The expectation of guilt and resistance to temptation

Children's expectations about the emotions that surround a moral transgression were examined. In experiment 1, children aged 4-6 years and 8-9 years listened to a story about a child who resisted but then yielded to the temptation to take a sweet without permission. In line with earlier findings (Nunner-Winkler and Sodian, 1988), older children were more likely than younger children to expect the wrongdoer to feel pleased at resisting, but to feel bad after yielding to, temptation. In experiment 2, the relation between expectations of emotion and actual resistance to temptation was studied. Children aged 5-6 years again made judgements about a story character who eventually yielded to temptation. Their own resistance to temptation was assessed by means of a cheating task: children were given an opportunity to cheat by peeking during the experimenter's absence. Children who did not peek were more likely to attribute morally oriented feelings to the story protagonist. The results suggest that children who readily anticipate the emotional consequences of wrongdoing are more likely to resist the temptation to transgress.     

Conscious and unconscious influences on remembering information from the near and distant past: A developmental analysis

We examined adults' memory for the actors and actresses who won Academy Awards for their performances in specific motion pictures between 1992 to 1937. Fifty-six individuals between 41 to 81 years of age completed inclusion and exclusion versions of aMovie Memory Questionnaire in which they were required to identify actors and actresses who were paired with the names of movies they actually appeared in (e.g., Cher—Moonstruck) or they never appeared in (e.g., Robert DeNiro—Annie Hall), respectively. Estimates of the independent contributions of conscious and unconscious influences on recollection were obtained by analyzing subjects' performance on the inclusion and exclusion tasks via Jacoby's (1991)Process Dissociation Procedure. Results indicated that conscious recollection for motion picture information exhibited a typical retention function, whereas unconscious contributions to recollection remained relatively constant over the entire time range that was sampled. When age differences were considered, it was found that young-old participants displayed a higher level of conscious recollection than did middle-age and old-old adults. The role played by unconscious processes in recollection, however, did not vary by age group.     

The role of religion in heart-transplant recipients' long-term health and well-being

While religion has long been recognized clinically to provide important coping strategies in the face of serious health problems, there has been little systematic consideration of its role in organ transplant recipients' long-term reactions and adjustment to this experience. This study examines these issues through qualitative and quantitative evaluation of longitudinal data collected from 40 adult heart recipients followed during their first year post-transplant. Large proportions of recipients expressed strong beliefs and were able to increase religious participation over the 12-month study period. They delineated specific ways in which their faith had provided them support, as well as ways in which the transplant experience itself further strengthened their beliefs. We found empirical evidence that recipients with strong beliefs who participated in religious activities had better physical and emotional well-being, fewer health worries, and better medical compliance by the final 12-month assessment. The findings suggest the development of specific nursing, social-service, or pastoral-involvement strategies, continuing staff education about the role of religion in patient care. The implications of such interventions for maximizing quality of life in transplant recipients are discussed.This study was funded by grants from the National Institute of Mental Health.     

Waiters,Customers, and Service: Some Tips About Tipping1

In order to investigate factors that influence the size of tips given in restaurants, 107 waiters (Study 1) and 137 customers (Study 2) were asked various questions about tipping. The findings confirmed a number of hypotheses. Respondents said that they themselves tip more than most people. Waiters indicated that they were more generous tippers and were more accurate in their estimate of 15% of the bill than customers. Tip size was reportedly increased by friendly service, good suggestions, excellent food, prompt delivery of the main course and check, a self-introduction by the waiter, and receiving separate checks. The tip was decreased by waiting a long time for a beverage and being seated in a bad location. Waiters identified more variables than did customers as being significantly associated with tip size, and they felt that excellent food, being in an expensive restaurant, and being seated in a bad location had greater effects on tipping than did customers. When asked about characteristics of waiters who receive large or small tips, most waiters and customers mentioned the waiter's attitude and quality of service. There was much less consensus on the characteristics of high and low tippers. Gender was not significantly related to any responses. In general, although waiters and customers share many beliefs about tipping, waiters may be more aware than customers of the relevant characteristics of the situation and of the individuals involved.     

The development of English speech patterns of a 7-year-old Polish-speaking child

The silent period hypothesis was investigated by examining the speech development of AO, a Polish-speaking child, who emigrated to the U.S. at age 7 years, 5 months, and placed in the second grade of a rural Missouri school district in which there was no instruction of English as a second-language. AO was observed for 6 years, 8 months, in order to study the development of his English speech patterns. During this interval, recordings were made of five sentences produced by AO at five different age points and with recordings from a control group of native and nonnative speakers were rated by native American speakers. AO's accent showed a gradual decline during the first year of residence, receiving a rating of near-native speech. By age 14 years, 6 months, he was rated as having native speech performance. Observations of his language, social, and school development indicated that AO remained essentially silent during the first 6 months, using two- and three-word sentences only when necessary, that his social development was normal, and that his school achievement was not impeded by his placement in the grade level appropriate for his age. The conclusion was reached that AO's silent period experience contributed significantly to his development of English speech patterns.     

Situation and Personality Correlates of Psychological Well-Being: Social Activity and Personal Control

Two studies that examined the correlates of peoples′ reports of their own psychological well-being are reported (Ryff, 1989). In Study 1, extraverts reported better psychological adjustment than introverts, especially when they completed the questionnaires with no one else present. Need for social approval and the sex of the participant were unrelated to self-reports of well-being. Satisfaction with social activities, especially activities involving friends and parents, predicted psychological well-being but the frequency of social activity did not. Completing questionnaires in the presence of friends led to better self-assessments of well-being than completing them in the presence of strangers. In Study 2, internal locus of control, high desire for control, and being female, as well as perceived control over the testing situation, were found to predict reports of better psychological adjustment. It is suggested that future research on self-assessments of psychological well-being focus on: (a) the interaction effects of personality and situational variables; (b) the difference between seeking social interaction and seeking social approval: (c) the distinction between platonic and romantic relationships, and; (d) changes in the correlates of psychological well-being throughout the life-cycle.     

Exploring University Counselors' Perceptions of Distinctions Between Gifted Black and Gifted White Students

This study examined the perceptions of a sample of university counselors relative to social, cultural, and psychological barriers to achievement among gifted Black and gifted White students. Ninety-three counselors at institutions of higher education throughout the nation participated in the study by responding to a mailed survey questionnaire. Comparisons were made relative to counselors' demographic variables (ethnicity, gender, multicultural training, and geographic locale). The results indicate that the university counselors sampled disagreed with or were undecided about the special dilemmas confronting gifted learners. Moreover, most counselors perceived that gifted Black and gifted White students experience social, cultural, and psychological problems in the same way. The study concludes with recommendations for university counselors working with gifted students in general and gifted Black students in particular     

The Negotiated Allocation of Benefits and Burdens: The Impact of Outcome Valence, Contribution, and Relationship

This laboratory study investigates negotiated allocations of benefits and burdens. We compare both the distributive and integrative aspects of negotiation to determine whether benefits and burdens are allocated according to the same norms of distributive justice and how well negotiators integrate their interests. We hypothesize that the distribution of resources depends on the valence of the resources and negotiators′ relative contributions to those resources. We also expect that the efficiency of agreements depends on the valence of resources, the negotiators′ contributions, and the time horizon of their relationships. Results support the hypotheses. Equity is more commonly used to allocate burdens than benefits; agreements for allocating burdens are less integrative than those for benefits; and agreements are more efficient when relationships are long term and subjects contribute unequally to the resources being allocated than when they contribute equally or relationships are short term. We discuss these results in terms of Taylor′s (1991) hypothesis about the asymmetrical effects of positive and negative events.     

Effect of contingent and non-contingent social reinforcement on the cooperative play of a preschool child

The effect of adult social reinforcement on the cooperative play of a five-year old girl in a preschool setting was assessed under two conditions: (1) presented randomly throughout the school day, and (2) presented contingent on cooperative play. Only in the latter condition was a significant change in cooperative play observed.     

Response patterning during stimulus generalization in the rat

Nine rats were trained to bar press in the presence of a clicking sound of 6.67 cps (S(D)) for 1-min variable-interval food reinforcement randomly alternated with a clicking sound of 20 cps (S(Delta)) signifying extinction. After a criterion of 90% of total responses in the presence of the S(D) was obtained, a generalization test was administered, including values of 6.67, 10.00, 13.33, and 20.00 cps, with responses in the presence of the S(D) continuing to be reinforced during testing. The test yielded a gradient of response strength with rate highest in the presence of the S(D) and decreasing with increasing distance from this value. An interresponse time (IRT) analysis of responding during generalization testing revealed no systematic differences in modal IRT category or in median IRT to the different test stimuli. Mean IRT was lowest in the presence of the S(D) and increased systematically with increasing distance from this value, supporting the hypothesis that the generalization gradient of response rate is primarily the result of an increasing proportion of "long" IRT responses to stimuli increasingly distant from the S(D).