Goal relevance and the affective experience of daily life: Ruling out situational explanations

The importance of goals to affect in daily life has begun to be established in research that shows, across the events of daily life, an association between the content of the goal an individual is working on and her or his affect while working on the goal (Cantor, Norem et al., 1991; Emmons, 1991). However, these studies have not considered that situational, interpersonal, and temporal contexts might explain this association because contexts may be responsible both for variation in the goals an individual is working on and for the affect an individual is experiencing. To firmly establish the importance of goals to affect, such third-variable explanations must be ruled out (West & Hepworth, 1991). In a 2-week experience-sampling study, we showed that goal relevance can vary while contexts are held constant, and that this variation remains associated with variation in affect while the context is held constant, thus ruling out context as an explanation of these associations. Additionally, the importance of a goal to an individual was related to this variation in goal pursuit within each context. It is discussed how contexts and goals interact to influence affective experience in daily life.The Coping with College study was an intensive semester-long study of college students' adjustment to college. This work was supported in part by grant BNS #87-18467 (Cantor & Norem) from the National Science Foundation and a National Science Foundation Graduate Fellowship (Fleeson). Part of the work was completed while the first author was a graduate student at the University of Michigan. We would like to thank Randy Larsen, Hazel Markus, Joan Girgus, Rose Pacini, Eric Stone, Sabrina Zirkel, Bob Harlow, Michele Acker, Susan Jenkins, Steve Peck, Ursula Staudinger and Tim Ketelaar, for their comments on this line of work. We extend warm and grateful thanks to Carol Cook-Flannagan for her help in analysis and interpretation.     

The quality of the analyst's attention

Compiled and edited from lectures on psychoanalytic technique given by the late Karen Horney at the American Institute for Psychoanalysis during the years 1946, 1950, 1951, and 1952. Further lectures in this series will appear in subsequent issues of the Journal.     

Enhancement of experienced sexual arousal in response to erotic stimuli through misattribution of unrelated residual excitation.

In a pretest, three phases of recovery from a standard physical exercise were determined. In Phase 1, subjects experienced high levels of physiological excitation and recognized that their arousal was due to exercise. In Phase 2, subjects maintained substantial excitatory residues from the exercise but felt that their arousal had returned to base level. In Phase 3, subjects' excitatory responses had decayed, and they knew they had recovered from the exercise. Subjects in the main experiment were exposed to an erotic film in the first, second, or third recovery phase after performing the exercise. Subjects viewing the film during the second recovery phase reported being more sexually aroused by the film and evaluated the film more positively than subjects in the other two conditions. Counter to the notion of arousal as a simple energizer of all behavior, these findings were interpreted as supporting excitation-transfer theory, which posits that residual excitation enhances emotional responses to unrelated, immediately present stimuli only when the prevailing arousal cannot be attributed to its actual source.     

The effects of dimensional naming upon children’s performance in a modified optional shift problem

In a modified optional shift paradigm, shift and test tasks were administered concurrently to 120 second-grade children. Ss required, during shift learning, to verbalize the values of the previously relevant dimension showed an increase in reversal responding in the test task, whereas those required to verbalize the values of the previously irrelevant dimension showed an increase in nonreversal responding. The results are in good agreement with predictions made from an extension of Hull-Spence discrimination learning theory.     

Organization in visual episodic memory: relationships between verbalized knowledge, strategy use, and performance

Relationships between verbalized knowledge (metamemory), strategy use, and performance were examined in a memory task for visually presented episodes. Kindergarten, second-grade, and fifth-grade students were asked to reconstruct a sequence of pictures forming an episode from an array of original pictures and foils. The episodes varied on two dimensions; materials type and the logic of the sequence. Materials were either typical (familiar animal characters and scenes) or atypical (geometric figures) story materials. Sequences either readily conveyed a story (logical) or were rearranged to present a random ordering of pictures (illogical). Children were questioned about their use of a story line to help remember the picture sequences (general questioning) and were asked more specific questions concerning the reasons for their picture selection during the task (specific questioning). Children at all ages recalled logical sequences better than illogical ones. Second- and fifth-grade children recalled animal episodes better than geometric form episodes. Children at all ages showed a correspondence between strategy use and metamemory as assessed by verbalization of relationships among pictures during the specific questioning. However, when the more typical general question format was used to assess metamemory, strategy use preceded verbalized knowledge of strategy use.     

The effect of pretraining and feedback on the reasoning of young children

Three experiments are reported in which kindergarten and first-grade children were given one-trial multidimensional reasoning tasks that were modifications of those used by T. C. Toppino (1980, Journal of Experimental Child Psychology, 30, 496–512). In the first two experiments, the nature of the stimulus compounds (partitioned or unitary) was varied in a series of tasks of increasing complexity. First-grade children (Experiment 1) and kindergarten children (Experiment 2) performed extremely well on all of the tasks presented. Experiment 3 was designed to identify factors that contribute to these high levels of performance, relative to those obtained under the conditions used by Toppino (1980). The results indicated that a combination of feedback information and preliminary experience with simple forms of the tasks are sufficient to produce the high performance levels, and that the verbal labeling of stimulus components is not an essential constituent of the training.