A study of orientation errors in response to Kohs-type figures(1)

In order to elucidate the nature of the orientation errors encountered when subjects are required to reproduce Kohs-type figures, subjects drawn from a culture where such errors are reported to be relatively common were required to reproduce orientation of simple figures. It was found that the responses made in the case of square figures showed a definite drift towards a “stable” orientation; the drift observed in the case of circular stimuli was too weak to permit an unambiguous interpretation. The relevance of these data to previous data on cross-cultural differences in responses to Kohs-type stimuli is briefly examined.     

Community applications of instructional technology: teaching writers of instructional packages

A community education program, to develop a variety of performance competencies in large numbers of neighborhood residents, requires a technology for preparing learning units administerable by community members themselves. The effects of a writing manual, designed to teach nonprofessionals to prepare such instructional packages, were analyzed in two experiments. Experiment I employed a multiple-baseline design across three university student trainees. The results showed that appropriate program writing increased by 75% after completion of the manual. The results of Experiment II, with two low-income neighborhood residents serving as trainees, showed that packages produced by trained writers resulted in a greater increase in skill activities than sets of training stimuli produced by untrained writers.     

Increasing engagement in activity of residents in old people's homes by providing recreational materials

This project investigated whether the level of engagement in two special Homes for the elderly could be increased by providing a regular recreational session, where the residents had the opportunity to use various extra recreational materials and to interact with the organiser of the session. The residents' level of engagement during the sessions was consistently higher than under baseline conditions. This indicates that the low engagement of the residents is at least partly due to lack of opportunity to engage, rather than to the specific disabilities of the residents. The methodological approach used in this study is suggested as a useful, objective way of evaluating the effects of, and preferences for, various types of recreational activities that might be offered to elderly people in residential care.     

Crucial role of the postnatal maternal environment in the expression of prenatal stress effects in the male rats

Methodological and conceptual problems common in prenatal stress experiments were analyzed, and an experiment incorporating solutions to those problems were designed and executed. Rats were prenatally stressed or served as controls and then were cross-fostered within or between treatment groups. In adulthood, one male from each litter was tested over 20 trials in an open-field box and then tested over 20 successive discrimination reversals in a T-maze. A T-factor analysis was performed on each of the two sets of observations, and factors scores were subjected to elevational analyses. Major hypotheses generated from the results are the following: (a) Male rats subjected to prenatal stress acquire emotional reactivity levels in adulthood that are either elevated or reduced depending on the postnatal maternal environment. (b) Male rats subjected to prenatal stress acquire reversal learning sets in adulthood with a rapidity that parallels and indeed is produced by the pattern of emotional reactivity reflected in the above a and as mediated by cognitive processes. (c) T-factor analysis of trials is required in order to avoid construct validity problems as well as internal validity problems, both brought about by the confounding of trial variables, and in addition, it may generate valuable hypotheses giving further meaning to the dependent variables under observation.     

Modification of cooperation and aggression through teacher attention to children's speech

Two experiments were performed in the naturalistic setting of a preschool classroom in order to assess the effects on children's social behavior of nonevaluative teacher attention to children's cooperative or aggressive speech. In Experiment 1, teachers attended to the children's spontaneous cooperative speech for two weeks. Observation of the children's free-play behaviors revealed an increase over baseline levels in both verbal and physical cooperative behaviors as well as a decrease in both verbal and physical aggressive behaviors. In Experiment 2, teachers attended first to the children's spontaneous aggressive speech for one week and then switched their attention to the children's cooperative speech for a second week. Teacher attention to aggressive speech in the first week led to an increase over baseline levels in the children's verbal aggressive behavior as well as a decrease in both verbal and physical cooperative behaviors; however, physical aggression remained unchanged. Teacher attention to cooperative speech in the following week served to reverse the effects of the first week's treatment. The findings were discussed in terms of the sequential relationship between verbal and nonverbal components of cooperative and aggressive social behaviors and the teacher's role in modifying children's performance on these behaviors in the classroom.     

Problems in assessment of vividness and control of imagery.

Difficulties in assessing individual differences in vividness and control of mental imagery hinder understanding of the role of of imagery in various phenomena. This study examined the relationships among the Gordon test of imagery control, the Betts questionnaire on imagery vividness, and a research questionnaire on control of imagery developed for this study. The research questionnaire demonstrated satisfactory internal consistency and scores were more widely distributed than were those on the Gordon test. Correlations among the instruments ranged from .47 to .57, suggesting that vividness and control of imagery are not clearly differentiated in practice. Discussion of these results suggests that further empirical work is needed to establish the differential validity of the two constructs.     

BIODATA FAKING: EFFECTS OF INDUCED SUBTLETY AND POSITION SPECIFICITY

The fakability of an empirically keyed biographical inventory was studied in a three factor design. The factors were: 1. specificity of position applied for (sales representative versus a general managerial position, 2. induced subtlety of faking (warning of a lie scale versus no warning), and 3. sex of the respondent. Subjects were 91 male and 57 female college students who completed the biographical questionnaire under "fake" and "honest" response sets. Subjects were able to substantially improve their scores under faking instructions. Only the position specific-fake subtle condition failed to show improvement. Instructions indicating that a lie-detection scale might be used reduced faking to a considerable extent. Comparison with norms for the sales representative biographical key suggested that students in the faking condition tended to fake more than did a nation-wide sample of college recruits.