The Behavioral Context of Strategic Choice in Negotiation: A Test of the Dual Concern Model1

The dual concern model of negotiation predicts behavioral approaches from an analysis of negotiators' motives. Previous studies of the model have shown support, but only under conditions where negotiators' motivationally prescribed behavior was the same. The present study was designed to examine the impact of several different behavioral contexts. Undergraduate students read conflict scenarios in which their concern for self and other, and the behavior of the other party were manipulated. Support for the dual concern model was found when the opponent's behavior was identical to the negotiator's own motivation-ally prescribed behavior. Across most conditions, a behavioral matching hypothesis provided a better explanation. However, interactions between motivational orientation and behavioral context suggest that negotiators' behavior may be best predicted through a combination of motivational and matching models.     

Reading disability and the differential ability scales

This study contrasted the performance on the Differential Abilities Scales (DAS) of a carefully selected sample of reading-disabled children with a matched control group of children from the standardization sample. It was hypothesized that patterns on the DAS might be similar to those found on the Wechsler Intelligence Scale for Children-Revised and on the British Abilities Scales (BAS). The results suggest that reading-disabled children as a group do demonstrate a characteristic profile on the DAS. They score relatively poorly on the achievement tests and on two of the three diagnostic tests, Recall of Digits and Recall of Objects. The one exception to complete profile similarity between the DAS and the BAS was Speed of Information Processing. In the present study, low scores on Speed of Information Processing did not characterize the reading-disabled children as a whole but did characterize a subgroup of reading-disabled children. Clusters of reading-disabled children were generated from the data, and specific profiles of subgroups of children are presented.     

Kernel smoothing approaches to nonparametric item characteristic curve estimation

The option characteristic curve, the relation between ability and probability of choosing a particular option for a test item, can be estimated by nonparametric smoothing techniques. What is smoothed is the relation between some function of estimated examinee ability rankings and the binary variable indicating whether or not the option was chosen. This paper explores the use of kernel smoothing, which is particularly well suited to this application. Examples show that, with some help from the fast Fourier transform, estimates can be computed about 500 times as rapidly as when using commonly used parametric approaches such as maximum marginal likelihood estimation using the three-parameter logistic distribution. Simulations suggest that there is no loss of efficiency even when the population curves are three-parameter logistic. The approach lends itself to several interesting extensions.The author wishes to acknowledge the support of the National Sciences and Engineering Research Council of Canada through grant A320 and the support of Educational Testing Service during his leave there.     

Preparation of school psychologists for school-based consultation: A training activity and a service to community schools

Presents a set of training experiences to develop school-based consultation skills in preservice school psychologists and discusses problems in implementing this model of service. Based on their experience in training school psychologists at the University of California, Berkeley, the authors report on preparing students to deal with teacher and principal expectations. Also discussed are methods for mobilizing teachers to plan more precisely to meet the needs of individual pupils in the classroom. A distinction is made in the paper between school-based and community-based mental health consultation.     

Semantic components in children's errors with pronouns

In the presence of the experimenter and two dolls, children were asked to respond to sentences containing pronous which required distinctions to be made on the basis of person, number, and gender, such as “Point tomy (your, his, her, our, their) feet.” Errors tended to maintain distinctions; for example,we was treated as if it meantI (maintaining first person) orthey (maintaining plural) more often than could be accounted for by a response-bias model. Furthermore, there were consistent individual differences in the kinds of distinctions that were difficult; some subjects has more trouble with number, others with person. These findings support the notion that errors made during acquisition result from dropping only part of the correct meaning, and they suggest that individuals may differ in the relative strengths of different components.     

On-line,real-time recording of eye orientation using the corneal reflection method

The orientation of a subject’s eyes can be automatically sampled in real time at 60 Hz using Mackworth’s corneal reflection method, a closed circuit TV system with a brightness-amplitude trigger, and a minicomputer. The organization of the electronic interface and software (for recording and behavioral control) is described, along with the characteristics of the recording system and potential sources of artifact. Sample calibration and experimental data are presented.     

Deviant behaviors in rural elementary schoolchildren

A sample of 1567 third- and fourth-grade children in rural Illinois were rated on the Behavior Problem Checklist. The mean frequency of conduct problems, inadequacy-immaturity, personality problems, and socialized delinquency were analyzed by grade, sex, and age. Fourth graders and older children tended to have more problems than did third graders and younger children. Boys had more problems than did girls except on the personality-problem dimension.     

Phonemic stage not necessary for reading

Subjects can classify, as not making sense, phrases which sound as though they make sense, e.g. “tie the not”, as quickly as other phrases which do not even sound right, although they make more errors on the former. When asked whether or not phrases sound sensible regardless of how the phrases look, they are faster and make fewer errors on the phrases that look sensible as well as sound sensible. It is concluded that meaning can be efficiently derived from a visual analysis of text without the use of an intermediate phonemic code, or “inner speech”, although such a code may be used some of the time.