TO SEE OR NOT TO SEE:

Abstract— When looking at a scene, observers feel that they see its entire structure in great detail and can immediately notice any changes in it. However, when brief blank fields are placed between alternating displays of an original and a modified scene, a striking failure of perception is induced Identification of changes becomes extremely difficult, even when changes are large and made repeatedly. Identification is much faster when a verbal cue is provided showing that poor visibility is not the cause of this difficulty. Identification is also faster for objects considered to be important in the scene. These results support the idea that observers never form a complete, detailed representation of their surroundings. In addition, the results indicate that attention is required to perceive change, and the basis of high-level interest.     

Friendship similarity during early adolescence: gender and racial patterns.

We studied the relationship of reciprocity, gender, and racial composition (Caucasian, African American, cross-race) of adolescent friendship dyads to similarity and proximity in 136 young adolescents. We found that adolescents selected friends who were of the same gender and race and that female dyads were more similar than male dyads on verbal achievement and several personality dimensions. Caucasian dyads were more similar than African American dyads on verbal achievement, mental alertness, and dominance. African American adolescents had more contact with their best friends outside school, whereas Caucasian adolescent friends had more in-school contact. African American students had fewer reciprocal relationships than the Caucasian students. Cross-race friendships were less reciprocal than same-race friendships. Race and gender were important in determining friendship patterns. Similarity and proximity were more important than reciprocity in understanding early adolescent friendships.     

Cognitive specificity and positive-negative affectivity: complementary or contradictory views on anxiety and depression?

A principal factor analysis, conducted on a mixed psychiatric outpatient sample (N = 470), identified both common and specific dimensions underlying anxiety and depression. Although an initial single-factor extraction accounted for a significant proportion of variance in cognitive and symptom measures of anxiety and depression, a two-factor solution, in which anxiety and depression formed separate dimensions, proved to be the better solution. MANOVAS performed on pure depressed, pure anxious, and mixed anxious/depressed subgroups provided evidence of a specific cognitive profile for anxiety and depression. The mixed subsample evidenced greater severity, a mixed cognitive and symptom profile, and character traits that may indicate increased vulnerability to psychological disturbance. Results are discussed in terms of Beck's (1976) cognitive content-specificity hypothesis and the positive-negative affect model (Watson & Tellegen, 1985).     

Record keeping in two types of relationships

On the basis of a distinction between communal and exchange relationships (Clark & Mills, 1979; Mills & Clark, 1982), the following predictions were made: (a) Members of exchange relationships would keep track of individual inputs into joint tasks and (b) members of communal relationships would not. These hypotheses were tested in three studies. In each study, subjects worked on a task with a partner with whom they (a) desired or had a communal relationship or (b) desired or had an exchange relationship. The task involved locating and circling number sequences in a large matrix. Whether subjects used a pen of the same or of a different color from that used by their partner served as the dependent measure. If partners worked with pens of the same color individual inputs wee obscured. If they worked with different color pens, individual inputs were clear. Given this, if the proportion of subjects in a condition choosing different color pens was greater than 50% (chance), it was taken as evidence that subjects in that condition were trying to keep track of individual inputs. If this proportion was less than 50%, it was taken as evidence that subjects were trying to avoid keeping track of individual inputs. As predicted, in all three studies the proportion of subjects in the exchange conditions who chose a different color pen was significantly greater than 50% and was significantly greater than the proportion of subjects in the communal conditions who chose a different color pen. Also as expected, in no study was this percentage greater than 50% in he communal conditions.(ABSTRACT TRUNCATED AT 250 WORDS)     

Teenage pregnancy: family syndrome?

A short term, longitudinal study was conducted in order to explore selected psychosocial characteristics of fourteen teenagers aged sixteen years or younger who became mothers, the subsequent interaction of the mother-infant dyads, and the development and attachment of their infants at twelve months. The sample was matched for socioeconomic and marital status, intellectual ability and ethnicity with non-pregnant teenagers and pregnant women twenty years or older. The subjects were given a psychological and social history test battery. The groups did not differ significantly on the personality tests. The pregnant women reported a significantly poorer daughter-father relationship than the nonpregnant controls. In a high proportion of cases it was found that their fathers were absent or ineffectual and the homes mother-ridden. The interview data suggest that a large number of the pregnancies were psychologically motivated.     

A classroom program teaching disadvantaged youths to write biographic information

Little attention has been given to how formal classroom instruction can be adapted to teach youths everyday skills such as the correct writing of biographic information frequently requested in transactions like applying for a job or a social security number and cashing a check. In this study, six youths in a special education classroom were taught to complete job application forms with the date, their name, signature, address, telephone number, date of birth, and a reference's name, address, and occupation. Each youth was trained on one item of biographic information at a time, after which he was tested on four application forms, including one on which he had not been trained. The tests show that after an item had been taught, it was correctly used in completing application forms on which the youths had been trained and forms on which they had never been trained. The study demonstrates the feasibility of teaching community-living, vocation-related skills to special-education youths in a classroom setting.     

Timeout as a punishing stimulus in continuous and intermittent schedules

The effectiveness of a brief period of isolation (timeout) in the control of disruptive behavior emitted by a retarded child in a preschool classroom setting was examined. Timeout was shown to be an effective punishing stimulus, and its control of the child's disruptive behavior was investigated under four schedules of intermittent timeout. The results suggest that as a larger percentage of responses were punished, a greater decrease in the frequency of that response occurred. This inverse relationship between the percentage of responses punished and the frequency of the response did not appear to be linear, but rather a non-linear function. This function suggests that some schedules of intermittent punishment may be as effective as continuous punishment, at least in the case of the continued suppression of a response that has already been reduced to a low frequency.     

Asymmetries in the acquisition of polar adjectives: Linguistic or conceptual?

This study was designed to determine whether the asymmetry in children's acquisition of polar adjective pairs is based on linguistic factors related to differences in adult usage and frequency or on an underlying conceptual difference. 24 children, aged 3;7–4;11, took part in a concept-learning task in which nonsense syllables replaced English words for the positive and negative ends of four dimensions: size, height, length, and thickness. The data indicate that the syllables for the negative end of each dimension have a longer learning period and a greater prelearning error rate. These results support the hypothesis that the asymmetry observed in the acquisition of polar adjectives is based on an underlying conceptual asymmetry.     

Group shift to caution at the race track

Group and individual riskiness were compared on $2 “win” best at the race track. Using the standard pretest-posttest risk-shift design, group discussion to unanimous decision was found to produce a cautious shift in group bets.