Gender and the ritual of the door

A field experiment was conducted on a large university campus to determine whether the gender roles traditionally associated with door-opening are still in force, despite students' consciousness of their patriarchal implications. A total of 396 observations, made by 22 student—observers, indicated that the traditional roles are still viable. Men were twice as likely as women to hold the door open for a stranger, but both male and female subjects were more likely to ignore than to hold the door open for a man. Women were four times as likely as men to have the door held open for them, and six times as likely if they were wearing feminine clothing. Men and women handicapped by a load of books or papers were about twice as likely as others to have the door held open, provided the subject was of the opposite sex, but subjects' behavior was affected much more by the gender of both parties than by whatever humanitarian values may have been evoked in an encounter with someone too encumbered to open the door for herself or himself.     

A motivational environment for behaviorally deviant junior high school students

A contingency management program was established in a junior high school to better manage and educate students having histories of severe misconduct. School administrators selected 46 eighth-graders having multiple suspensions for misbehavior. Students (N=32) in two of the schools remained in traditional programs, serving as controls, whereas students (N=14) in the third school participated in a token reinforcement program. Reinforcers provided in the afternoon were contingent upon achievement and discipline during morning academic periods. Home-based reinforcers were established to support school behavior. Compared with the control group, significant reductions in negative school behavior as well as greater increases in academic achievement were obtained for the treatment group, thus supporting the efficacy of contingency management for adolescent school misbehavior.Valuable assistance in developing the reinforcement program and curriculum materials was provided by William Brown, principal of the Anne Arundel County Learning Center. Thanks are also due: Dottie Dpwling and Joe Gentile, the teachers in the program; John Jedlicka, principal of Stemmers Run Junior High; and Donnie Williams, research assistant.     

Muscle tension, skin conductance, and finger pulse volume: asymmetries as a function of cognitive demands

Previous studies of physiological asymmetries induced by cognitive tasks have focused on a single physiological measure at a time and have failed to relate physiological asymmetries to levels of performance on the asymmetry-inducing tasks. The present study recorded surface muscle tension (EMG), skin conductance (SC), and finger pulse volume (FPV) from the left or right sides of 28 right-handed college students during two left- (Verb Memorization and Lyric Recitation) and two right-hemispheric tasks (Facial Memorization and Humming). EMG and FPV asymmetries as a function of tasks were discovered, with the directionalities of these asymmetries consistent for both left- and right-hemispheric tasks. EMG was shown to be reduced and FPV increased on the side contralateral to the hemisphere required for task-related processing. The consistency between these findings and predictions by Walley and Weiden (1973) and Kahneman (1973) are discussed. No significant SC asymmetry as a function of tasks was observed. It was found that factor variates obtained from principle components analyses of physiological measures recorded from the left or right sides during Verb Memorization and Facial Memorization were marginally successful in predicting verb and facial recognition performance.     

Natural anchoring at the neutral point of category rating scales

Contextual theories of judgment assume that the rating of any stimulus depends on its relationship to a context of similar stimuli. For example, any specific act of behavior would be rated less favorably when considered in the context of good behaviors then when considered in the context of bad ones. However, two experiments suggest an absolute anchoring of the natural neutral point, an exception to this generalization. In Experiment 1, morally indifferent acts remained “neutral,” regardless of context; and in Experiment 2 the break-even or zero-point in a simulated game of chance was always rated “neutral.” In both experiments, contextual manipulations had powerful effects upon ratings of other stimuli, though never shifting them across the neutral point. Furthermore, both experiments suggest that neutral-point anchoring also affects the use of the most extreme categories in a manner that is unique to this phenomena. In Experiment 2 for example, the introduction of extremely positive “wins” not only made other wins seem less favorable while leaving ratings of the zero-point unchanged, but also made the most negative losses seem more favorable. It is as if the introduction of an extremely positive “win” also introduces the possibility of an extremely negative “loss.” Taken together these findings contradict the basic adaptation-level premise that the entire scale is determined by the neutral point; they are also inconsistent with the assumption of range theories that the scale is anchored by the endpoints of the range of stimuli actually experienced.     

Analogic and abstraction strategies in synthetic grammar learning: A functionalist interpretation

Subjects learned artificial grammars under two conditions of acquisition: paired-associate learning and observation of exemplars. The former procedure was strongly associated with the establishment of a fairly concrete memorial space consisting of specific items and parts of items and the use of an analogic strategy for making decisions about novel stimuli. The observation procedure was strongly associated with the induction of an abstract representation of the rules of the grammar and the use of a correspondence strategy for decision making. Moreover, this latter procedure led to more robust knowledge and better overall performance. Analyses of both objective response patterns and subjective introspections yielded coordinated data in support of this distinction. The relationships between acquisition condition and cognitive strategy are discussed from a functionalist point of view.     

Sentence repetition in preschoolers: Effects of length,complexity, and word familiarity

Seventy-two sentences presented to ten preschool children for repetition were designed so that three sentence construction factors varied independently. The factors were (1) length in number of words, (2) complexity of personal pronouns and main verbs as scaled by Lee (1974), and (3) word familiarity, defined as common vocabulary or the substitution of a nonsense word in place of a typical noun or verb in the model sentence. Three methods were employed for scoring the children's responses: (1) number of retained words, (2) Developmental Sentence Scoring (Lee, 1974), and (3) Stephens's Categories (Stephens, 1974). Eighteen sentences were re-presented for the assessment of reliability. The results of multiple regression analyses indicated that length was the important contributing factor in the children's responses to the model sentences and that Stephens's Category Scale of response scoring was the most sensitive method for detecting the influence of the three sentence factors on the children's responses.     

Differential reinforcement of reaction times in developmental retardates.

The effects of differential reinforcement on reaction times to two intensities of reaction signal were investigated in 36 developmental retardates. One group was reinforced for reaction times to the higher intensity signal; a second group was reinforced for reaction times to the lower intensity signal; a third group received no reinforcement. Reaction time decreased as signal intensity increased and decreased over sessions as a function of reinforcement. Likewise, reinforcement either exaggerated or reversed differences in reaction times to each signal depending on the particular reinforcement contingency. Results were discussed in terms of attentional and motivational explanations of effects of signal intensity on reaction times of retardates.     

Schedule-induced drinking as a function of percentage reinforcement

Drinking was recorded in rats while lever pressing was maintained on a series of percentage reinforcement schedules in which the per cent of 1-min fixed intervals terminating with food was 100, 90, 30, 70, 10, 50, and 100%. Intervals in which a pellet was omitted were terminated by brief light flash and click stimuli that were also correlated with food presentations. Drinking failed to develop in five of six subjects following intervals in which the brief stimuli were presented regardless of percentage reinforcement. Postpellet drinking, which followed intervals terminated with pellet delivery, however, increased in both duration and amount ingested per interval as percentage reinforcement was systematically decreased. The increase in postpellet drinking above that produced by 100% reinforcement was interpreted as an analogue of the positive-contrast effect observed with food-reinforced operants.