Interpersonal comparison versus persuasive argumentation: A more direct test of alternative explanations for group-induced shifts in individual choice

One class of theories explains group induced shifts in individual choice in terms of interpersonal comparison process. By comparing himself with others a member finds out that his position is uncomfortably discrepant, e.g., he is overly “cautious” or overly “risky”. Knowledge of this discrepancy presumably is necessary and sufficient to induce him to change his initial choice. Another class of theories holds that merely knowing one is different from others is unimportant. Shifts in choice occur because during discussion a member is exposed to persuasive arguments which prior to discussion were not available to him. Thus, if in a factorial design one independently varied (a) the number of others' choices available for comparison and (b) the number of arguments others presented in support of these choices, interpersonal comparison theories would predict the magnitude of the shift to be a function of (a) and not of (b), while theories of persuasive argumentation would predict the opposite. When such an experiment was performed the only reliable main effects were based on the number of arguments, (b), as predicted by persuasive arguments. In no instance did effects involving (a) approach significance.     

Controversies about stuttering therapy

Current controversies with respect to (1) the need to attend to the feelings and attitudes of stutterers; (2) the teaching of controlled stuttering as opposed to shaping fluency; (3) criteria for determining successful therapy; (4) the problem of relapse; and (5) therapy for the young stutterer are briefly discussed. It is noted that while there may be many controversies in the area of stuttering therapy, the author presently believes that the issue of whether or not to attent to the feelings and attitudes of stutterers is the most important and that the proliferation on the market of exclusively behavior-oriented therapy programs may be fostering the training of technicians without the skills necessary to assist others in identifying and handling feelings and attitudes.     

Individual pitch functions and pitch-duration cross-dimensional matching

Eight young adult subjects scaled the auditory dimensions of duration and pitch using a modified method of numerical magnitude balance and adjustment of the stimuli for individual equal-loudness differences. Individual duration and pitch functions for magnitude estimation and for magnitude production fit the power law well. When compared with the revised reel scale and the pitch function obtained by S. S. Stevens and Galanter (Journal of Experimental psychology, 1957,54, 377–411), the group magnitude estimation and magnitude production pitch functions plotted in log-log coordinates showed high degrees of linearity. This was due mostly to the absence of a rollover in the high-frequency range of the continuum. It was hypothesized that pitch may be viewed as a linear function. This hypothesis was further supported when the exponents of the pitch and duration functions were used to predict closely the group exponent of cross-dimension matches.     

The pupil evaluation inventory

The Pupil Evaluation Inventory was developed to assess peer ratings of the behavior of male and female children in grades one through nine. Three homogeneous and stable factors emerged from a factor analysis: Aggression, Withdrawal and Likeability. High interrater agreement between male and female raters, stability of factorial structure, high internal consistency, and moderate concurrent validity were found across sex and grade levels. Test-retest reliability was high for a separate sample of third and sixth graders. There was a tendency for higher internal consistency and teacher-peer correlations for the Aggression factor.This research was supported by grant MH 21145 from the National Institute of Mental Health and by funds from the D. Grant Foundation, Inc. We wish also to acknowledge the support of the many school districts who have assisted us in this research.     

A multidimensional scaling analysis of 16 complex sounds

The INDSCAL multidimensional scaling model was used to investigate the distinctive features involved in the perception of 16 complex nonspeech sounds. The signals differed along four physical dimensions: fundamental frequency, waveform, formant frequency, and number of formants. Scaling results indicated that subjects’ similarity ratings could be accounted for by three psychological or perceptual dimensions. A statistically reliable correspondence was observed between these perceptual dimensions and the physical characteristics of fundamental frequency, waveform, and a combination of the two formant parameters. These results were further explored with Johnson’s (1967) hierarchical clustering analysis. Large differences in featural saliency occurred in the group data with fundamental accounting for more variability than the remaining dimensions. Further analysis of individual subject data revealed large individual differences in featural saliency. These differences were related to past musical experience of the subject and to earlier findings using similar signals. It was concluded that (1) the INDSCAL model provides a useful method for the analysis of auditory perception in the nonspeech mode, and (2) featural saliency in such sounds is likely to be determined by an unspecified attentional mechanism.     

Motion constancy dependent upon perceived distance and the spatial frequency of the stimulus pattern

Using a magnitude-estimation technique, the relationship between perceived distance and perceived speed for object-motion perception was determined. It was found that perceived speed increases linearly with perceived distance when angular speed is held constant. Furthermore, it was found that the spatial frequency of a moving periodic stripe pattern potentiates the effect of perceived distance on perceived speed. The slope of the function relating perceived speed and perceived distance was found to increase linearly with increasing spatial frequency. The functional significance of these findings for motion constancy is discussed.     

College major and career choice: A retest of Holland's theory

In an effort to examine whether the previously established relationship between vocational choice and self-ratings on Holland's personality stereotypes among college freshmen would be strengthened with a sample of male college seniors, 109 subjects, sampled on the basis of major field choice, completed a questionnaire to select career stereotypes which described them best. The relationship between self-ratings and academic major was also to be examined. Significant relationships were obtained for four stereotypes (realistic, conventional, enterprising, and artistic) on the basis of both major and vocational choice, although significant stereotypes were not identical in each. Three of these significant relationships based on vocational choice matched those obtained previously. An additional finding suggested that vocational choice was slightly more valid than major field as a basis for utilizing this technique. The more restricted class sample emphasized did not, however, produce a more substantial relationship between self-ratings and occupational choice as expected.     

Related factors of the Survey of Study Habits and Attitudes and the Vocational Preference Inventory

The Survey of Study Habits and Attitudes (SSHA) and the Vocational Preference Inventory (VPI) were administered to 100 undergraduates. The scales of the two instruments were compared using canonical analysis. The analysis revealed a relationship between a component of the SSHA and a component of the VPI which accounted for 31% of the variance of the two instruments. The related components were interpreted as indicating that a dimension running from an academic orientation to a nonacademic orientation was measured by certain scales of each instrument.     

THE MYTH-RITUAL COMPLEX: A BIOGENETIC STRUCTURAL ANALYSIS

Abstract. The structuring and transformation of myth is presented as a function of a number of brain "operators." Each operator is understood to represent specifically evolved neural tissue primarily of the neocortex of the brain. Mythmaking as well as other cognitive processes is seen as a behavior arising from the evolution and integration of certain parts of the brain. Human ceremonial ritual is likewise understood as the culmination of a long phylogenetic evolutionary process, and a neural model is presented to explain its properties. Finally, the mechanism by which ritual is used to resolve the antinomies of myth structure is explored.     

Hemispheric differences in tactile and visual recognition of braille-like stimulus patterns with static and dynamic modes of inspection

Summary Braille-like patterns were presented unilaterally to both tactual and visual modalities. The subject's task was to identify the location of three dots in a 2 × 3 six-dot pattern. Specifically, tactual versus visual presentation, dynamic versus static presentation of tactual stimuli, learning, and gender were examined in relation to cerebral hemisheric differences. Data were analyzed in terms of both the number of individual stimulus dots and the number of complete three-dot patterns correctly identified with regard to their spatial location. Although no reliable laterality differences were obtained with the tactual-static condition, owing to a significant interaction between learning and side of stimulus presentation, dot positions were reported reliably more accurately when presented in a dynamic fashion, i. e., scanned by the subject, to the right hand. For the visual modality, both correct reports of individual dot positions as well as correct reports of the entire patterns were reliably more accurate for stimulus presentations to the right visual field. Increased familiarity with the task, i. e., learning accross trials, generally increased report accuracy, particularly for static presentations to the left hand. The effect of gender was negligible. The results are dicussed in terms of their theoretical implications for differential cerebral hemispheric specializations in terms of differential processing strategies.The research reported here was supported by a Grant (A8621) from the Natural Sciences and Engineering Research Council of Canada to the second author. Offprint requests should be sent to Eugene C. Lechelt, Department of Psychology, University of Alberta, Edmonton, Alberta, Canada T6G 2E9