Impressions of high and low Machiavellian men1

Naive judges viewed brief, silent videotape excerpts or photographs of 18 men who had been classified as high or low in Machiavellianism. They were asked either to identify each stimulus person as high or low, or to choose from a list of trait adjectives those which best described each. Stimulus persons were identified accurately. The traits which were chosen to describe them were consistent with the characterizations of high and low Machiavellians in the research literature. Neither judgment appears to have been based on a single, observable aspect of the stimulus persons' appearance or behavior. It is concluded that practitioners of interpersonal strategies like Machiavellianism can communicate elaborate, self-serving impressions to others.     

Assessing psycholinguistic orientation and decoding strategies for remedial and nonremedial readers

Remedial readers (8 to 9 year olds) were compared with nonremedial readers of the same age with younger children (6 to 7 year olds) in terms of their acceptance of a psycholinguistic approach vs. a decoding approach to reading, and in terms of the strategies they reported for word attack. Neither remedial nor nonremedial readers (except for a few older nonremedial readers) indicated willingness to skip words in a sentence, but remedial readers were less willing to skip over letters in a word, a psycholinguistic strategy that might allow them to find and use letter patterns to determine an unknown word. They also showed a heavy emphasis on phonic and a narrower range of potential strategies than did other children of the same age.     

Dec users’ group report: Fifth annual meeting of the National Conference on the Use of On-Line Computers in Psychology,November 5, 1975

The PDP-8, -11, and -12 Psychology Users’ Groups met jointly to discuss two topics. First, future computer applications were considered in terms of both hardware and software needs. Psychology users specified their needs and DEC representatives described the directions their R&D program is currently taking, and how it will meet many of those needs. Second, the group discussed communication problems among the users, and between the users and DEC. Suggestions were made for improved information exchange. With this goal, a new PDP-11 Users Group was formed and Jerry C. Forshee, Indiana University, was elected Chairman.     

Imitative play behavior of children: The importance of model distinctiveness and prior imitative training

The frequency of play behaviors of nursery school and second grade subjects (N = 116) who were imitative of one of two models depended upon the extent to which the two models were previously distinguished by the proportion of reinforcement each delivered, and whether reinforcement delivery was contingent upon imitative behavior. A model, high in distinctiveness and also involved in prior imitative training, engendered reliably more imitations than models high (or low) in distinctiveness but involved in nonimitative (or imitative) training.     

Laterality effects with visual perception of

Using the paradigm denoting a contralateral relationship between visual field and brain hemisphere, laterality effects with music notation and dots were investigated. Two groups of readers of advanced piano music were selected, one good, one poor. Each group participated in two visual half-field experiments, one using random dot patterns and the other using musical chords. Significant opposite field effects were found for the two kinds of stimuli across reading groups, the left field for dots and the right field for chords. With dots, a significant sex effect emerged, with males superior to females across groups. The only significant group difference appeared in the chord experiment, in which the good group was superior. A practice effect also was found only with chords. Results suggest that the left hemisphere is more important for recognition of music notation than the right.     

SIMPLE guidelines for developing a computer-based laboratory

Information relevant to setting up a computer-based psychology research laboratory is reviewed. The pros and cons of computer usage and of various hardware configurations are considered. Also, several approaches to program development are discussed. Guidelines for hardware and software development are put forth, and an example of a laboratory based on these principles is described.