The effects of mutual concern on joint welfare

Previous studies attempting to assess the impact of concern for an opponent bargainer's welfare (orientation) upon the integrativeness of the agreements reached have produced differing conclusions. The design of an earlier experiment by Kelley and Schenitzki was replicated using a different negotiation method and task. Participants took the role of either the buyer or the seller in a two-party negotiation. Bargainers received instructions emphasizing either a Team Orientation (i.e., concern for mutual profit) or an Individualistic Orientation (i.e., concern for only one's own profit) and bargained under either a Free Communication or a Restricted Communication condition. The Team Orientation produced more integrative agreements (i.e., higher joint outcomes) than the Individualistic Orientation, regardless of the communication condition. Process data suggested that distinct processes may promote the development of integrative solutions in the two communication conditions.     

The effects of unequal competence and sex on achievement and self-presentation

Female and male college students were divided into high ability and low ability groups on the basis of scores on a problem-solving task. In a second problem-solving session, they worked with a same- or opposite-sex partner whose performance they were accurately informed had been much more or much less competent than their own at the first session. The achievement of highly competent females was higher when their partner was a less competent female than a less competent male. The performance of less competent males and females was lower when their partner was a highly competent female rather than a highly competent male. Results suggested that self-presentation concerns aroused by sex of partner and relative ability can inhibit achievement.This article is based on the first author's master's thesis, submitted to Department of Educational Psychology at Pennsylvania State University. Parts of this study were presented at the American Psychological Association Convention, San Francisco, August 1977. The authors thank Nora Newcombe and Nancy Thurshwell for their helpful comments on an earlier draft of this article.     

Intelligence and teachers' ratings as predictors of abstract and concrete learning

This study concerned the prediction of children's learning with an individual measure of intelligence and teachers' evaluations. Eight abstract and eight concrete nouns were paired with nonsense geometric figures and presented to 60 elementary school children in a three-trial paired-associate (PA) learning task. Subjects' IQ scores on the Wechsler Intelligence Scale for Children-Revised and teachers' ratings of learning proficiency were used to predict children's performance on the PA task. Multiple correlations favored abstract learning with verbal scale intelligence, accounting for the majority of the variability. Teachers' ratings provided a surprising degree of predictive efficiency for abstract recall which was redundant with verbal intelligence.     

Analysis of the piat with Anglo and Mexican-American children

This study analyzed the utility of the PIAT when administered to separate samples of Anglo and Mexican-American children using the WRAT and WISC-R as comparative measures. Thirty-one Mexican-American and 31 Anglo-American children were matched on the basis of sex, age, SES, educational placement, and reason referred for psychological assessment. All children were administered the PIAT, WRAT, and WISC-R. Partial intercorrelations (CA held constant) among the PIAT subtest raw scores and subtests of the WRAT purporting to measure the same construct were performed. Adequate concurrent validity was found for the PIAT Mathematics, Spelling, and Reading Recognition subtests for both Anglo and Mexican-American children. Analysis of subtest means and concurrent validity between ethnic groups showed general equivalence with the exception of WISC-R Verbal IQ means, which was significantly lower for the Mexican-American group. Implications for assessing Mexican-American children are discussed.     

Employee and Supervisor Ratings of Motivation: Main Effects and Discrepancies Associated with Job Satisfaction and Adjustment in a Factory Setting1

Research and theory on employee job satisfaction and well-being has increasingly concentrated on both intrinsic and extrinsic motivational factors. According to self-determination theory (Deci & Ryan, 1985). autonomy, relatedness, and competence are three intrinsic psychological needs that, if fulfilled in the workplace, will lead to greater satisfaction, performance, and general well-being. This study examines employee and supervisor perceptions of the employee's autonomy, competence, and relatedness in the workplace, as well as the degree and direction of discrepancies between employee and supervisor reports. Both employee and supervisor ratings of intrinsic motivational factors were significantly related to work satisfaction, psychological health, and self-esteem, after controlling for the extrinsic factors of pay and job status. Results of discrepancy analyses were somewhat supportive of overrating being associated with greater well-being and job satisfaction. Discussion of the results ties this study to relevant research from a self-determination perspective and to the growing literature on discrepancies and self-perception.     

CREATING NEW REALITIES: PROGRAM DEVELOPMENT AND DISSEMINATION

Program development and dissemination in human services present challenges and opportunities for social scientists. Over the past 27 years the Teaching-Family Model of group home treatment has moved from prototype development to widespread dissemination across North America. Reviewing concepts in industry related to product development and dissemination, the application of these concepts to a human services delivery system, and program replication and dissemination data offer information about how innovative human services can be widely adapted and adopted.     

Time course of recovery from gustatory adaptation to NaCl

Recovery from adaptation to NaCl was tested by comparing some relevant parameters of response to the adapting and test stimuli separated by different recovery intervals. The time course of response was determined using magnitude estimations and using the flow chamber for stimulus delivery. The course of recovery for all parameters used was a negatively accelerated function of the rest time, but the recovery rate of different parameters did not prove to be equal. Recovery was fastest for the initial maximum taste magnitude, followed by the time needed for the taste to disappear. The taste effect summed over time and the time required for the taste magnitude to decrease to 30% of its preadapted maximum were the slowest to recover. Although the recovery process proceeded at a rapid rate during the initial period, all parameters remained depressed over a rather long period.