Empathy, Expectations, and Situational Preferences: Personality Influences on the Decision to Participate in Volunteer Helping Behaviors

Although considerable evidence indicates that dispositional empathy is associated with the degree of help that observers will offer needy targets, little is known about the effect of empathy on one's initial willingness to enter situations in which such needy targets might be found. Three studies were conducted to evaluate two related propositions: (1) that dispositional empathy influences such situational preferences, and (2) that this influence is mediated by the expectancies one holds regarding the emotions likely to occur in those situations. Using hypothetical judgments, Study 1 found support for both propositions. Study 2, in which participants believed that their responses actually committed them to encountering needy targets, provided further support for the model, as did Study 3, which examined the experiences of actual community volunteers. The theoretical and practical implications of these findings are discussed.     

TRAINING AND GENERALIZATION OF SEXUAL ABUSE PREVENTION SKILLS FOR WOMEN WITH MENTAL RETARDATION

Previous research has shown that behavioral skills training to teach sexual abuse prevention skills to women with mental retardation results in skill acquisition but poor generalization. In this investigation we evaluated procedures for enhancing generalization following training. Five women with mental retardation received 10 behavioral skills training sessions followed by in situ training when the skills did not fully generalize. Behavioral skills training resulted in skill acquisition and in situ training produced generalized responding during naturalistic assessments.     

Measurement of the texture-coherence limit for bandpass arrays

Casual observation suggests that when the elements of a visual array are packed at a sufficiently high density they cohere to generate the percept of a texture. This 'texture-coherence limit' has been quantified by using arrays composed of Gabor functions, sixth Gaussian derivatives, or differences of Gaussians. In all cases the texture-coherence limit was a power-law function of the size of the elements as quantified by their space constants with an exponent averaging 0.7. Furthermore, the texture-coherence limit was independent of both element spatial frequency and contrast over a considerable range. A quantitative fit to the data is provided by a model in which the texture-coherence limit is determined by activation of complex cells, which pool a spatial range of subunit inputs, throughout the stimulus region. Possible extensions to two dimensions are considered.     

Effects of High-Probability Request Sequences on Preschoolers' Compliance and Disruptive Behavior

A high-probability request sequence was implemented with three preschool children with developmental delays within their classroom during typical activities. A multiple baseline design across subjects was used to evaluate the effects of the high-probability request sequence on compliant responding to low-probability requests and the occurrence of disruptive behavior. Results of the study indicate that the use of the high-probability request sequence was effective in increasing compliant responding to low-probability requests delivered by two different trainers for all children. No increases in disruptive behavior were noted as a result of using the high-probability request sequence. When the high-probability request sequence was withdrawn, compliant responding to low-probability requests was maintained for all children across time and in different settings.     

REEMERGENCE AND EXTINCTION OF SELF-INJURIOUS ESCAPE BEHAVIOR DURING STIMULUS (INSTRUCTIONAL) FADING

Based on results of a functional analysis indicating that the self-injurious behavior (SIB) of 3 individuals was maintained by negative reinforcement (escape from instructional situations), the effects of stimulus (instructional) fading were evaluated in a multiple baseline design across subjects. The rate of instructions was reduced to zero at the beginning of treatment and was gradually increased (faded in) across sessions as long as SIB remained low. However, if SIB remained high for 10 consecutive sessions, extinction was implemented until SIB decreased, at which point extinction was withdrawn and fading was resumed. Treatment was completed when the rate of instructions was the same as in baseline (two per minute), and SIB remained below 0.5 responses per minute for two consecutive sessions. Results showed that instructional fading (without extinction) virtually eliminated SIB initially, but these effects were not maintained. All 3 subjects required multiple exposures to extinction and over 150 treatment sessions in order to meet the end-of-treatment criteria. Advantages and limitations of fading procedures without an extinction component, as well as extensions of both interventions to other clinical problems, are discussed.     

Individual differences in the effects of spontaneous mimicry on emotional contagion

Two experiments explored the role of mimicry and self-perception processes in emotional contagion. In Study 1, 46 subjects watched two brief film clips depicting an episode of startled fear. In a separate procedure, subjects adopted facial expressions of emotion, and reported whether the expressions had caused them to feel corresponding emotions. Those who reported feeling the emotions were identified as more responsive to self-produced cues for feeling. Subjects who visibly moved to mimic the behavior of the actor were significantly more likely to be those who were more responsive to self-produced cues. In Study 2, 57 subjects watched three film clips depicting happy people. During clips when they inhibited the movements of their faces, subjects reported less happiness than during clips when they moved naturally and were able to mimic, or when they exaggerated their movements. This effect occurred only among subjects who, in a separate procedure, had been identified as more responsive to self-produced cues.The authors would like to thank Paul Ekman, Jerry Ginzburg, and an anonymous reviewer for very helpful suggestions for ways to improve the paper.     

Is guidance an applied science?: The role of theory in the careers guidance interview

Some of the findings of a study investigating careers officers' use of theoretical models in the careers guidance interview are discussed. Data were collected through visits to institutions offering Diploma in Careers Guidance courses, a large-scale questionnaire survey of careers officers, and semi-structured interviews and group discussions. There was evidence that in initial training, theory is used to support, rather than determine, the development of skills. Results also suggested that practising careers officers are familiar with a fairly wide range of theories, although in their interviewing they tend to apply broad principles of theory, rather than specific elements. Careers officers who trained some time ago were less familiar with theories than were those who trained more recently, and there was no support for the hypothesis that long service leads to a greater recognition of the relevance of theories generally. Familiarity with guidance and counselling theories appears to be more influential than knowledge of career theories on the way careers officers think about interviewing. Overall, the findings cast doubt on the view that careers guidance is an applied science.