as letter number increased even when maximum density was held constant. In Experim~ent IV, it was shown that concentrating attention facilitated line arrangement discrimination relative to line slant discrimination in foveal vision when element number and density were held constant. The results are discussed in terms of several models postulating a difference between spread-out and concentrated attention systems.