Computerphobia

Five studies of over 450 university students presented a comprehensive picture of computer-phobia. Three research and clinically based self-report instruments were developed to measure three nearly independent dimensions of computerphobia-computer anxiety, computer attitudes, and computer cognitions and feelings. Results indicated that older students were more computer anxious, but did not have more negative attitudes, cognitions, or feelings, than did younger students. Women had more negative attitudes than did men. Feminine-identity students showed more anxiety and negative attitudes than did masculine-identity students, regardless of gender. White students had more anxiety and more positive attitudes than did nonwhite students. Computerphobia was related to other anxiety measures (mathematics, state, and trait), but was a separate construct. Experience with computer interaction did not reduce anxiety or improve attitudes. Finally, regardless of academic major, computer-anxious students showed less computer aptitude, literacy, and interest. Implications for treating computerphobia are discussed.     

The Computerphobia Reduction Program: Year 1. Program development and preliminary results

The program development and first-year results of a 3-year U.S. Department of Education Fund for the Improvement of Postsecondary Education (FIPSE) grant are described. The identification of computerphobics and the types of discomfort they experience are defined. A clinically based 5-week model computerphobia reduction and skills-acquisition program is presented. Screening and assessment measures are outlined and three treatment modules—two individual treatments (systematic desensitization and thought stopping) and an information/support group—are described. The first-year results demonstrate significant pretreatment-to-posttreatment change in anxiety, attitudes, cognitions, and feelings. Plans are discussed for further evaluation and program expansion.     

The role of vibration in the tactual perception of roughness

Katz (1925) has argued that the sense of vibration underlies the tactual perception of roughness. However, Taylor and Lederman (1975) have suggested that vibration serves only to prevent the cessation of mechanoreceptor activity. In an experimental evaluation of these positions, it is shown that, although prior (selective) adaptation of the fingertip strongly affects the perceived magnitude of supraliminal vibrotactile signals, it fails to alter the perceived roughness of metal gratings. The results thus favor the Taylor and Lederman position. The paper also speculates on roughness coding by the mechanoreceptor populations present in glabrous skin of the human hand.     

Real and ideal self-images in second- and fifth-grade children: Reliability,validity and factorial structure

The reliability, construct validity, and factorial structure of three self-image instruments were assesses in a total of 80 second- and fifth-grade children. Both real self-images (children's current views of themselves) and ideal self-images (the self views to which children aspire) were assessed. the split-half and test—retest reliabilities of the instruments were adequate even for children's as young as second graders. Stronger evidence of construct validity was found for the older children, although the intercorrelation patterns for both age groups were characterized by larger correlations between assessments of real and ideal self-images using the same instrument than between assessments of the same component of the self-image across the three instruments. Contrary to predictions gener ated by developmental theory, the factor analyses provided non evidence of increasing differentiation of the self-image with age. They did, however, reveal that second and fifth graders distinguish distinctly different functional domains within their self-images.     

The nature and acquisition of a preference for chili pepper by humans

This paper deals with the general problem of the acquisition of positive affective responses, by study of the reversal of an innate aversion to the irritant properties of chili pepper. Interviews, observations, and measurements were carried out in both Mexico and the United States. Exposure to gradually increasing levels of chili in food seems to be a sufficient condition for preference development. Chili likers are not insensitive to the irritation that it produces. They come to like the same burning sensation that deters animals and humans that dislike chili; there is a clear hedonic shift. This could be produced by association with positive events, including enhancement of the taste of bland foods, postingestional effects, or social rewards. It is also possible that the initial negative response to chili pepper is essential for the eventual liking. Chili stimulates an innate sensory “warning” system but is not harmful. The enjoyment of the irritation may result from the user's appreciation that the sensation and the body's defensive reaction to it are harmless. Eating of chili, riding on roller coasters, taking very hot baths, and many other human activities can be considered instances of thrill seeking or enjoyment of “constrained risks.” Evidence for and against various explanations of chili ingestion is presented.     

Psychological Misdiagnosis of African Americans

This article reviews historical and current problems with making accurate psychological diagnoses of African Americans.     

The Effect of Prior Fear Levels on UCS-expectancy Ratings to a Fear-relevant Stimulus

This study investigated the effect of levels of prior fear to a fear-relevant stimulus on UCS expectancy ratings in a threat conditioning procedure. The results suggested that UCS-expectancy ratings are independently influenced by both the nature of the stimulus (whether it is fear-relevant or fear-irrelevant) and the level of prior fear to the stimulus. Furthermore, significantly higher UCS-expectancy levels caused by prior fear and stimulus type were accompanied in some stages of the experiment by greater magnitudes of skin conductance responses during the stimulus.