Odor recognition: familiarity, identifiability, and encoding consistency

The investigation examined the association between the perceived identity of odorous stimuli and the ability to recognize the previous occurrence of them. The stimuli comprised 20 relatively familiar odorous objects such as chocolate, leather, popcorn, and soy sauce. Participants rated the familiarity of the odors and sought to identify them. At various intervals up to 7 days after initial inspection, the participants sought to recognize the odors among sets of distractor odors that included such items as soap, cloves, pipe tobacco, and so on. The recognition response entailed a confidence rating as to whether or not an item had appeared in the original set. At the time of testing, the participants also sought to identify the stimuli again. The results upheld previous findings of excellent initial recognition memory for environmentally relevant odors and slow forgetting. The results also uncovered, for the first time, a strong association between recognition memory and identifiability, rated familiarity, and the ability to use an odor label consistently at inspection and subsequent testing. Encodability seems to enhance rather than to permit recognizability. Even items identified incorrectly or inconsistently were recognized at levels above chance.     

On the measurement of storage and retrieval contributions to memory development

We report two free recall experiments and a cued recall experiment in which a new two-stage model was used to obtain numerical measurements of age changes in various aspects of storage and retrieval. The subjects in all three experiments were 7-year-olds (second graders) and 11-year-olds (sixth graders). The major findings in the free recall experiment were that getting a trace into storage posed less of a problem for elementary schoolers than learning how to get it out on test trials, that retrieval development is more rapid during the elementary school years than storage development, and that the superiority of older children's storage and retrieval abilities tends to become more pronounced as learning progresses. A similar pattern of results was obtained under different conditions in the cued recall experiment.     

Causal attribution and dispositional inference: Evidence of inconsistent judgments

Two experiments examined whether individuals who ascribe the disparity in the performances of two actors to situational constraints adequately adjust their dispositional inferences to reflect their own perceptions of causality. Using the quiz-game format of L. D. Ross, T. M. Amabile, and J. L. Steinmetz (1977, Journal of Personality and Social Psychology, 35, 485–494), the effects of the subjects' awareness of the role-determined, self-presentation advantage of the questioner on their dispositional inferences concerning the quiz-game participants are noted. It is hypothesized that subjects who indicated full awareness of the determining force of the situation would nevertheless draw more favorable dispositional inferences about the questioner than about the contestant. The prediction is confirmed. Although the situationally aware subjects rate the questioner and contestant more similarly than do the other subjects, they still rate the questioner higher in knowledge, memory, and education. The results of Experiment 2 indicate that increasing the salience of the subjects' assessment of the situational advantage of the questioner does not eliminate the disparity. It is proposed that the fudamental attribution error represents more a failure to adjust trait inferences for causal attributions than a misperception of causality. Implications concerning the relationship between knowledge of causality and social judgment and the utility of the distinction between “perceived causality” and “higher order causal inferences” are discussed.     

Poisson models for assessing rater agreement in discrete response studies

In this paper we discuss a method for assessing agreement among raters who are scoring the number of times, a specified event occurs. In such cases, it seems reasonable to define agreement in terms of raters' behaviours in correctly identifying responses which have in fact occurred, and in their falsely counting responses which have not. We exploit the discrete nature of the response variable, and examine a class of models for mean response assuming an underlying Poisson distribution. Test statistics are given for deciding on the applicability of the models, and whether there is agreement with respect to correctly detecting responses, as well as with falsely scoring responses.     

The Ramsay Family in Virginia Woolf''s To the Lighthouse: A Study of Arrest at Stage Three of Family Development as Delineated in Solomon''s "A Developmental, Conceptual Premise for Family Therapy"

The five stages of family development and their phase-specific tasks as delineated by Michael A. Solomon in an article that appeared in this journal (1973) are given dramatic representation by Virginia Woolf in her novel To the Lighthouse (1927). The novel begins with the Ramsay family system arrested at the third stage of development; and it is only after the death of Mrs. Ramsay that the remaining family members begin to attend to the phase-specific tasks of stages four and five, and family development commences.     

Resource theory and power in families: life cycle considerations

We begin our discussion by outlining the usefulness of "resource theory" as a theoretical framework for the study of family power. This framework is then used to analyze changes in the balance of power between elderly parents and their middle-age children. With respect to intergenerational power relationships, we argue that the autonomy of elderly parents has increased, but their power and influence over adult children has decreased. This trend is likely to continue in coming decades. Resource theory is then utilized to analyze changes in marital power relationships as couples age. Most studies of power relationships between elderly spouses have an important limitation--they tend to reflect yesterday's definitions of male and female roles. Recent changes in these roles may significantly alter the social meanings of aging for both men and women in coming years.     

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.