Task-specific strategies of mental “rotation” of facial representations

The effects of task demands on the visual comparison of facial patterns and of comparable nonfacial patterns were explored in two studies. The studies yielded two primary findings. First, faces, despite their holistic properties, are not rotated faster than comparable non-face-like patterns, although subjects’ judgments of them were uniformly more rapid than judgments for nonfaces. Second, the nature of the same-different judgment task required of subjects had a large effect on the pattern of results obtained: When stimuli were compared to their mirror images, results indicative of mental “rotation” were obtained. When stimuli were compared on the basis of similarity of individual features, the pattern of results was very different. This one manipulation produced effects that exceeded those of all of the other manipulations, including that of rotation.     

Prominent publications in cognitive psychology

This article identifies the 50 publications in cognitive psychology that were most frequently cited in the professional literature between 1979 and early 1982. The characteristics of these publications are discussed, and comparisons are made with other relevant findings.     

Can attention give a left-ear advantage for verbal stimuli?

Three independent groups of 8 subjects listened monaurally to a randomized list of 50 common and 50 rare words and responded ‘yes’ to rare words. Responses were analyzed for correct identifications of rare words. A 50:50 group heard an equal number of words in right and left ears and gave a small but non-significant right-ear superiority. A 66:34 group heard nearly twice as many words in the right ear as the left and gave a significant right-ear superiority. A 34:66 group heard nearly twice as many words in the left ear as the right and gave a significant left-ear superiority. Responses were also analyzed according to signal-detection theory. Implications are discussed for theories of ear advantages.     

A Social Learning Approach to Increasing Blood Donations1

A field experiment conducted in high schools throughout the country was aimed at increasing the number of high school students who donate blood. Special interventions that emphasized psychological or educational approaches to heightening motivation to donate, as well as a combined intervention, were compared with the usual approach taken at blood drives. Psychological interventions in which social learning principles (modeling, perceptions of social norms) played important roles either alone or in combination with an educational (informational) approach were more successful in stimulating blood donations than either an educational approach alone or the approaches traditionally followed by the participating local blood centers. The results demonstrated that use of social learning principles in designing interventions to strengthen socially relevant altruistic behavior could be valuable both practically and theoretically.     

Self-Efficacy,Perceptions of Success,and Intrinsic Motivation for Exercise1

A number of investigators have attempted to identify the determinants of continued participation in exercise regimens. Within a social cognitive framework, the present study examined the relationships among self-efficacy cognitions, perceptions of success, and multidimensional intrinsic motivation in the exercise domain. Multivariate analyses of variance indicated that highly efficacious individuals were more intrinsically motivated toward aerobic dance than were their less efficacious counterparts. However, multiple regression analyses revealed both perceptions of success and self-efficacy to account for significant variance in intrinsic motivation at both the composite and dimensional levels. Moreover, perceptions of success were considerably stronger predictors than were efficacy cognitions. The results are discussed in terms of the need for multiple measures of perceived success, the employment of longitudinal designs to determine the direction of causality among these variables, and possible implications for adherence issues.     

FUNCTIONAL COMMUNICATION TRAINING TO REDUCE CHALLENGING BEHAVIOR: MAINTENANCE AND APPLICATION IN NEW SETTINGS

We evaluated the initial effectiveness, maintenance, and transferability of the results of functional communication training as an intervention for the challenging behaviors exhibited by 3 students. Assessment indicated that escape from academic demands was involved in the maintenance of the challenging behaviors. Social attention was also implicated as controlling the behavior of 1 student. The intervention involved teaching alternative assistance-seeking and attention-getting phrases to the students in an effort to replace challenging behavior with these verbal equivalents. Multiple baseline data collected across the 3 students indicated that not only did the intervention substantially reduce challenging behavior but also that these results transferred across new tasks, environments, and teachers, and were generally maintained from 18 to 24 months following the introduction of functional communication training. These results are discussed in light of recent efforts to develop effective interventions for severe challenging behavior and to understand the processes underlying transfer and maintenance of intervention effects.     

The rights of research assistants and the rhetoric of political suppression: Morton Grodzins and the University of California Japanese-American Evacuation and Resettlement Study

This case study of an inter-university controversy over the publication of research from an interdisciplinary social science project on the forced migration and long-term internment of West Coast Japanese-Americans during World War II shows some of the difficulties of maintaining ownership of research materials. In this particular instance the junior employee was able to override his seniors' demand for control of the dissemination of research results by playing on the concerns about even appearing to suppress work for political reasons. The paper discusses conflicting norms of science and rhetorics of justification ranging from proprietary self-interest through "good science" to "the national interest" and onto "the needs of a free society."     

Setting phenotypes in a mutual help organization: Expanding behavior setting theory

Expands Barker's theory of behavior settings by proposing an additional method of classifying settings based on their functional/behavioral aspects--the setting phenotype. Although behavior setting theory has been widely hailed as a revolutionary contribution to behavioral science, it has had limited impact on general psychology. This may be due in part to a reliance on a purely structural method of classifying behavior settings--the setting genotype. Behavioral data were collected from 510 meetings of 13 self-help groups from a mutual help organization for persons with problems in living. A cluster analysis was performed to uncover meaningful behavioral patterns among the groups. Four phenotypes were identified: personal, impersonal, small talk, and advising. Mutual help group phenotype was found to be related to a set of setting characteristics as well as to overall rated change of group members. The results are discussed in light of the significance of the phenotype construct for making behavior setting theory more relevant for social scientists.     

Incubated reminiscence effects

Reminiscence, the recall of material that was not successfully recalled on a previous attempt, was examined in three experiments as a function of the interest (incubation) interval. Incubation intervals inserted between successive recall tests resulted in increased reminiscence, but the effect was seen primarily in the first retested minute. Neither the duration of the initial test (1-4 min), nor the incubation activity (maze problems vs. rest) affected this incubated reminiscence effect. The results support models in which recall tests cause output interference, but incubation intervals reduce it.