When unexpected behavior is attributed to the environment

Two experiments were conducted to investigate a modification of the Jones and Davis (1965) analysis of attribution. Subjects were confronted with a situation in which there were two possible causes for an event, and differential information about these causes was provided such that subjects were much more informed about the nature of one potential cause than the other. This information also imparted to the subjects a definite expectancy about the forthcoming event. When the event disconfirmed subjects' expectancies, responsibility was attributed to the cause about which least was known. This result was found in both experiments. In addition, Experiment II offered some suggestive evidence that a disconfirmed expectancy will lead the person to direct his attention toward potential causes about which he is uninformed.     

The perceptual basis of loudness ratio judgments

In Experiment 1, subjects were required to estimateloudness ratios for 45 pairs of tones. Ten 1,200-Hz tones, differing only in intensity, were used to generate the 45 distinct tone pairs. In Experiment 2, subjects were required to directly compare two pairs of tones (chosen from among the set of 45) and indicate which pair of tones had the greaterloudness ratio. In both Experiments 1 and 2, the subjects’ judgments were used to rank order the tone pairs with respect to their judged loudness ratios. Nonmetric analyses of these rank orders indicated that both magnitude estimates of loudness ratios and direct comparisons of loudness ratios were based on loudnessintervals ordifferences where loudness was a power function of sound pressure. These experiments, along with those on loudness difference judgments (Parker & Schneider, 1974; Schneider, Parker, & Stein, 1974), support Torgerson’s (1961) conjecture that there is but one comparative perceptual relationship for ioudnesses, and that differences in numerical estimates for loudness ratios as opposed to loudness intervals simply reflect different reporting strategies generated by the two sets of instructions.     

Physical/verbal aggression: Sex differences in style1

Two studies exploring the use of physical/verbal aggression are reported, the first using women and the second using men as subjects. Both studies allowed subjects to choose between and control the intensity of two response modes: verbal aggression (insults) and physical aggression (electric shock). Aggressive style was investigated over two levels of arousal, sex of experimenter, and sex of provocateur-victim. Results indicated that women aggressed discriminatively in the verbal mode as a function of their arousal, while men were capable of aggressing discriminatively in both the verbal and physical modes. Men who had been disagreed with and punished by a female victim-provocateur in the presence of a male experimenter or by a male victim in the presence of a female experimenter demonstrated high levels of physical aggression compared to the other groups.     

Responses of normal and learning disabled children as a function of the stopwatch in the matching familiar figures testing situation

To ascertain whether normal and hyperactive learning disabled children differ in their responses to Kagan's Matching Familiar Figures Test (MFF) as a function of a temporal cue, the stopwatch used in the testing situation, 16 learning disabled and 15 normal 8- and 9-year-old boys were compared. A counterbalanced design, in which each child was administered one-half of the test with a stopwatch (standard administration procedure) and the other one-half of the test without a stopwatch (No-Stopwatch procedure), was used. For the normal children, the MFF latency scores in the two conditions were not correlated, indicating that the stopwatch influenced their performance. For the learning disabled children, however, the MFF latency scores in the two conditions were correlated. A significant difference between the two correlation coefficients indicated that the normal and learning disabled children responded in a different manner to the temporal cue. On the MFF error measure, the correlation between the scores obtained in the two conditions of test administration was significant for the normal children, but not for the learning disabled children. A significant difference between these correlation coefficients again indicated differential responding to the temporal cue by the two groups.     

The locus of masking shape-at-a-slant

Twelve subjects provided shape and orientation judgments for a set of projectively equivalent, variously rotated rectangles under three viewing conditions—monoptic, dichoptic, and binocular—with and without the presence of a pattern mask. In the absence of the mask, partial constancy was exhibited under the first two conditions and near perfect constancy under the binocular condition. Orientation was discriminated. Presence of the mask produced projective shape matching and diminished orientation discrimination. It is argued that the site of masking was postchiasmal, and the results are related to previous work with pattern masking of projectively equivalent ellipses.     

Effect of multiple images on associative learning

The present research investigated the effects of multiple images on associative learning. In Experiment 1, subjects formed either a noninteractive image of two words, a single interactive image, a multiple interactive image consisting of multiple copies of the same image, or a multiple interactive image consisting of different images. In Experiment 2, the different multiple images were formed across trials instead of simultaneously during the same trial. Both experiments showed that, although interactive images are superior to noninteractive images, there is no reliable facilitation from multiple images as compared with single images. The results were discussed in terms of the variable-encoding hypothesis and previous findings that multiple retrieval paths facilitate verbal learning.     

Multivariate data analysis in empirical research

The interpretive benefits of employing multivariate analysis methods on experimental data with more than one dependent variable are described heuristically and illustrated on a set of data from a simply designed experiment in physiological psychology. Multivariate analysis of variance (MANOVA) is performed on the 9 dependent variables contained in the sample data and on the four composites derived from a principal components analysis (PCA) of the variability of the nine. A linear discriminant analysis (LDA) is conducted following both MANOVA results, and 5 methods of determining the “important” dependent variables in the experimental-control group difference are presented and discussed in terms of the data at hand.