Factors affecting entrapment in escalating conflicts: The importance of timing

Entrapping conflicts are those in which individuals continue to invest their resources—even in seemingly losing propositions-in large part to justify previous unfilled expenditures. It has been demonstrated that individuals define their motivation for investing very differently at the various stages of an entrapping conflict. One implication of this motivational dynamic is that various factors may differentially affect degree of entrapment (i.e., amount invested), depending upon the point in time at which they are introduced. The present studies were designed to test this notion. All subjects were given an initial monetary stake and had the opportunity to win more by taking part in an entrapping investment situation. In Experiment 1, half the subjects were provided with a payoff chart that made salient the costs associated with investing (Highcost salience condition) whereas half were not (Low-cost salience condition). Moreover, for half of the subjects the payoff chart was introduced before they were asked to invest (Early condition) whereas for the other half it was introduced after they had invested a considerable portion of their resources (Late condition). Entrapment was lower in the High salience-Early than in the Low salience-Early condition. However, there was no difference between groups in the Late condition. In Experiment 2, the perceived presence of an audience interacted with personality variables related to face-saving to effect entrapment. When the audience was described as “experts in decision making,” subjects high in public self-consciousness (or social anxiety) became less entrapped than those low on these dimensions. When the audience consisted of individuals who “wished simply to observe the experimental procedure,” however, high public self-consciousness (or social anxiety) individuals were significantly more entrapped than lows. Moreover, these interaction effects occurred when the audience was introduced late, but not early, into the entrapment situation. Taken together, these (and other) findings suggest that economic factors are more influential determinants of behavior in the earlier stages of an entrapping conflict, whereas face-saving variables are more potent in the later phases. Alternative explanations are discussed.     

The Impact of Time Proximity and Level of Generality on Attitude-Behavior Consistency1

This study examines the effects of (1) generality equivalence between attitudinal and behavioral entities and (2) the order and proximity of the attitude and behavior questions on the observed relationship between attitudes and behavior. The behaviors examined are sentence recommendations for six hypothetical defendants. The sample is composed of 185 line probation officers from New York State. The variables chosen conform to Martin Fishbein's model of behavioral intentions. As predicted, the observed relationship is affected by both level of specificity and proximity of the questions. Order of the questions has little effect.     

Dual effects of response blocking following avoidance learning

It was shown that either enhanced or decreased avoidance responding by rats could be produced by the same response blocking procedure occurring after avoidance training. The particular result produced depended on (1) the duration of the blocking trial and (2) when during the retention interval the blocking trial occurred. Results were interpreted in terms of a memory reactivation explanation and implications for the therapeutic uses of extinction were discussed.     

A comparison of responding maintained under second-order schedules of intramuscular cocaine injection or food presentation in squirrel monkeys.

Key pressing by squirrel monkeys was maintained under second-order schedules of either intramuscular cocaine injection or food presentation. Under one schedule, each completion of a 10-response fixed-ratio unit produced a brief visual stimulus; the first fixed-ratio unit completed after 30 minutes elapsed produced the stimulus paired with either cocaine injection or food presentation. Generally, short pauses followed by high rates of responding were maintained within the fixed-ratio units, and responding was positively accelerated over the 30-minute interval. Under another schedule, each completion of a 3-minute fixed-interval unit produced the brief stimulus; completion of the 10th fixed-interval unit produced the stimulus paired with either cocaine injection or food presentation. Generally, short pauses followed by high rates of responding were maintained within the fixed-ratio units, and responding was positively accelerated over the 30-minute interval. Under another schedule, each completion of a 3-minute fixed-interval unit produced the brief stimulus; completion of the 10th fixed-interval unit produced the stimulus paired with either cocaine injection or food presentation. Rates of responding increased within the fixed-interval units, and to a greater extent over the entire 10 fixed-interval units. Patterns of responding depended more on the schedule of reinforcement than on whether cocaine or food maintained responding. Omitting the brief stimuli following all but the last fixed-ratio or fixed-interval units decreased average rates and altered the patterns of responding. Substituting a visual stimulus that was never paired with cocaine or food following all but the last fixed-ratio or fixed-interval units decreased response rates to a lesser extent and did not substantially alter patterns of responding. When the duration of the paired stimulus was varied from .3 to 30.0 seconds, the highest response rates occurred at intermediate durations (1.0 to 10.0 seconds). The manner in which the stimulus changes affected performances depended more on the schedule of reinforcement than on whether cocaine injection or food presentation maintained responding.     

Training Counselors for Special Education

Through a one-year internship, counselors develop attitudes and competencies needed to promote the career development of handicapped high school students. This new specialty in the counseling field, although it incorporates elements of rehabilitation, school, and vocational counseling, occurs within the framework of special education classes in regular high schools, and therefore is markedly different from any existing specialty. The role model developed in this project, now in its fifth year, stresses outreach, planning, and an active part for the counselor. This approach has been found effective both with handicapped and with learning disabled students in several urban schools.     

Adaptation to delayed auditory feedback

Delayed auditory feedback disrupts the production of speech, causing an increase in speech duration as well as many articulatory errors. To determine whether prolonged exposure to delayed auditory feedback IDAFI leads to adaptive compensations in speech production, 10 subjects were exposed in separate experimental sessions to both incremental and constantdelay exposure conditions. Significant adaptation occurred for syntactically structured stimuli in the form of increased speaking rates. After DAF was removed, aftereffects were apparent for all stimulus types in terms of increased speech rates. A carry-over effect from the first to the second experimental session was evident as long as 29 days after the first session. The use of strategies to overcome DAF and the differences between adaptation to DAF and adaptation to visual rearrangement are discussed.     

The effect of knowledge of reversibility on the reversibility of ambiguous figures

The role of knowledge of the reversibility of reversible figures was tested in four experiments. Two ambiguous figures, the vase-face figure and a depth-reversing pyramid-hallway figure were shown to high school students. In the Uninformed condition, subjects were not told that the figures were reversible. A sampling procedure was used in which subjects reported what they perceived at 5-sec intervals. Viewing durations of up to 3 min were used, and approximately half of all subjects did not reverse at all during the uninformed condition, whereas virtually all subjects reversed quickly and frequently once they knew that the figures were reversible. These results are not consistent with neural fatigue models of perceptual reversal.