Effects of positive and negative feedback on behavior control in hyperactive and normal boys

The hypothesis that hyperactive boys have relatively less response to negative feedback than to positive feedback was studied. Sixteen hyperactive boys and 16 controls were compared on two tasks under different feedback conditions. Feedback conditions were no feedback, positive feedback, and negative feedback. Tasks were symbol encoding and correcting spelling words. Hyperactives and controls were compared in amount of time on-task and amount of work correctly completed. Hyperactives were on-task significantly more under conditions of negative feedback than under positive feedback, but negative feedback significantly increased errors on the spelling correction task. Controls were equally responsive to positive, negative, or no feedback. Hyperactives accomplished significantly less than controls on the coding task, but performed as well as controls on the spelling correction task, which was administered to each boy at his own level of spelling ability. The results imply that while consistent negative feedback can reduce off-task behavior for hyperactives, it can also decrease the accuracy of the work they are doing.This research was supported in part by U.S. Public Health Service Training Grant (in Biological Science) No. MH07081. This article is based on a dissertation presented to the Graduate School of Arts and Sciences of Washington University in partial fulfillment of the requirements for the Ph. D. degree. The assistance of Dr. John A. Stern in helping with the preparation of the dissertation is gratefully acknowledged. The generous assistance of Dr. Cynthia Janes in helping prepare this paper is appreciated. The dissertation is available from University Micro-films (Order No. 74-13, 799). The assistance of Ms. B. Talent and Ms. S. Weiner in making reliability checks is gratefully acknowledged.     

The development of rulebound strategies for manipulating seriated cups: A parallel between action and grammar

Systematic observation of American children from 11 to 36 months of age playing with seriated nesting cups established the existence of a developmental sequence of rulebound or consistent strategies for combining the cups. The three action strategies seem formally homologous to certain grammatical constructions, and the manipulative strategies are acquired in the same developmental order as the corresponding grammatical structures. These strategies might therefore constitute a manifestation of some underlying structural capacities critical for language acquisition. The development of seriation described by Piaget for children from 4 to 8 years of age working with other materials was replicated in this much younger age range using nesting cups. These stages in the growth of a concept of ordinal quantity turn out to be empirically and theoretically related to the rulebound strategies upon which the study focused.     

Success estimations and performance in children as influenced by age,gender, and task

This study examined the effects of a manipulated sex association cue on the estimation of success as well as actual performance on a novel motor task. Boys and girls in the third and seventh grade (N=80) were randomly assigned by gender and grade to either a football-related or a dance-related group. The task was a simple reaction time test that was presented with instructions to indicate a sex association. Findings indicated that performance expectancies obtained prior to engaging in a novel motor task can be affected by the way a task is presented.     

Cognitive and marital factors in depression

The current investigation examines three groups of wives: (1) a group of nondepressed, nondiscordant community wives; (2) a group of nondepressed, discordant clinic wives; and (3) a group of depressed, discordant clinic wives. Groups were formed on the basis of structured interview responses and responses to a self-report inventory of depressive symptomatology. To be classified as depressed, wives were required to meet DSM III criteria for depression according to interview data and to exceed a Beck Depression Inventory score of 14. Both clinic groups showed equal levels of marital discord. Both nondepressed groups showed equally few cognitive errors. Accordingly, comparisons of these three groups allow us to test current interpersonal and cognitive theories of depression. The level of closeness in the marriage differentiated the depressed, discordant from the nondepressed, discordant wives despite their equal levels of overall marital discord. The level of depressive symptomatology was greater for the nondepressed clinic wives than it was for the community wives despite their equal levels of cognitive errors. Both closeness in the marriage and cognitive errors accounted for the unique variance in level of depression. Implications for current interpersonal and cognitive accounts of depression are discussed.Support for this research came in part from NIMH Grant 38390-02. Portions of this paper were presented at the 25th Annual Convention of the American Association for the Advancement of Behavior Therapy.     

Generating probable consequences

A study was conducted to examine some of the factors that influence peoples' generation of likely consequences associated with a major hypothetical life event, involving the loss of the function of one of one's own limbs. The design included four limbs involving two inclusion relations, thumb-hand and foot-leg, and two viewpoints involving consequences for one-self or for others. The results indicated that subjects generate more numerous consequences for primary than for secondary consequences, more for short-term consequences than for medium- or long-term ones, more for an inclusive limb than for an included limb (e.g., hand vs thumb), and more pertaining to one-self than to others. Individual differences in the generation of consequences were not associated with prior experience involving functional loss of the limbs tested or with general differences in academic performance. The results permit inference about some of the mental processes that accompany consequence generation.     

The effects of natural category size on memory for episodic encodings

Previous findings indicate that natural category size affects cued recall but not recognition performance. Words that define or belong to larger categories are not as likely to be recalled in the presence of an extralist cue. However, category size has no effect on recognition in the presence of the target as the cue. Theoretically, this difference could be due to inherent differences between these tasks, to the use of different types of test cues, or to differences in the nature of the required responses (naming compared with “yes/no”decisions). Three experiments indicated that none of these factors is a sole determinant. Natural category size effects were found in cued-recall and recognition tasks, with extralist and target cues and regardless of the required response. The critical factor is whether the testing conditions require or encourage subjects to search the category defined by the cue. With the initiation of such a search, information represented in semantic memory is likely to influence memory for episodic information.     

Contributions to the history of psychology: LX. Remarks about S. Howard Bartley, as a scholar, scientist, and human being

The scholarly record of S. Howard Bartley (1902-1988) evokes respect because it shows quality, diversity, and quantity. Bartley's publications are well known and have been frequently cited in the literature of psychology, physiology, and optometry. His contributions to encyclopedias, handbooks, and other summative records of knowledge are legion. Notwithstanding his acknowledged eminence, unusual factors in his early upbringing worked to limit ability to gain full recognition for his work. Acting as a person, Bartley exhibited major talent in artistic areas and created endless delights for friends and colleagues in work and social settings.