Parent and child causal attributions during clinical interviews

Attributions made by children and their parents for the cause of the child's clinical problem were monitored during assessment interviews. Results support previously observed differences obtained through questionnaires, with parents making more attributions than their children to characteristics of the child. This pattern was affected by variations in interview format. Parents and children differed in the locus of their attributions when interviewed individually, but these differences were not present when families were interviewed with both parents and children present. Implications for the methodology of attribution research with child-clinical populations are highlighted.     

Visual novelty preference as a measure of recognition memory in moderately, severely, and profoundly retarded persons

A novelty preference method was used to examine memory processes in profoundly, severely, and moderately retarded persons. After viewing a photograph of a face for 30 seconds, subjects were shown the study face and a new one after intervals ranging up to 3 minutes. Data were obtained from 30 of 56 subjects with this method. Of the 30 subjects, 20 showed significant preference for looking at the new face in the test. Recognition memory as indexed by novel looking declined over the retention interval. Memory was stronger but decayed more rapidly for higher memorable (distinctive) faces. With refinement, the novelty preference method holds promise for the study of cognitive processes in nonverbal persons. But, since memory is being inferred from response preferences which reflect an induced motivational state, satiation, the relationship between this state and memory must be established.     

Sex differences in causal attributions for success and failure in real and hypothetical sport settings

In Experiment 1, a 48-item attribution questionnaire was administered to 22 members of the men's and women's varsity basketball teams, respectively, after an intrasquad scrimmage. In Experiment 2, the same questionnaire was administered to a random sample of 54 undergraduates who were told to imagine a hypothetical scrimmage. Losing male athletes rated internal characteristics as less important in determining the outcome than did losing females. Winning females rated the opponent's characteristics as less important in determining the outcome than did winning males. Hypothetical female winners rated the opponent's characteristics as more important than did hypothetical male winners. The lack of correspondence in the outcomes of the two experiments and possible methodological shortcomings in the attribution literature are discussed.The two authors participated equally in the preparation of this article. Portions were presented at the First Annual Meeting of the North American Society for the Sociology of Sport, Denver, October 1980. We sincerely thank Coach Margaret Sisson and Coach Thomas Prechtl of the varsity women's and men's basketball teams, respectively, of the State University of New York — College at Fredonia, for their assistance in carrying out this project. We also thank the editors of this issue for their helpful criticisms of earlier versions of this article.     

Gender differences in autonomous and social achievement orientations

This research examined gender differences in orientations toward autonomous and social achievement. Three independent samples of subjects (total N= 359 males and 574 females) completed measures of achievement orientation (including Strumpfer's [1975] Autonomous Achievement Values and Social Achievement Values scales) and relevant cognitive, affective, and behavioral variables. Correlational and factor analyses clearly identified distinct autonomous and social achievement factors for both men and women in each of the samples. Examination of the correlates of achievement orientation indicated that whereas an autonomous achievement orientation is similarly expressed in males and females, there are considerable sex differences in the expression of an orientation toward social achievement. In particular, a social achievement orientation was associated with concerns over social approval and responsiveness to social influence among males, but was generally unrelated to these factors among females. Findings are discussed in terms of several recent hypotheses concerning the effects of sex role norms on the development and expression of achievement needs in men and women.     

Deviation from hierarchical structure in recall: Is there an “optimal” structure?

Past research has suggested that proportionally more superordinate than sub-ordinate propositions are recalled from expository texts, following a hierarchical analysis of the text structure. Since free recall has typically followed this hierarchical pattern, several researchers have assumed that the related memory structures are isomorphic to the text structure. However, few of these studies have examined how individual differences and text structure interact to affect free recall. In two experiments, the assumption of hierarchical patterns of children's recall of expository text was tested. In Experiment 1, high- and average-ability fourth graders (9 years old) were asked to read and recall a passage. Experiment 2 was a replication and extension of Experiment 1. In this experiment, fourth and sixth graders (9 and 11 years old) read and recalled a different passage. The combined results of both experiments support the notion that there is probably no one optimal hierarchical structure for storage and retrieval of expository text.     

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.     

An experimental analysis of the effects of d-amphetamine and cocaine on the acquisition and performance of response chains in monkeys.

In one component of a multiple schedule of food presentation, monkeys acquired a different four-response chain each session by responding sequentially on three keys in the presence of four geometric forms (learning). In the other component, the four-response chain was the same each session (performance). Both d-amphetamine and cocaine, at the higher doses, disrupted the behavior in the learning component; the overall response rate decreased, the overall accuracy was impaired (i.e., percent errors increased), and there was less within-session error reduction. The performance component was generally less sensitive than the learning component to the disruptive effects of both drugs on rate and accuracy. After pre-feeding or during an extended session, the response rate decreased in both components, but accuracy was generally unaffected. When the four discriminative stimuli in both components were removed, the behavior was disrupted to a greater extent in the performance component. The disruptive effects of both drugs on behavior in the learning component were attenuated when the drugs were administered during the session after the response chain had been acquired. It was concluded that the greater sensitivity of the learning component to disruptive drug effects is related to the relatively weak stimulus control and/or the lower rate of reinforcement associated with that component.     

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.