Exploring the Meaning and Usefulness of Measures of Subjective Goal Difficulty1

Despite the critical role of the goal difficulty construct in predicting the effects of goals on task performance, the choice of goal difficulty measure(s) has not played a prominent role in goal setting research. The current laboratory study, using 92 college students, examines three operationalizations of the goal difficulty construct: assigned goal level (objective or direct measure), self-referenced goal difficulty perception. and an externally-referenced goal difficulty perception. The results clearly demonstrated that the choice of a goal difficulty measure matters in relation to other constructs in goal setting theory. Furthermore, it was found that the externally-referenced goal difficulty perception measure corresponded best with assigned goal level.     

A Test of Voir Dire as a Remedy for the Prejudicial Effects of Pretrial Publicity1

The present experiment asked two questions: Does prejudicial pretrial publicity produce bias that may impair juror objectivity and, if it does, can extended, defense attorney-conducted voir dire (jury examination procedure) remedy its untoward effects? Subjects were 68 college undergraduates who had or had not read pretrial publicity one week before viewing a mock murder trial. Just prior to viewing the trial, subjects experienced either minimal or extended voir dire. Both pretrial publicity and voir dire produced significant main effects on subjects' perceptions of defendant culpability. Subjects exposed to pretrial publicity perceived the defendant as more culpable than subjects not exposed to pretrial publicity. Subjects who experienced extended voir dire perceived the defendant as less culpable than subjects who experienced minimal voir dire. The interaction between pretrial publicity and voir dire was nonsignificant, indicating that, contrary to our hypothesis, voir dire did not reduce the impact of pretrial publicity.     

Assessment of shame and guilt and their relationships to psychopathology.

Two studies are reported. First, we tested the previously validated Personal Feelings Questionnaire-2 (PFQ2; Harder & Zalma, 1990) shame and guilt measure and the Adapted Shame and Guilt Scale (ASGS; Hoblitzelle, 1982) Shame subscale against the newly introduced Self-Conscious Affect and Attribution Inventory (SCAAI; Tangney, 1990) for shame and guilt dispositions. Fifty-nine college undergraduates completed randomly ordered personality inventories reflecting constructs theoretically relevant to the presence of shame and guilt proneness. Correlations between the affect measures and personality variables showed evidence of validity for all shame scales. The PFQ2 Guilt subscale also demonstrated construct validity when partialled for shame, but the SCAAI did not. Second, we tested hypotheses regarding the relative importance of shame and guilt to various symptom types (Symptom Checklist-90-Revised; Derogatis, 1983) using 71 college undergraduates. Both emotions were approximately equally related to all major symptom clusters, but there was some evidence for differential patterns of relative importance for shame and guilt to different symptoms.     

Do childhood anxiety measures measure anxiety?

The Fear Survey Schedule for Children-Revised (FSSC-R), Revised-Children's Manifest Anxiety Scale (RCMAS), and the Modified State-Trait Anxiety Inventory for Children (STAIC-M) are three widely used self-report measures of childhood anxiety. While previous studies have established the reliability of these measures, their validity in discriminating anxious from non-anxious youngsters remains to be established. The present study examines the discriminant validity of the three measures by comparing clinic referred samples of boys with an anxiety disorder (n=105) or ADHD (n=59) with a community sample of never-psychiatrically-ill boys (n=49). Results indicated that the two patient groups differed significantly from the never-psychiatrically-ill group on the RCMAS and STAIC-M, but the anxious and ADHD groups did not differ from each other. None of the three groups differed on the FSSC-R. The implications of these findings for the assessment of childhood anxiety disorders are discussed.     

Idiomatic processing: Syntactic frozenness and subjective familiarity

Summary Four experiments are reported that investigated idiomatic processing. Two experiments collected subjects' ratings of frozenness, familiarity, and meaningfulness for a set of idioms. The ratings obtained were used to assess the contributions of these dimensions to performance in two experiments that utilized a phoneme-identification task. Ambiguous and unambiguous phoneme targets occurred as the initial sound in the final word in idiomatic and neutral carrier phrases. Subjects' phoneme identifications were biased in the labeling of ambiguous segments in that identification responses in the idiom context tended to form an idiomatic phrase, more so than those in the neutral carrier phrase. Additional correlational analyses suggested that an idiom's degree of influence on identification depended on the rated syntactic frozenness. For subjects who knew the idioms, familiarity did not account for the biasing effect of idiomatic contexts. The experiments are discussed in terms of theories of auditory word recognition and the representation of frozenness in the mental lexicon.This research was supported by NIDCD Grant R29 NS26 587 to the first author.     

Recognition of Facial Expressions of Emotion by Children with Emotional and Behavioral Disorders

Interpreting and responding appropriately to facial expressions of emotion are important aspects of social skills. Some children, adolescents, and adults with various psychological and psychiatric disorders recognize facial expressions less proficiently than their peers in the general population. We wished to determine if such deficits existed in a group of 133 children and adolescents with emotional and behavioral disorders (EBD). The subjects were receiving in-patient psychiatric services for at least one of substance-related disorders, adjustment disorders, anxiety disorders, mood disorders or disruptive behavior disorders. After being read stories describing various emotional reactions, all subjects were tested for their ability to recognize the 6 basic facial expressions of emotion depicted in Ekman and Friesen's (1976) normed photographs. Overall, they performed well on this task at levels comparable to those occurring in the general population. Accuracy increased with age, irrespective of gender, ethnicity, or clinical diagnosis. After adjusting for age effects, the subjects diagnosed with either adjustment disorders, mood disorders, or disruptive behavior disorders were significantly more accurate at identifying anger than those without those diagnoses. In addition, subjects with mood disorders identified sadness significantly more accurately than those without this diagnosis, although the effect was greatest with younger children.