Status faking on the SVIB-M

A study and replication of students faking interest in high status occupations on the Strong Vocational Interest Blank for Men. In general, the faking was successful in shifting the specific target occupational scales and especially the occupational level scale. Other scales are affected, many with decisive upward or downward shifts. Demonstration is made of the extent to which the faking condition led to differences in the overall test results. Various aspects of the general problem of test faking are reviewed.     

Lever attacking by rats during free-operant avoidance

Rats pressed a lever to avoid shock on a free-operant avoidance schedule. Some subjects were also exposed to extinction in which the response-shock contingency was eliminated while the shock-shock contingency remained in effect. A specially constructed lever was used that registered not only presses, but also biting attacks on the lever. Throughout various phases of the study, shocks often elicited lever biting as well as post-shock responding. The results suggested that shock-elicited attacks that are forceful enough to activate the operandum might account for some of the responding that occurs in experiments on free-operant avoidance behavior. In particular, shock-elicited operandum attacking might account for post-shock response bursting during free-operant avoidance and the extreme persistence of responding sometimes noted when shocks are delivered during the extinction of avoidance behavior. To the extent that this is true, these phenomena should not be characterized as operant behavior in interpreting the results of experiments on free operant avoidance.     

Probability learning as a function of momentary reinforcement probability

Pigeons were trained on a probability learning task where the overall reinforcement probability was 0.50 for each response alternative but where the momentary reinforcement probability differed and depended upon the outcome of the preceding trial. In all cases, the maximum reinforcement occurred with a “win-stay, lose-shift” response pattern. When both position and color were relevant cues, the optimal response pattern was learned when the reinforcement probability for repeating the just-reinforced response was 0.80 but not when the probability was 0.65. When only color was relevant, learning occurred much more slowly, and only for subjects trained on large fixed ratio requirements.