Effects of visual familiarity on “same” and “different” decision processes

An experiment was conducted in which subjects matched upper and lower case versions of well-known abbreviations, such as BBC and etc, and meaningless controls. “Same” RT showed a familiarity effect for upper case versions of abbreviations such as BBC and GPO, but not for the lower case versions bbc and gpo. The converse did not occur for abbreviations such as etc, which were thought to occur most frequently in lower case. The “different” RT was inhibited by familiarity, with pairs such as IBM GPO being classified less rapidly than their lower case versions or controls. These effects occurred for subjects instructed to report “No” for “same” displays and “Yes” for “different” displays as well as for subjects given a conventional decision-report assignment. Some implications of these results for an account of the manner in which familiarity affects graphemic comparison processes are considered.     

Childrens' perceptions of parental expressiveness

While the literature suggests that males are less emotionally expressive than females, the issue has been informed by little systematic research. This article investigates the differences between sons' and daughters' perceptions of their mothers' and fathers' expressiveness of several emotions, both verbally and nonverbally. Using a sample of 1,245 students the dependent variable, perceived expressiveness of parents, was determined from responses to a 16-item Likert-type Perceived Parental Expressiveness Scale (PPES). It was hypothesized that fathers would be perceived to be less expressive than mothers. T tests were used to determine whether the mean differences are significant. The data indicate that fathers are perceived as less expressive of all emotions except physical anger. The ramifications of these findings for sex-role learning are discussed.The research reported in this paper is part of National Institute of Mental Health Grant No. 22156-01, The Inexpressive Male (Jack Balswick, Principal Investigator), University of Georgia. The authors wish to thank Dr. Charles W. Peek for his assistance in the revision of this article.     

Teacher reactions to school-based consultation services: A multivariate analysis

The impact of consultation services on teachers' preferences for consultation versus referral approaches and upon teachers' perceptions of severity for common acting out, withdrawal, and academic types of student problems were investigated. The subjects were 96 teachers whose public and parochial schools were matched and randomly assigned to treatment and control groups. Following a 14-week period during which advanced school psychology graduate students served as consultants in the treatment schools, the Pupil Problem Behavior Inventory (PPBI) was administered to all teachers. The results of a repeated measures MANOVA analysis indicated that the teachers in the treatment group rated the acting out and academic problems on the PPBI as significantly less severe than did teachers in the control group. The subjects in both the treatment and control groups indicated a significant preference for consultation rather than referral services for all types of student problems presented in the PPBI. There was a moderate, positive correlation between perceived problem severity and teacher preference for referral rather than consultation services. The study's results were interpreted as supportive of the consultation model.     

Teaching awareness of strategic behavior in combination with strategy training: Effects on children's memory performance

The present study examined the effectiveness of two components (rehearsal training and strategy awareness) of an instructional package designed to train the developmentally young in the use of mature information processing techniques. Two groups of children of equivalent developmental age (MA = 8), one mildly retarded and the other of average intelligence, participated. Rehearsal training was effective in improving recall scores on the training task; however, neither rehearsal training, memory awareness, nor their combination significantly altered memory performance on the generalization tasks. There was evidence, however, that the combination of rehearsal training and strategy awareness did increase the likelihood of strategy transfer on the generalization task (recognition) which most closely resembled the training task. Post-task questioning revealed that instructions concerning memory awareness did improve subjects ability to verbalize appropriate strategic behavior; however, these improvements were not consistently translated into either actual use of a rehearsal strategy or improved performance. Discussion centered on the implications of these results and on the need for increased research on the metamnemonic skills involved in strategy generalization.     

The use of the psychological stress evaluator with stutterers

A lie detection instrument, the Psychological Stress Evaluator, has been reported by the manufacturer as being capable of quantifying changes in the degree of “stress” as reflected by a subject's voice. Speech pathologists might consider the use of the instrument in clinical and research activities concerning the stutterer's emotional (stress) reaction to stuttering.To test the validity of the instrument, four stutterers and four normal speakers were recorded while making consecutive telephone calls. Randomized recordings were analyzed by a company trained technical to determine the degree of stress for each speech sample.Results indicated that both groups had a significant reduction of stress from the first to the fourth telephone call. However, the groups did not differ in the degree of stress during the ordered series of calls. Due to the inability of the Psychological Stress Evaluator to differentiate between the groups, the validity of the instruments is questioned.     

Appearances can be deceiving

Conclusion I began by claiming that I simply wanted to undermine the plausibility of the appeal to appearances in matters of perceptual belief. Most of the arguments I have offered, however, have been more strongly stated, viz., I have apparently tried to eliminate them rather than simply render them less credible. But the notion of appearances is deeply entrenched, so much so that simply undermining their credibility may require overstating the case somewhat. The central theme of the above arguments is that appealing to appearances misleads us. The appeal misleads us into giving the wrong sorts of explanation, both with respect to the psychology of perceptual belief formation and the justification of perceptual beliefs. In short, appearances can be deceiving. And they probably are.A distant (if now unrecognizable) ancestor of this paper was first read at the 12th Annual Louisiana Philosophy Convention in October, 1988. Steve Fuller also offered comments on an intermediate version. I am especially grateful to Norton Nelkin who has read and commented on several versions. He should not be held complicit, however.