Distinguishing between social reinforcement and social elicitation

The theoretical, procedural, analytic, and interpretive components of Poulson's (1983, Journal of Experimental Child Psychology, 36, 471–489) study were considered in an effort to clarify the distinction between social reinforcement and social elicitation. Contrary to Poulson's contention, DRO was not, and cannot by definition be, a control for reinforcement. More importantly, the speciestypical, social nature of the infant probably reflects the collaborative influence of elicitation and reinforcement. By carefully unravelling these two interacting processes, future conditioning studies might specially enhance our knowledge of early social development.     

Comment on 'Measuring Machiavellianism with Mach V: a psychometric investigation'

A recent article (Shea & Beatty, 1983) attacks the reliability, triadic-choice format, and validity of the Mach V. The issues of meaningful versus statistical criteria, differing perspectives of bias, and reliability-validity independence are raised in challenge. Although the Mach V may have some construct validity problems, Shea and Beatty's call for a new measure of Machiavellionism is not supported by their article.     

Influence of hedonic tone on lexical decisions

A lexical decision task was used to investigate the effect of a word’s hedonic tone on decision time. Thirty words, varying in degrees of pleasantness, were randomly presented with 30 nonwords, half of which were pronounceable and half not. It was demonstrated that decision times for the pleasant words were significantly faster than for the unpleasant words. The two types of nonwords were also found to differ: Decision times for the pronounceable nonwords were significantly slower than for the nonpronounceables. Results are discussed in the light of previous work in both memory and perception. The utility of the lexical decision task for relevant future research is also considered. Part of the work reported in this paper was supported by North East London Polytechnic as partial fulfillment of the requirements for a higher degree (C.N.A.A.).     

Equal Opportunity Programs: A Case for Counseling

The Civil Rights Act of 1964, under Title VI, requires that institutions of higher education submit enrollment figures according to ethnic breakdown for federal monies to be allocated. Such requirements are indicative of efforts to diversify student populations. The Higher Education Act of 1965 also incorporates a number of related programs—Supplemental Opportunity Grants, College Work Study, Talent Search, Upward-Bound—which are designed to provide direct or indirect assistance to disadvantaged students. (Gordon, 1975)     

Selective autonomic blockade of conditioned and unconditioned cardiovascular changes in rhesus monkeys (Macaca mulatta).

Changes in heart rate and in systolic and diastolic blood pressures were examined in eight rhesus monkeys during six sessions of differential classical conditioning. The conditioned stimuli consisted of tones differing in frequency and the unconditioned stimuli consisted of tail shock. Both the conditioned responses (CRS) and unconditioned responses (UCRs) consisted of increases in heart rate and in systolic and diastolic pressures, but blood pressure CRs sometimes occurred in the absence of heart rate CRs. Graded doses of the selective blocking agents propranolol, phentolamine, and atropine methylnitrate were systemically administered to four of the monkeys prior to additional conditioning sessions. The results suggested that the CRs and UCRs were mediated by both sympathetic and parasympathetic influences.     

Social conditioning and its proper control procedures.

In Expt I, eight infants received response-contingent social stimulation, while another eight infants received response-independent social stimulation. Both groups' vocalization rates similarly increased from baseline to stimulation periods and decreased from stimulation to extinction periods. In Expt II, 12 infants were given continuous social stimulation (elicitation treatment) for one period, and, in a second period, stimulation was withheld for 5 sec contingent upon each vocalization (omission treatment). Response rates were similar for both periods, and rates decreased when social stimulation was removed (mobile treatment). In both studies social stimulation increased vocalization rates and rate of responding was insensitive to the programmed contingency. There were, however, fewer “bursts” of responses with the negative and positive contingencies as compared with response-independent stimulation.     

Some theorems on structural consequence operations

Two characterizations are given of those structural consequence operations on a propositional language which can be defined via proofs from a finite number of polynomial rules.     

The disadvantaged as a social and professional phenomenon

Being culturally disadvantaged is a social condition which is created, managed, and maintained by both social and professional institutions. When institutions attempt to sustain societal norms by selecting certain attributes and calling them desirable, these institutions are relegating large segments of the population to a deviant status if it does not share these attributes. The “culturally disadvantaged” are such a group. This phenomenon not only results in differential perceptions and expectations, but also influences their self-evaluation, academic success, and career opportunities. The transformation of deviance into incompetency has also led to formally sanctioned methods of managing deviancy. Methods, such as compensatory education, ability grouping, and special class placement can be viewed as maintaining the position that the culturally disadvantaged are indeed deviant and incompetent.