EFFECTS OF ALIEN-REINFORCEMENT AND ITS COMBINED TYPE ON LEARNING BEHAVIOR AND EFFICACY IN RELATION TO PERSONALITY*

Effects of new types of reinforcement, alien type and alien combined with external type (double reinforcement), were examined in comparison with a conventional external one. One hundred and twenty children, 6th grade boys and girls, worked on learning discrimination tasks. Under alien reinforcement, upon correct responses of the child the experimenter received reinforcers from him-(or her-) self thus reinforcing the child responses. Under each condition, alien, external or double, children learned the tasks and their learning efficacy increased. Personality characteristics of children, in terms of extraversion and emotionality, differentiated effects of three reinforcement conditions on learning behavior and efficacy. The effect of alien reinforcement was influenced by the personality factors most, and that of double reinforcement least. In addition, personality factors influenced differently between alien and external conditions. Learning occurred differently under three different conditions of reinforcement, depending on the personality type of learners. Underlying mechanisms of alien reinforcement were different from, and its functions were independent of, those of external reinforcement. None of the effects of alien reinforcement on learning and motivation were contaminated by the intellectual faculties of learners.     

Self-reinforcement: Impact of instructions,criterion setting,and tangible rewards

This investigation was designed to ascertain the effects of instructions, criterion setting, and the presence of tangible rewards on the self-reinforcement process. Fifty-two third- and fourth-grade subjects were assigned to one of four treatment groups: (a) stringent instructions/criterion setting/tangible reward, (b) stringent instructions/criterion setting/no tangible reward, (c) nonstringent instructions/criterion setting/tangible reward, and (d) nonstringent instructions/no tangible reward. In the stringent-instruction conditions, subjects received social reinforcement for selecting stringent performance criteria, whereas in the non-stringent-instruction conditions, social reinforcement was withheld. Subjects in the tangible-reward groups were allowed to select a prize following the successful completion of their self-selected work performance. Subjects in the no-tangible-reward groups received no prizes for their work. All subjects performed an arithmetic task in which the number of correct problems completed, number of problems attempted, and time at task served as dependent variables across five reinforcement and two extinction trials. The results suggest that the condition of stringent instructions, criterion setting, and tangible reward was more effective in producing behavior change than the other three conditions. Perceived task difficulty and previous achievement on arithmetic task performance were shown to affect criteria selected and mathematical performance. The results are discussed in light of the contributory role of instructions, criterion setting, and tangible rewards on the self-reinforcement procedure.This study is based on a doctoral dissertation submitted to the Faculty of Arts and Sciences at the University of Pittsburgh by Helen L. Evans. Dr. Russell T. Jones was the dissertation committee chairperson. It was partially funded by an American Psychological Association Minority Fellowship awarded to the first author. Special thanks are extended to the committee members, Drs. Lloyd Bond, Robert Glaser, Johnny Matson, and Samuel M. Turner, for their assistance. The authors would like to thank Thomas DeVoge, Paul Karoly, and Samuel M. Turner for reading and commenting on an early draft of this study. Portions of this paper were presented at the 1982 APA convention.     

Religious Homogamy and Marital Satisfaction in South Korea: Exploring Variations across Religious Groups

This study examines whether and how the association between religious homogamy (i.e., whether spouses have the same religious affiliation) and marital satisfaction varies across religious affiliations by utilizing a unique context that four large religious groups (i.e., Buddhists, Protestants, Catholics, and religious nones) coexist in South Korea. Our results show that while religious homogamy has a positive relationship with marital satisfaction among Protestants and Catholics, there is no such association among Buddhists. This study also reveals that higher levels of religious attendance intensify the positive relationship between religious homogamy and marital satisfaction only among Protestants. Moreover, religious heterogamy is positively associated with marital relationships among religious nones compared to religious homogamy. However, this pattern held only for religious nones who married Buddhists or Catholics. We discuss the implications of our findings for research on religion and marriage from cross-cultural perspectives.     

What analytic metaphysics can do for scientific metaphysics

The apparent chasm between two camps in metaphysics, analytic metaphysics and scientific metaphysics, is well recognized. I argue that the relationship between them is not necessarily a rivalry; a division of labour that resembles the relationship between pure mathematics and science is possible. As a case study, I look into the metaphysical underdetermination argument for ontic structural realism, a well-known position in scientific metaphysics, together with an argument for the position in analytic metaphysics known as ontological nihilism. I argue that we can ascribe the same schema to both arguments, which indicates that analytic metaphysics can offer an abstract model that scientific metaphysics may find useful.     

“You're overreacting!”: The ambiguity of Asian American microaggressions delegitimizes collective action

Asian Americans are lauded as the model minority who are intelligent and industrious. Simultaneously, they are deemed as perpetual foreigners. The current research examines how racial microaggressions expressed by a White American source toward an Asian American target affect perceptions of the perpetrator and target. White Americans and Asian Americans read about an interaction between two college students, where the racial microaggression made was either an ambiguous expression of the model minority myth (MMM; all studies), an ambiguous perpetual foreigner stereotype (all studies), an unambiguous MMM (all studies), or no racial bias (Studies 2 and 3). Findings indicate that both Whites and Asian Americans respond differently—when exposed to the aforementioned conditions—regarding perceived racism of the White perpetrator and appropriateness of response by the Asian American target; however, they respond similarly regarding perceived legitimacy of collective action by the target. Nevertheless, Whites and Asian Americans deemed the ambiguous microaggression against the target as a model minority not racist relative to unambiguous MMM. Our findings show that ambiguous forms of bias toward Asian Americans go “under the radar” of both Whites and Asian Americans as being racist and contribute to the maintenance of the racial status quo.     

Social factors influence solo and rat dyads exploration of an unfamiliar open field

Animal Cognition - Exploring new and unfamiliar environments is critical for survival, providing information on food, shelter, mates, and sources of danger. The open field paradigm is commonly used...     

The sociodemographic and psychosocial correlates of COVID-19 vaccine concerns among urban college students

COVID-19 vaccine concerns remain high among Americans. Although recent studies have investigated the sociodemographic disparities in vaccine concerns, less attention has been given to reasons for vaccine skepticism and psychosocial factors that may explain it. The current study examined specific types of vaccine concerns among a diverse sample of college students (N = 1985) living in New York City. Participants who identified as Black, younger, with later immigrant generational status, and those with more conservative political leanings reported more vaccine concerns. Concerns regarding vaccine side effects were the most frequently reported source of concern. Reason for getting vaccinated, personal experiences with COVID, and COVID stress was also associated with vaccine concerns. Study results emphasize the importance of sociodemographic factors and COVID knowledge and stress in examining and addressing vaccine concerns.