Associative response heterogeneity: an indicator of stimulus word semantic autonomy

The total number of different responses, given by a group of subjects to a stimulus word in a single-word, free-association situation ( D ), is a primary determinant of associative response latency (Tecce & Glassco, 1965; Flekkøy, 1981). D has traditionally been assumed to reflect a word's associative potential, and the increased latency to high D words has been explained by response competition. The results of the present experiments indicate, however, that D reflects in an inverse manner semantic autonomy , high D words requiring more contextual information for their semantic specification than low D words. The process of semantic specification requires time, creating the positive D -response latency relationship. Based on a semantic interpretation of D , associative response heterogeneity may be used as an index of a word's semantic autonomy.     

Later stages in Experiential Marital Therapy

This is the second of two papers dealing with symbolic-experiential treatment of marital issues. The first—Early Stages in Experiential Marital Therapy — discussed three early stages. This paper discusses regressive work with couples, including engagement with the family of origin.     

Ethnic identity, self-esteem, and occupational aspirations of Indian and Anglo-Saxon British adolescents

A questionnaire monitoring occupational aspiration, ethnic identification, adolescent experience, and self-esteem was administered to a large sample of Indian and Anglo-Saxon British male and female adolescents attending school in the West Midlands. The relationship between these variables and differences between the four groups were consistent with predictions derived from the social identity approach to intergroup relations and group behaviour (Tajfel & Turner, 1979). Indian males were found to possess a social mobility belief structure that mediates high occupational aspirations and keeness to marry out of their ethnic group. In contrast, Indian females were found to possess a social change belief structure associated with acceptance of the status quo and lower aspirations. Males and Anglo-Saxons reported higher self-esteem than females or Indians. The adolescent experience findings were less clear, but were consistent with the general interpretation of the data that the differences in intersex relations and gender-related experiences are contingent on ethnicity.     

TEACHING SOCIAL LANGUAGE TO MODERATELY HANDICAPPED STUDENTS

Three students with moderate handicaps were taught to initiate and expand on conversational topics. The teaching procedure used stimuli generated from actual conversations with nonhandicapped peers. Generalization was assessed by audiotaping conversations between the handicapped students and their peers in natural school contexts without adult supervision. Results indicated that training generalized to natural contexts. These results were socially validated by undergraduate special education students, who rated tapes of two of the students' conversations during training phases as more socially competent than during baseline. Results are discussed in terms of the evaluation of complex social behavior as multioperant behaviors.     

Adolescents and microcomputers: sex differences, proxemics, task and stimulus variables

Questionnaires concerning attitudes toward use of microcomputers at home, in school, and at video arcades were administered to 879 high school students. Direct observations of adolescent proxemics and sex differences, and of various parameters of video games in 18 video arcades were made. A thorough and representative content analysis of sex bias of microcomputer software advertising brochures was carried out. Results supported previous findings of overrepresentation of masculine culture in the adolescent world of microcomputers, particularly regarding video games. Various types of computer-related activity were not related to socioeconomic class of the parents or to academic grades except for use of home microcomputers, which was mildly positively related to socioeconomic class (r = .124, p less than .001). Nearly half the activity in the arcades was strictly solitary. None of the arcade video games allowed for cooperative play. Most allowed only for sequential competition (86%) or simultaneous competition (7%); as many as 7% did not provide a display of the scores for a second player.     

EFFECTS OF ALIEN-REINFORCEMENT AND ITS COMBINED TYPE ON LEARNING BEHAVIOR AND EFFICACY IN RELATION TO PERSONALITY*

Effects of new types of reinforcement, alien type and alien combined with external type (double reinforcement), were examined in comparison with a conventional external one. One hundred and twenty children, 6th grade boys and girls, worked on learning discrimination tasks. Under alien reinforcement, upon correct responses of the child the experimenter received reinforcers from him-(or her-) self thus reinforcing the child responses. Under each condition, alien, external or double, children learned the tasks and their learning efficacy increased. Personality characteristics of children, in terms of extraversion and emotionality, differentiated effects of three reinforcement conditions on learning behavior and efficacy. The effect of alien reinforcement was influenced by the personality factors most, and that of double reinforcement least. In addition, personality factors influenced differently between alien and external conditions. Learning occurred differently under three different conditions of reinforcement, depending on the personality type of learners. Underlying mechanisms of alien reinforcement were different from, and its functions were independent of, those of external reinforcement. None of the effects of alien reinforcement on learning and motivation were contaminated by the intellectual faculties of learners.     

Trading relations in the perception of speech by 5-year-old children

Five-year-old children were tested for perceptual trading relations between a temporal cue (silence duration) and a spectral cue (F₁ onset frequency) for the “say-stay” distinction. Identification functions were obtained for two synthetic “say-stay” continua, each containing systematic variations in the amount of silence following the /s/ noise. In one continuum, the vocalic portion had a lower F₁ onset than in the other continuum. Children showed a smaller trading relation than has been found with adults. They did not differ from adults, however, in their perception of an “ay-day” continuum formed by varying F₁ onset frequency only. The results of a discrimination task in which the two acoustic cues were made to “cooperate” or “conflict” phonetically supported the notion of perceptual equivalence of the temporal and spectral cues along a single phonetic dimension. The results indicate that young children, like adults, perceptually integrate multiple cues to a speech contrast in a phonetically relevant manner, but that they may not give the same perceptual weights to the various cues as do adults.     

Lies and bullshit: The negative effects of misinformation grow stronger over time

In a world where exposure to untrustworthy communicators is common, trust has become more important than ever for effective marketing. Nevertheless, we know very little about the long-term consequences of exposure to untrustworthy sources, such bullshitters. This research examines how untrustworthy sources—liars and bullshitters—influence consumer attitudes toward a product. Frankfurt's (1986) insidious bullshit hypothesis (i.e., bullshitting is evaluated less negatively than lying but bullshit can be more harmful than are lies) is examined within a traditional sleeper effect—a persuasive influence that increases, rather than decays over time. We obtained a sleeper effect after participants learned that the source of the message was either a liar or a bullshitter. However, compared to the liar source condition, the same message from a bullshitter resulted in more extreme immediate and delayed attitudes that were in line with an otherwise discounted persuasive message (i.e., an advertisement). Interestingly, attitudes returned to control condition levels when a bullshitter was the source of the message, suggesting that knowing an initially discounted message may be potentially accurate/inaccurate (as is true with bullshit, but not lies) does not result in the long-term discounting of that message. We discuss implications for marketing and other contexts of persuasion.     

The sociodemographic and psychosocial correlates of COVID-19 vaccine concerns among urban college students

COVID-19 vaccine concerns remain high among Americans. Although recent studies have investigated the sociodemographic disparities in vaccine concerns, less attention has been given to reasons for vaccine skepticism and psychosocial factors that may explain it. The current study examined specific types of vaccine concerns among a diverse sample of college students (N = 1985) living in New York City. Participants who identified as Black, younger, with later immigrant generational status, and those with more conservative political leanings reported more vaccine concerns. Concerns regarding vaccine side effects were the most frequently reported source of concern. Reason for getting vaccinated, personal experiences with COVID, and COVID stress was also associated with vaccine concerns. Study results emphasize the importance of sociodemographic factors and COVID knowledge and stress in examining and addressing vaccine concerns.