Attitude Similarity,Attraction, and Physical Proximity In a Dynamic Space1

Previous research on physical proximity as an index of attraction based on attitude similarity has been limited to semifixed feature spaces. The present study tested the similarity-proximity relationship in a dynamic space. Female subjects' attraction to a female confederate was manipulated by means of false attitude information. The subjects then briefly interacted with the confederate in a dynamic space. Subjects' spatial behaviors were not directly related to attitude similarity-dissimilarity or to attraction. The implications of these findings for the generality of the similarity-proximity relationship and for research on nonverbal communication are discussed.     

A comparison of Holland's model using constructs measured by two different methods

The relationship was studied between the set of constructs specified by Holland's 1973 theory (viz, Realistic, Intellectual, Artistic, Social, Enterprising, and Conventional) measured by an Adjective List (AL) derived from Holland's theory and the same set of constructs as measured by the Vocational Preference Inventory (VPI). The correspondence of the two measures of Holland's model compared the distances between the constructs as measured by the AL and the constructs measured by the VPI in factor space using an adaptation of a model testing procedure reported by Wakefield and Doughtie 1973. The subjects were 174 undergraduates at a state university. The correspondence between the two separate measures of Holland's model was significant (p < .01). These results provide further support of the construct validity of Holland's theory and offer evidence that the relationships hypothesized by the theory are not tied to any one particular method of measurement.     

Black-white differences on the Vocational Preference Inventory

The Vocational Preference Inventory (VPI) was administered to black and white undergraduates. The overall VPI profiles of the two groups were significantly different. Seven of the 11 scales of the VPI yielded significant differences between the black students and the white students. The black students scored higher on the Social, Conventional, Enterprising, Self-Control, Status, and Infrequency scales. The white students scored higher on the Masculinity scale.     

THE DEVELOPMENT AND GENERALIZATION OF DELAYED IMITATION1

An individual's behavior can be identified as imitative if it temporally follows the behavior of another individual and if its topography is controlled by the demonstrated behavior [Baer, Peterson, and Sherman (Journal of the Experimental Analysis of Behavior, 1967, 10 , 405–416)]. This definition takes into account both temporal and topographical characteristics of the behavior in question. More recent research in the area of imitation has interpreted the temporal component of the above definition differentially by limiting imitation to those topographically similar responses occurring within 3, 5, or 10 sec after a model's demonstration. Yet, Gewirtz and Stingle (Psychological Review, 1968, 75 , 375–397) pointed out that much of the imitation seen in young children is not of this immediate nature, but instead occurs sometime after a model's response. They further suggest that this type of imitative behavior can be characterized as a response class and is susceptible to development and modification as a function of consequences delivered to subjects contingent on this type of delayed responding. Four retarded children, three initially imitative and one nonimitative, were individually trained to imitate a number of motor responses in an immediate and a delayed fashion. Immediate imitation was defined as a response similar to a model's demonstration occurring within 5 sec after the model's demonstration; delayed imitation was defined as a response similar to a model's demonstration occurring more than 5 sec, but not more than 25 sec, after the model's demonstration. A reversal (ABAB) design was employed to examine the experimental development of a generalized delayed imitative repertoire. Untrained probe responses were demonstrated to subjects systematically through the ongoing training. Generalized immediate and delayed imitation were observed in each subject; this generalization was restricted to the type of imitation currently undergoing training. This development of a generalized imitation repertoire was observed in each subject. That is, these subjects imitated some responses that had never been specifically trained. More importantly, a training package consisting of prompting, fading, and consequences for delayed imitation functioned to develop generalized delayed imitation. These data exemplify a special case of generalization that was a function of the most recent training history of immediate or delayed imitation. The reversal design demonstrated that imitations of nontrained models were either delayed or immediate, depending upon which form of imitation was currently receiving training. Therefore, for each form of imitation trained, delayed or immediate, a corresponding response class was demonstrated. These data relate to data reported by Garcia, Baer, and Firestone (Journal of Applied Behavior Analysis, 1971, 4 , 101–112). The association lies in the proposition that there are identifiable boundaries of generalized imitation and that these boundaries are functionally related to previous training histories.     

Perceptual orientational asymmetries: A comparison of visual and haptic space

Stimulus orientation discrimination was investigated in visual and haptic modalities under conditions of simultaneous matching and memory. Discrimination of vertical and horizontal was significantly more accurate than discrimination of oblique stimulus orientations (45°, 135°, 225°, and 315°) for both modalities; haptic errors, however, were significantly greater at each orientation. While subjects were reliably more accurate in visually matching oblique stimulus orientations to a standard than producing them from memory, for the haptic modality, differences between memory and matching conditions were less consistent across the orientations sampled.     

Decision-Making and Interaction by Families with and without A Drug-Abusing Child

As part of a larger study, the authors replicated Ferreira and Winter's ( 2 ) study of family interaction and decision-making using families with a drug-abusing child. Ferreira and Winter compared normal families and families with a child diagnosed as schizophrenic, delinquent, or maladjusted.     

PARENTAL TRAINING OF THE PLURAL MORPHEME IN NORMAL TODDLERS1

Experimental studies with young normal children can provide useful strategy for the functional analysis of language. Research by Whitehurst (Journal of Experimental Child Psychology, 1972, 13 , 502–515) exemplifies this approach, in which 2-yr-old children were exposed to a training procedure that involved imitation and differential reinforcement for a two-word productive sequence of the adjective-noun form. Results indicated that these young children could be trained to produce rudimentary novel utterances that were grammatically appropriate. More recently, Hursh and Sherman (Journal of Experimental Child Psychology, 1973, 15 , 328–339) reported the existence of a functional relationship between parental modelling and reinforcement of vocalizations, and increased instances of these vocalizations in young (15- to 20-month-old) children. These demonstrations relate to a summary of findings with linguistically deviant populations discussed by Sherman (Advances in Child Development, 1971). The present study attempts to extend these “generative” investigations to normal children and to provide useful information for those interested in teaching speech forms to them. Modelling and differential reinforcement were used by three mothers to establish the use of the plural morpheme in the speech of their 19- to 25-month-old children. During training trials, verbal praise was presented contingent on correct labelling of singular and plural items, while correct labelling was modelled if the child responded incorrectly. Children learned to label specifically trained sets of singular and plural items and also exhibited correct labelling when asked to label never-trained singular and plural items. After establishing correct usage, the same training procedures were used to train reversed labelling (plural responses to single items and singular responses to plural items). This produced a corresponding reversal of responding (both trained and untrained items) by each child for the plural items but not for singular items. Correct singular and plural labelling was recovered by returning to the initial procedures.     

A disposition-behavior congruity model of perceived freedom

Three experiments were conducted to test a disposition-behavior congruity model of perceived freedom. The model was applied to attributions of freedom to actors who possess one of several dispositions and who can choose a behavior that is congruent or incongruent with this disposition. The model posits that attributions of freedom to an actor can be predicted from the conditional probabilities that the actor would choose each behavior available to him if he possessed the disposition congruent with it. This hypothesis was supported. However, contrary to expectations, the contribution to judgment of each conditional probability was not a function of the probability that the actor actually possessed the behavior-congruent disposition.     

The synthesis of length within and between perceptual systems

Two experiments are reported comparing the accuracy of Ss in making length combinations visually, haptically, and intersensorally. It was hypothesized that there would not be significant differences among the three conditions for perceptual combinations of length, because length is a highly familiar dimension that is capable of being cognitively organized. The hypothesis was supported, and the findings were related to other research comparing intra- and intersensory processes.     

Active detection of solid-shape information by touch and vision

Five groups of Ss were tested under conditions of intra- and intermodal equivalence matching for free-form unfamiliar shapes originally designed by Gibson. Findings indicated that visual intramodal matching was superior to intermodal matching, a result consistent with previous research. The order of accuracy in forming equivalence was: (1) intramodel visual, (2) intramodal haptic, (3) haptic to visual, (4) visual to haptic. A difference, but not a significant one, in accuracy occurred for intramodal haptic matching when Ss wore goggles and when they did not.