Assessment of role-play generalization across qualitatively different situations

Role-play generalization of newly acquired assertive behavior was assessed across different response situations in a clinical outpatient sample. Prior to assertive training, subjects completed two paper-and-pencil inventories and a series of role-play situations. Behavioral role-play scenes included four response forms: making requests, expressing affection, standing up for rights, and expressing displeasure. Subjects were randomly assigned to treatment or test-retest conditions and the treatment subjects received six 2-hr sessions of assertion training using modeling, behavior rehearsal, instruction, positive reinforcement, assignedin vivo homework, bibliotherapy, and daily recordings of assertive behavior. Posttreatment, subjects completed the paper-and-pencil measures, trained role-play scenes, and a set of dissimilar untrained scenes requiring different response forms (giving compliments, receiving compliments; refusing unreasonable requests and expressing justified anger). Videotapes were rated blindly and in random order at the conclusion of the study by trained judges. Treatment and test-retest subjects were equivalent prior to training. Posttreatment for the two groups differed in self-report, role-play behavior in trained situations, and role-play behavior in untrained dissimilar situations (allp<.001). MANOVA with repeated measures confirmed that trained and generalization role-play scenes were quantitatively, as well as qualitatively, different, confirmed that treatment and test-retest subjects exhibited different performance levels posttreatment on both trained and generalization scenes, and revealed four significant interactions (allp<.001). Implications of the interactions are discussed. Canonical correlation revealed that subjects displayed significant commonality in their behavioral profiles across different response forms. The findings indicate that complex training resulted in generalization from trained situations to untrained and dissimilar generalization scenes for the clinical outpatient sample.     

Sex bias and language

Recent research has suggested that in certain contexts male terms may fail to be gender neutral (Moulton, Robinson, & Elias, 1978). Stricker (1977) has proposed that even explicitly generic terms such as adult and person may not be gender neutral. The conclusions of the highly controversial and influential Broverman, Vogel, Broverman, Clarkson, and Rosenkrantz (1970) study were based directly on the assumption that adult is a gender-neutral term. The present study consisted of a modified replication of the Broverman et al. study followed by an addendum that asked subjects in the gender-neutral condition to indicate whether they had thought of a neutral, male, or female stimulus person. As predicted, subjects did not tend to think of a neutral stimulus person. The implications of this finding for sex-role stereotype research as well as for guidlines for nonsexist language are discussed.This article is based on a master's thesis completed at Southern Illinois University by the first author.     

What makes a task difficult?

Summary This study explores the relationship between different task requirements and children's task performance and ratings of task difficulty. Four hundred and sixty five children (9 to 13 years old) read texts and answered questions, involving well-defined or ill-defined goals and requiring different thought operations. It was found that rated difficulty and performance were highly related for questions involving a well-defined goal. A simple modus ponens inference was easiest, checking most difficult, and recall of the text ranked in the middle. A question, involving an ill-defined goal was rated to be most difficult, whereas performance was quite high. The results confirm the assumptions that judgment of difficulty relies on two sources of information: 1) perception of goal, and 2) perception of processing effort.     

Directed search through autobiographical memory

Two experiments were designed to study retrieval from a well-ordered set of overlearned information in long-term autobiographical memory. In Experiment 1, each of 161 university students was asked to recall the name of one teacher from each of the 12 preuniversity school years. Recall was cued in forward (Grades 1-12), backward (Grades 12-1), or random order. Backward-ordered search proved most efficient: Fewer students failed to complete the task :in that search order, and those who did complete the task were faster than the successful students in the other search orders. Experiment 2 was similar to Experiment 1, except that the 148 students tested were asked to “think aloud” as they attempted recall. From the resulting protocols, 25 categories of verbal reports were identified, including four that reflected retrieval strategies. Omission errors (failures to recall teachers’ names) and, with one exception, frequencies of verbal reports decreased as recency increased. Taken together, the results of both experiments show that the recall of one item can indirectly aid the recall of contiguous items and that the probability of recalling an item from autobiographical memory is primarily a function of recency.     

Dimensions of Problem Behavior in institutionalized retardates

A factor analysis of teacher ratings of 55 items of deviant behavior in a sample of 252 institutionalized retardates resulted in the emergence of three interpretable factors. Two factors clearly represented the broad-band dimensions of conduct disorder and anxiety-withdrawal, while the third reflected psychotic behavior. Only conduct disorder was related to age, sex, trace, or intellectual level.     

Attitudes towards single women

Empirical studies of attitudes towards, and the sociopsychological characteristics of single women have been neglected by social scientists. As a minority group, subject to normative judgements of their sex-role behavior, single women are vulnerable to prejudicial evaluations by married people of both sexes. The present study investigated aspects of the social environment which have positive or negative consequences for single women. A survey was conducted of N=48 male and female married subjects in an Australian city. Major findings were that (a) married people have little or no contact with single women; (b) males tend to be more negative in their evaluations of single women than females; and (c) most females can allow for the possibility of a major sex role other than that involving marriage.     

Metacontrast and brightness discrimination

An attempt was made to obtain U-shaped masking functions in two metacontrast experiments. Trained Ss judged whether a square test stimulus (TS) was bright or dim. The TS was presented alone or in conjunction with an adjacent pair of square masking stimuli (MS) whose energy equaled the bright TS. The stimulus onset asynchronies (SOA) rangedfrom 0 to 125 msec. The task minimized the role of apparent movement cues as a reliable basis for judgrnent. Similar studies have employed TS plus MS vs MS alone as the alternatives, allowing apparent movement to be a cue. Brightness accuracy was a U-shaped function of SOA. This finding is consistent with neural-net models (Weisstein, 1968). However, analysis of Ss’ response bias suggested an alternative explanation involving the MS as a comparison stimulus at short SOA. It was concluded that U-shaped masking functions are also consistent with theories based upon independent component processes, e.g., Schurman and Eriksen (1970) and Uttal (1970).     

A STUDY OF WORK ATTITUDES AND VOCATIONAL CHOICE OF TEENAGERS ENROLLED IN THE OFFICE OF ECONOMIC OPPORTUNITY'S NEIGHBORHOOD YOUTH CORPS

Forty-eight teenagers enrolled in the In and Out-of-School Neighboorhood Youth Corps were presented with a questionnaire concerning their jobs in the Neighborhood Youth Corp (NYC), how they felt about them, what their future vocational plans were and general background questions. The answers indicate that the NYC has been effective. The enrollees have positive attitudes toward work and vocational goals. Although the two groups have different frames of reference regarding work (one group attending school full time and the other working full time), their views on all the topics discussed showed no significant differences.