Mastery motivation: Appropriate tasks for toddlers

Mastery motivation is the inherent drive which leads young children to explore and master their environment. This research explores the relationship between age and the ability to complete a task, and the appropriateness of using new shapes and mazes to assess mastery motivation in toddlers.     

Comparison of the Effects of Formal and Informal Accountability on the Correct Performance of a Lifeguard Rescue

We compared instructional strategies used to train lifeguards. Fifteen undergraduates participated in the study during their twice weekly 90 minute lifeguard classes. A checklist of 15 steps was used to define correct performance of a lifeguard (water) rescue. The dependent variable was the percentage of steps completed correctly. Data were collected from videotapes of 32 sessions. A multi-treatment reversal design was used to assess the efficacy of typical peer instruction, a triad where students verbally supported one another, a triad where members used a checklist to prompt correct performance, and a instructor-mediated condition where for each 90% or better correct performance the participant received a bonus grade point. The significance of the rescue was not enough to produce competent performance, neither was peer support, nor peer-mediated instruction using a checklist, but all participants achieved 90% correct performance or better during the instructor-mediated condition. Our results suggest that the instructor-mediated condition is considerably more effective than informal accountability.     

Posttraumatic stress disorder: A sensitization reaction

This article discusses past research bearing on the question of the etiology of Posttraumatic Stress Disorder (PTSD). It argues that PTSD can be adequately accounted for by a process of emotional sensitization and that this is a more parsimonious explanation than the two-factor learning theory of Mowrer, now postulated by several writers. In brief, the etiology and subsequent development of PTSD is viewed as the result of the sensitization of fear/anxiety which is linked to a variety of to be conditional stimuli by both backward and forward association: these become conditional stimuli (CSi) once paired with the instigating circumstances. It is furthermore assumed that PTSD will not occur in the absence of a genetic susceptibility that may vary from zero to absolute certainty. Thus far, our evidence is limited to a sensitivity to loud sounds, but it is highly probable that touch and other sensory systems are involved (not necessarily in parallel). The fact that abuse often leads to behavioral disorders, including sexually seductive behaviors in children sexually abused, requires a recognition that emotional reactions other than fear may be sensitized. Fear in combination with pleasure or pleasure alone coupled with a loss of self-esteem may explain these acting-out behaviors.     

Children's comprehension of presupposed information: Logical and pragmatic inferences to speaker belief

This study explored the ability of young children (5 and 8 years old) to make presuppositional inferences to a speaker's belief in uttering a sentence. Presuppositional information is the information a speaker believes to be common between himself and the hearer. The information is cued by a speaker either logically, by the use of specific lexical items, or pragmatically, by the use of an utterance in violation of conventional rules of conversation. Comprehension of the information may require a reading of the context of utterance. Kindergarten and thirdgrade children and adults were read paragraphs containing both logical and pragmatic presuppositional information, as well as a sentence that could be treated in a logical or a pragmatic manner depending on the context of utterance. The results showed that both groups of children and the adults could make presuppositional inferences to a speaker's belief, and that the responses of the children and adults were context sensitive.     

Children's ability to integrate class information

Coordination and integration of class information was examined using a multidimensional similarity judgment task in which four- and nine-year old children rated the similarity of pairs of stimuli sharing either one or two atribute values. Half the children at each age were assigned to an attention condition requiring they label relevant stimulus atributes before making their similarity ratings. The other children were in the nonattention condition, and rated similarity without labelling the attributes. The results indicated that four-year-olds in the attention condition and nine-year-olds in both conditions integrated class information in making their similarity judgments. Performance of the four-year-olds in the non-attention condition tended to improve across trials; they appeared to integrate class information on later trials.     

Developmental differences in recall: Encoding or retrieval?

First- and fifth-grade children and college adults (ages 6, 10, and 18 years, respectively) were presented a 30-item set of pictures to recall in a 4-trial study-test procedure. The stimuli were presented in one of three ways (encoding condition): randomly, blocked (according to categories), or sort (the subject was given the stimuli in random order and asked to sort them into categories). Recall was either free, cued, or constrained (retrieval condition). Results indicated that maximum adult recall was a function of the interaction of encoding and retrieval conditions, and that first- and fifth-grader's recall was influenced by retrieval conditions but not by encoding conditions. The blocked and sort encoding conditions did result in increased clustering relative to random encoding at all three ages, however. It was concluded that encoding conditions influence recall only as they effect the use of retrieval strategies.     

Power implications of touch in male—Female relationships

Nancy Henley argues that nonreciprocal touch in male—female relations is used by men as a status reminder to keep women in their place. This study examines Henley's argument by exposing 60 observers to photographs of male—female interactions and asking them to rate the pictured actors on the degree to which each dominates the interaction. The interactions differ across two dimensions: status differences evident in the age and dress of the participants (female higher vs. equal vs. male higher) and who is touching whom (female toucher vs. no toucher vs. male toucher). Results of the study support but qualify the status reminder argument. Nonreciprocal touch reduces the perceived power of the person being touched whether the high-status or the low-status person is doing the touching and whether the man or the woman is being touched. Thus, nonreciprocal touch can be used by high-status men to remind lower-status women of their subordinate positions. But it can also be used by lower status women to undermine the status claims of higher status men. In the equal status interactions, nonreciprocal touch does not alter power perceptions as systematically. This finding suggests that without other status cues evident in the relationship, touch alone is insufficient to establish a power advantage for either party.     

Comments on “selective attention: Perception or response?“ reply

We cannot understand why Treisman and Geffen (1967) think their experiment argues against our theory (Deutsch and Deutsch, 1963). Briefly, Treisman and Geffen ask subjects to repeat and tap to certain words in one message, played to one ear, and only tap to such words when they occur in another message played to the other ear. They find that subjects neglect the words to which they only have to tap. According to our theory, stimuli with a greater weighting of importance inhibit certain outputs (such as storage, motor response) of the structures processing stimuli with a lesser weighting of importance. Now it seems to be clear that Treisman and Geffen have by their instructions (to tap and repeat one set of words and only to tap to another set of words) produced a situation in which one set of stimuli is given a larger weighting of importance than the other. It is therefore not surprising on our theory that the less important set is almost disregarded. It is instructive here to consider Lawson's (1966) very similar experiment. In this experiment the signals to which the subject has to tap do not also have to be repeated if they occur in the message which is being shadowed. (These signals are non-verbal.) Lawson's results are almost the opposite of Treisman and Geffen's, as would be expected from our theory. Treisman and Geffen have some difficulty in explaining the discrepancy. “It seems that analysis of simple physical signals precedes both the selective filter and the analysis of verbal content in the perceptual sequence, that the bottle-neck in attention arises chiefly in speech recognition where of course the information load is usually much higher. To confirm the belief that the verbal content of the secondary message was not being analysed, we find no evidence whatever of interference from secondary target words when these received no tapping response.” (We quote the last sentence as just one example of the fact that Treisman and Geffen have failed to understand our theory. It is one of the major points of this theory to explain why “secondary” messages do not cause interfernce with the “primary” message while they are being analysed.) To return now to the subject of Lawson's experiments, we would suggest that the outcome of such experiments would be the same if instead of signals, words were used in Lawson's paradigm. These words should occur on both channels and should be distinguishable by another speaking voice. The subject should be asked to respond to, but not to repeat such words. To make sure the subject is not simply responding to differences in timbre, pitch, etc., the target words should be interspersed with other words. Treisman and Geffen could not then postulate differences in information load to explain an unfavourable result.     

“It’s not funny if they’re laughing”: Self-categorization, social influence, and responses to canned laughter

Pre-recorded, or “canned” laughter is often used to encourage audience laughter. Previous research suggests that hearing others laugh can influence an audience, although several variables moderate its effects. We examined an unexplored moderator, hypothesizing that canned laughter would influence listeners only if they believed the laughter came from fellow in-group members. We manipulated the presence or absence of canned laughter in a potentially humorous recording and participants’ beliefs about the in-group or out-group composition of the laughing audience. The results confirmed our hypothesis: participants laughed and smiled more, laughed longer, and rated humorous material more favorably when they heard in-group laughter rather than out-group laughter or no laughter at all.