Stereotype threat and feedback seeking in the workplace

This study examined stereotype threat (Steele & Aronson, 1995) in workplace settings and investigated relationships of stereotype threat to feedback seeking and feedback acceptance. Results from a sample of 166 African American managers showed that solo status in the work group predicted perceptions of stereotype threat. In addition, stereotype threat related positively to indirect feedback seeking and discounting of performance feedback from superiors. These findings have important implications for understanding the causes of group differences in job performance.     

Sociotropy and autonomy: relationship to antidepressant drug treatment response and endogenous-nonendogenous dichotomy.

This study evaluated the relationship of sociotropic and autonomous personality traits with response to pharmacotherapy for 217 depressed outpatients using the Sociotropy-Autonomy Scale. Sociotropy was related to nonendogenous depression, whereas autonomy was related to endogenous depression. Subjects who had high autonomous-low sociotropic traits showed greater response to antidepressants (and greater drug-placebo differences) than those who had high sociotropic-low autonomous traits (who showed no drug-placebo differences). Hierarchical multiple regression analysis showed that the sociotropy-autonomy, but not the endogenous-nonendogenous, distinction was a predictor of drug treatment response. The combination of endogeneity and autonomy predicted response to placebo. If replicated, these findings may enable better matching of patient traits to various treatment modalities for depression.     

Sex differences in the eyes of expert personality assessors: unwarranted conclusions.

In a recent paper, Haan and Livson reported sex differences between male and female psychologists in their evaluations of adult men and adult women. Their conclusions have implication for the validity of clinical assessments and were interpreted in terms of stereotypic sex role perceptions. However, their statistical analysis was in fundamental error. When the data they employed were reanalyzed, no reliable sex differences between men and women psychologists were found, a finding in accord with a number of previous investigations of this problem.     

What causes the spacing effect? Some effects of repetition,duration, and spacing on memory for pictures

Three experiments examined effects of the spacing of repetitions on memory for pictures. In Experiment I, the duration of the first presentation (P(1)) was manipulated, as was P(1)-P(2) spacing. The effect of spacing on judged frequency was independent of P(1) duration. In Experiment II, pictures were given M massed presentations just prior to the P(M)-P(M+1) spacing interval. The form of the spacing curve was independent of M. Neither experiment confirmed the prediction of "overhabituation," derived from the habituation-recovery explanation of the spacing effect. In Experiment III, subjects made both duration and frequency judgments. The duration judgment results were not consistent with the notion that subjects remember multiple massed presentations as single occurrences of especially long duration. Some evidence from Experiments I and III suggests that an interrupted stimulus is recognized better than one that is not interrupted-a finding that, if replicable, would support the habituation-recovery account of the spacing effect.     

Effects of peripheral immune activation on social behavior and adrenocortical activity in aggressive mice: Genotype-environment interactions

To explore genetic-developmental differences in the biobehavioral effects of induced illness, males from two lines of mice selectively bred for high or low levels of aggressive behavior were injected with endotoxin (Escherichia coli, LPS: 0.25 mg/kg, 1.25 mg/kg, or 2.5 mg, i.p.) or saline. Body temperature, weight, and locomotor activity were monitored immediately before and 8 and 24 hr after injection. Twenty-four hours after injection, social behaviors were assessed in a 10-min dyadic test, and hypothalamus, spleen, and serum were collected. In both lines, endotoxin treatment increased behavioral immobility ("freezing") and decreased social exploration. Other effects showed line differences: Males from the high-aggressive line had a lower threshold to endotoxin-induced effects on body temperature, weight loss, spleen weight, and corticosterone. Social reactivity (startle response to mild social investigation) increased in the high-aggressive line and decreased in the low-aggressive line after treatment. In the high-aggressive line only, endotoxin decreased attack frequency and increased latency to attack. The interactions between selected line (genotype) and endotoxin treatment (environment) demonstrate that genetic-developmental differences in social and aggressive behavior may indicate the extent to which immune stimuli (e.g., bacteria, viruses, cytokines) function as "biobehavioral stressors." Aggr. Behav. 23:93–105, 1997.© 1997 Wiley-Liss, Inc.     

Cloze probability and completion norms for 498 sentences: Behavioral and neural validation using event-related potentials

Three decades after their publication, Bloom and Fischler’s (1980) sentence completion norms continue to demonstrate widespread utility. The aim of the present study was to extend this contribution by expanding the existing database of high-constraint, high cloze probability sentences. Using the criteria established by Bloom and Fischler, we constructed 398 new sentences and presented these along with 100 sentences from their original list to be normed using a sample of 400 participants. Of the 498 sentences presented, 400 met criteria for high cloze probability—that is, .67 or higher probability of being completed by a specific single word. Of these, 321 sentences were from the new set and an additional 79 were from Bloom and Fischler’s set. A high degree of correspondence was observed between responses obtained by Bloom and Fischler for their high-constraint set. A second experiment utilized an N400 event-related potential paradigm to provide further validation of the contextual constraint for the newly generated set. As expected, N400 amplitude was greater for sentences that violated contextual expectancy by ending in a word other than the newly established completion norm. Sentence completion norms are frequently used in cognitive research, and this larger database of high cloze probability sentences is expected to be of benefit to the research community for many years to come. The full set of stimuli and sentence completion norms from this study may be downloaded from http://brm.psychonomic-journals.org/ content/supplemental.     

Direct assessment of the cognitive correlates of attention deficit disorders with and without hyperactivity

The cognitive functioning of children identified as attention deficit disorder with hyperactivity (ADD/H) was compared to that of children identified as attention deficit disorder without hyperactivity (ADD/WO). Based on information on symptoms supplied by teachers, 20 ADD/H and 15 ADD/ WO children were selected according to DSM-III criteria from a large elementaryschool learning disabilities and behavior disorders population. For comparison purposes, 16 normal children from regular classrooms were also selected. Children from all three groups were evaluated with a battery of cognitive tests. Intelligence test scores differentiated the two ADD groups, with the ADD/H children obtaining significantly lower Full Scale IQ scores than both ADD/WO and control children. In addition, ADD/H children obtained significantly lower Verbal IQ scores than ADD/WO children. Both ADD groups performed more poorly than controls on Spelling and Reading Achievement, and the ADD/WO group performed more poorly on Math Achievement. The two ADD groups took longer to complete six Stroop and rapid naming tasks than the control groups but did not differ among themselves. The ADD/WO group made more errors on a visual matching task than the controls, but neither ADD group differed from controls on the accuracy of the Stroop tasks, rapid naming tasks, measures of receptive and expressive language, visual-motor integration, or sustained visual attention. The differences between the two ADD groups were fewer than expected on the basis of previous research and are more global than specific.The assistance of John Junginger, Jason Walker, and Cynthia Jones at various stages of the project is gratefully acknowledged. Particular thanks are extended to the teachers and staff of Clarke County schools.     

Social roles and social perception: individual differences in attribution and error

In a replication of the social roles experiment by Ross, Amabile, and Steinmetz (1977), 103 male and female 14-year-olds viewed a brief videotape that showed a randomly assigned "questioner" asking general knowledge questions of a "contestant," who answered most of them incorrectly. Subjects subsequently manifested the role-based attribution error of attributing significantly more knowledge and ability to the arbitrarily designated questioner than to the arbitrarily designated contestant, and this effect was stronger among girls than boys. Personality data were available on the subjects for when they were in nursery school and again at age 14 in the form of independent Q-sort ratings. Personality correlates of the role effect were stronger among boys but manifested a basically similar pattern among girls and suggested that those most prone to make this attribution error, far from being disadvantaged in social judgment, tended to be more socially engaged and competent as well as emotionally well adjusted. The role effect was also positively associated with self-esteem. Personality correlates of attributional generosity and the tendency to attribute high ability to stimulus persons were associated with generally positive interpersonal qualities and attitudes. Results were interpreted in terms of usually appropriate heuristic social competencies that, in special circumstances, may sometimes underlie attribution errors. The general usefulness of examining individual differences in research on social cognition was noted.