Simple drawing and pattern completion techniques for studying visualization and long-term visual knowledge

Simple and efficient drawing and completion tasks for studying visual memory are developed. In Experiment I subjects reproduced a series of matrix patterns by filling empty matrices. The serial position function was fiat, except that accuracy was much higher for final patterns. In Experiment 2 this recency effect was removed by an interpolated pattern classification task. Experiments 3 and 4 examined the effect of counting backward during intervals of from 3 to 15 sec on the recall of single patterns. Drawings were much less accurate after filled intervals but the duration of the interval had no effect. Experiment 5 tested retention of series of patterns using a completion task. On immediate test the serial position function was the same as in Experiments 1 and 2. On a final test accuracy was unchanged except for final items, which then showed a small negative recency effect. It is argued that performance is so similar in the drawing, completion, and previously reported recognition tasks because in all it is based upon the use of general-purpose knowledge accessible to voluntary processing. Visualization in these tasks is analogous to but different from verbal STM. One main difference is that there is no sign of temporary storage of visualized information after attention has turned to other things.     

Generalization of Habituation and Intrinsic Sensitization in the Leech

Using the shortening reflex of the medicinal leech Hirudo medicinalis we examined stimulus generalization of habituation learning. Preparations received mechanosensory stimulus at two positions on the leech body wall, one site used to carry out habituation training and a second novel site to test for generalization of habituation. After training, the specific mechanosensory neurons activated by each stimulus were assessed using intracellular recordings. As expected, the closer the two sites were to each other, the greater the degree of generalization of habituation at the novel site and the more sensory cells were shared. However, a form of behavioral facilitation was observed at the trained site that resembled behavioral sensitization, but differed from the standard sensitization process in several respects. (1) Facilitation was induced by stimulation of the novel site before habituation training at the trained site, although the stimulus intensity at the novel site was equivalent to the training stimuli and was not the strong, noxious stimuli that normally induce sensitization. (2) The magnitude of the facilitating effect was proportional to the proximity of the novel and trained stimulation sites. (3) Although behavior at the trained site was facilitated, behavior at the novel site was habituated, indicating that the induced behavioral facilitation did not generalize throughout the animal, as normally occurs during sensitization, but was limited to a single stimulus–response pathway.     

More than "just a joke": the prejudice-releasing function of sexist humor

The results of two experiments supported the hypothesis that, for sexist men, exposure to sexist humor can promote the behavioral release of prejudice against women. Experiment 1 demonstrated that hostile sexism predicted the amount of money participants were willing to donate to a women's organization after reading sexist jokes but not after reading nonhumorous sexist statements or neutral jokes. Experiment 2 showed that hostile sexism predicted the amount of money participants cut from the budget of a women's organization relative to four other student organizations upon exposure to sexist comedy skits but not neutral comedy skits. A perceived local norm of approval of funding cuts for the women's organization mediated the relationship between hostile sexism and discrimination against the women's organization.     

Positivity and the Construction of Life Satisfaction Judgments: Global Happiness is not the Sum of its Parts

The present study investigated how reports of satisfaction with specific versus global domains can be used to assess a disposition towards positivity in subjective well-being reports. College students from 41 societies (N = 7167) completed measures of life satisfaction and ratings of global and specific aspects of their lives. For example, participants rated satisfaction with their education (global) and satisfaction with their professors, textbooks, and lectures (specific). It was hypothesized that global measures would more strongly reflect individual differences in dispositional positivity, that is, a propensity to evaluate aspects of life in general as good. At both the individual and national levels, positivity predicted life satisfaction beyond objective measures. Also, positivity was associated with norms about ideal life satisfaction such that countries and individuals who highly valued positive emotions were more likely to display positivity. The difference between more global versus more concrete measures of satisfaction can be used as an indirect and subtle measure of positivity.     

Social Information Processing Skills in Children with Histories of Heavy Prenatal Alcohol Exposure

Based on caregiver report, children with prenatal alcohol exposure have difficulty with social functioning, but little is known about their social cognition. The current study assessed the social information processing patterns of school-age children with heavy prenatal alcohol exposure using a paradigm based on Crick and Dodge’s reformulated six-stage model. Fifty-two children (aged 7–11) with and without heavy prenatal alcohol exposure were tested using a structured interview measure of social information processing involving 18 videotaped vignettes of children in group entry and provocation situations. Alcohol-exposed children displayed maladaptive processing patterns on the goal, response generation, and response evaluation steps in group entry situations, and encoding, attribution, response evaluation, and enactment steps during provocation situations. Children with heavy prenatal alcohol exposure also had difficulty on the Test of Problem Solving, and performance correlated with social information processing measures. Such difficulties may lead to problems in social functioning and warrant early intervention.     

The Role of Ideal Affect in the Experience and Memory of Emotions

According to Affect Valuation Theory (Tsai et al. Journal of Personality and Social Psychology, 54, 1031–1039), culture influences how people want to feel (ideal affect). Integrating Affect Valuation Theory with the Time-sequential Framework of Subjective Well-being (Kim-Prieto et al. Journal of Happiness Studies, 6, 261–300), we proposed that cultural norms influence the memory, but not the experience, of emotion. The present study examined the role of ideal affect in relation to experience sampling and retrospective reports of emotion. Ideal affect correlated with retrospective reports but not experience sampling reports. Extraversion and neuroticism were more strongly related to experience sampling reports than to ideal levels of emotion. Results suggest that retrospective reports of emotion involve a dynamic process that incorporates cultural information into the reconstruction whereas on-line emotions are more constrained by temperament.

Modeling Rater Disagreement for ADHD: Are Parents or Teachers Biased?

The present study is the first to utilize twin modeling to examine whether parent-teacher disagreement for ADHD ratings is due to parent or teacher bias, or due to raters observing different but valid ADHD behaviors. A joint analysis was conducted with 106 twin pairs, including twins selected for ADHD and control twin pairs. Total ADHD scores were analyzed using multiple rater models that estimate genetic and environmental contributions common to both raters and unique to each rater. Results suggest that 1) disagreement in ADHD ratings is strongly due to parents and teachers observing different ADHD behaviors, some of which is valid and some of which is due to bias, and 2) parents may be more biased than teachers in their ADHD ratings.     

UNIVERSITY STUDENTS FROM SINGLE-SEX AND COEDUCATIONAL HIGH SCHOOLS: DIFFERENCES IN MAJORS AND ATTITUDES AT A CATHOLIC UNIVERSITY

We conducted an archival study at a coeducational Catholic university to test the proposition that single-sex secondary education predicts lasting differences in college majors. Men from single-sex schools were more likely to both declare and graduate in gender-neutral majors than those from coeducational schools. Women from single-sex schools were more likely to declare gender-neutral majors, but were not different from their coeducated peers at graduation. A second study was conducted with a sample of first-year students to examine the correspondence between egalitarian attitudes, single-sex secondary education, and major choice. Egalitarianism was higher in students in nontraditional majors, but did not correspond in expected ways with single-sex education. Men from single-sex schools were less likely to hold egalitarian attitudes about gender roles, whereas women from single-sex and coeducational high schools did not differ in egalitarianism. Taken together, our results raise questions about the potential of single-sex high schools to reduce gender-stratification in professions.