Cues, consequences and therapeutic talk: effects of social context and coping statements on pain

The present study examined the effects of two types of coping statements on tolerance of experimentally-induced pain when the Ss either thought the experimenter knew or did not know their statements. When Ss thought no one knew their statements, no therapeutic effects were shown. When Ss knew the experimenter knew the statements, the Ss tolerated the pain longer and showed specific effects depending on the specific type of coping statement used. The implications of this study for distinguishing informational, self-instructional and social-motivation effects in therapy are discussed.     

Instructional control of sex-related motor behavior in extremely masculine or feminine adults

The main purpose of this study was to examine the degree to which apparently sex-typed subjects manipulated behaviors on the Sex Role Motor Behavior Checklist in response to instructions to convey specific sex-role impressions. Extremely masculine and feminine males and females (10–12 per group) were assessed for their ability to change sex-related motor behavior upon request. Subjects were able to produce significant increases in masculine and feminine motor behavior, particularly in the areas of walking and sitting. Many individual behaviors, however, showed small or inconsistent changes. Apparently, many of the motor differences naturally displayed by males and females are either not consciously part of sex-typed adults' concept of given sex roles or are relatively inflexible in this population. Secondary purposes of the study were to identify specific sex-related motor behavior (a) to alter when changes in sex role seem desirable and (b) to utilize as dependent measures in measuring changes in sex role. Walking and sitting were shown to be especially important areas.The authors would like to thank David Millsaps, Reid Smith, Donna Gosnell, Ruth Rankin, and Stephanie Stohr for their assistance.     

Career success: A new perspective

If the effectiveness of vocational guidance services is to be evaluated it is important to have adequate ways of measuring career success. In this paper the concept of career success is discussed in relation to the societal, the individual and the organisational frames of reference, all of which are regarded as dynamic. The actual criteria of success discussed relate to the degree of achievement of valued goals via the occupational setting, as measured through a particular frame of reference. The authors deliberately use the term career success in preference to that of occupational success since they wish to emphasise the significance of work in a person's total life space.     

Attention as a predictor of learning in infants

A total of 240 fourteen-week-olds were rewarded with a pattern of lights and tones for kicking. The reward display interrupted a background of random alternation between two lights and tones. In experiment 1, attention to this background stimulus during a 1-min baseline was assessed using the number of fixations of alternating lights. During 6 min of reward, high-attention subjects showed significantly greater changes in kicking rate from baseline than low-attention subjects. In experiment 2, the proportion of subjects with low attention ratings increased dramatically during an extended 5-min baseline period, and those subjects with low attention ratings at the end of baseline did not show an increase in kicking from baseline to the reward phase, while high-attention subjects did show evidence of learning. Thus, an objective measure of attention, empirically separate from the dependent learning measure, provided a significant prediction of the effectiveness of subsequent reinforcement, and could be manipulated simply by extending the baseline by as little as 4 min.     

Exploration into the sources of individual differences in Aggression-, Hostility- and Anger-related (AHA) personality traits

In this study a behavior-genetic approach was used to identify sources of individual differences in Aggression-, Hostility- and Anger-related (AHA) personality traits (as measured with Spielberger's anger scales and scales from the Karolinska Scales of Personality), based on a sample (N = 140 individuals) that comprised of monozygotic twin pairs reared together (N_pairs = 26) or reared apart (N_pairs = 15), and dizygotic twin pairs reared together (N_pairs = 29). In general, the results suggest that environmental factors account for sibling similarity in hostility, whereas genetic factors account for sibling similarity in angry aggression and irritability (trait anger).     

The impact of gender role conflict and counseling technique on psychological help seeking in men

We hypothesized that men's gender role conflict would predict attitudes towards psychological help-seeking after viewing counseling that focused on either client feelings or client cognitions. The sample was made up of 164 male undergraduates: 115 White, 13 African-American, 13 Hispanic, 18 Asian, 2 Portuguese, and 3 of unspecified ethnicity. Participants completed the Gender Role Conflict Scale (GRCS), viewed a videotape of a 10-minute counseling session that used interventions that were either emotion-focused or cognition-focused, and completed a measure of their attitudes towards seeking psychological help. Results indicated that men scoring high on gender role conflict who viewed the session that focused on feelings were least likely to indicate a willingness to seek psychological help compared to men in each of the three other conditions. We discuss implications for counseling interventions for men who adopt the traditional male gender role.A version of this paper was presented at the 101st Annual Meeting of the American Psychological Association, Toronto, Canada. We would like to thank Bob Cournoyer and Piet Lammert for portraying the counselor and client in the study.     

Relations between approaches to studying and note-taking behaviour in lectures

Copies of notes taken during a lecture were obtained from first-year psychology students, and the relations examined between measures derived from these (the number of points recorded, the number of words written, and the number of words per point) and a number of variables measuring personality and approach to studying. Three variables were found to be related to the measures derived from the notes: older students, those scoring high on strategic learning (strategy component) and those scoring high on surface learning (motivational component), both measured by questions derived from Biggs (1979), produced longer notes and recorded more of the important points in the lecture. The results suggest that relations between approaches to studying and specific study behaviour are not straightforward and require more detailed investigation.