IDENTIFYING REINFORCERS FOR PERSONS WITH PROFOUND HANDICAPS: STAFF OPINION VERSUS SYSTEMATIC ASSESSMENT OF PREFERENCES

We evaluated a systematic means of determining stimulus preferences among seven profoundly handicapped persons. Preferences were determined by observing student approach responses to individual stimuli. Results indicated that there were differential stimulus preferences across the multiply handicapped participants. However, results of the systematic assessment did not coincide with the results of a more traditional, caregiver-opinion method of assessing student preferences. A second experiment was then conducted with five participants to evaluate whether stimuli that were assessed to consistently represent preferences would function as reinforcers in skill training programs. Results indicated that stimuli that were systematically assessed to represent student preferences typically functioned as reinforcers when applied contingently. However, preferred stimuli as reflected by caregiver opinion did not function as reinforcers unless those stimuli were also preferred on the systematic assessment. Results are discussed in terms of assisting profoundly handicapped persons by (a) improving the effectiveness of training programs by increasing the likelihood of using stimuli that have reinforcing value and (b) increasing the overall quality of life by providing preferred stimuli in the routine living environment.     

Self-Concepts, Domain Values, and Self-Esteem: Relations and Changes at Early Adolescence

We assessed how children's self-concepts of ability for mathematics, English, social, and physical skills activities, ratings of the importance of these activities, and general self-esteem change across the transition to junior high school. Three types of change were assessed: change in mean levels, change in stability, and change in relationships. Twice each year during the sixth and seventh grades, 1,450 children completed questionnaires. Mean levels of children's self-esteem were lowest immediately after the transition, but recovered during seventh grade. Self-concept of ability and importance ratings for math and sports activities showed linear declines. Self-concept of ability for social activities showed a cubic trend, but importance ratings for social activities declined in a linear fashion. Children's self-concepts of ability for math and English became less stable across the junior high transition, whereas beliefs about other activities and general self-esteem were more stable in seventh grade.     

Asking for work adjustments or initiating behavioural changes – what makes a ‘problematic co-worker’ score Brownie points? An experimental study on the reactions towards colleagues with a personality disorder

People with mental disorders, especially personality disorders, often face low acceptance at work. This is particularly problematic when returning to work after sick leave, because it impedes reintegration into the former workplace. This study explores colleagues’ reactions towards a problematic worker dependent on the returning person’s reintegration strategy: The returning person undertaking changes in their behaviour is compared with the person requesting adjustments of the workplace. In an experimental study, 188 employed persons read one of four vignettes that described a return-to-work-situation of a problematic co-worker. Across all vignettes, the co-worker was depicted as having previously caused problems in the work team. In the first vignette, the co-worker did not change anything (control condition) when she returned to work; in the second, she asked for workplace adjustments; in the third vignette she initiated efforts to change her own behaviour; and the fourth vignette combined both workplace adjustments and behavioural change. Study participants were asked for their reactions towards the problematic co-worker. Vignettes that included a behavioural change evoked more positive reactions towards the co-worker than vignettes without any behavioural change. Asking for workplace adjustments alone did not yield more positive reactions compared to not initiating any change. When preparing employees with interactional problems for their return to work, it is not effective to only instruct them on their statutory entitlement for workplace adjustments. Instead, it is advisable to encourage them to proactively strive for behaviour changes.     

Reading paradigms: From lab to cyberspace?

Computer-controlled display procedures useful for doing reading research are discussed. The procedures used in the present research vary the text unit size (from single words to half-sentences), the amount of context available (no context and varying amounts of prior text), text movement (centered words or successive left-to-right placement), and use of text highlighting (present, absent). The data suggest links between the display attributes and the subjects’ coding strategies during reading of mathematical word problems. Display attributes can influence the time course of processing, the subjectively coded unit size, and the nature of linguistic processing. The data also have implications for display attributes that may make reading in cyberspace more user friendly for both novice and expert readers.     

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.     

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.     

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.