Legitimizing Paltry Contributions: On-the-spot vs. Mail-in Requests1

Two versions of the legitimization-of-paltry-contributions technique (Cialdini & Schroeder, 1976) were compared with respect to their effectiveness in generating compliance with requests for charitable donations. When immediate, on-the-spot donations were requested, the technique significantly increased compliance rates relative to control conditions; but when the respondents were asked to mail in their contributions, virtually none did. The results offered some support for an image-maintenance explanation of the technique and were viewed as indicating that the effectiveness of the technique is reliable, but primarily under conditions that impose a high degree of situational constraint upon respondents. Implications of the results for door-to-door fundraising and for future research were discussed.     

The Confidence-Accuracy Relationship: The Effects of Confidence Assessment and Choosing1

Male and female college undergraduates were exposed to a staged theft. For half of the subjects, confidence judgments were assessed both before and after viewing a photo lineup. For the other half, confidence judgments were assessed only after viewing the lineup. Subjects in both conditions viewed a target-present or target-absent lineup under negativey biased, unbiased, or positively biased instructions. Across all subjects, confidence and accuracy were significantly correlated (r= .30). There was a significantly stronger relationship between confidence and accuracy among choosers (r= 50) than among nonchoosers (r= .14). Choosing and confidence did not correlate significantly with each other. Identification accuracy was significantly poorer when witnesses had been asked before viewing the lineup to state their confidence that they would make an accurate identification than when confidence was measured only after an identification had been attempted. However, the before-after manipulation did not affect the magnitude of the confidence-accuracy relationship. The present results offer some support for the general proposition that choosing and the timing of confidence assessments should be viewed as moderating variables in the interpretation of the confidence-accuracy relationship. These data offer little support for predictions based upon self-perception theory and are in direct disagreement with the widely held assertion that witnesses are confident in whatever choice they make, regardless of its correctness.     

TEACHING JOB INDEPENDENCE AND FLEXIBILITY TO MENTALLY RETARDED STUDENTS THROUGH THE USE OF A SELF-CONTROL PACKAGE

We examined mentally retarded individuals' use of picture cues and self-monitoring to initiate a series of tasks of varying type and order. Four severely to moderately retarded high school students participating in a vocational training program were trained to use a picture-cue system. The system consisted of photographs of vocational tasks that were inserted in the assigned order in a photoalbum sheet; self-management was accomplished by marking off each photo after its corresponding task was completed. Students were assigned seven tasks from a pool of 13 each day. Results indicated that the students quickly learned to use the picture-cue system to change tasks throughout their workday without trainer prompts and that performance was maintained as trainer feedback and presence were decreased. At the end of the study, two students who were exposed to novel photographs were able to initiate independently after only minimal training, suggesting that the use of the picture-cue system had become a generalized skill.     

Formation of associations of colored and flavored food with induced sickness in five avian species

Domestic ducks, geese, pigeons, quail, and chickens were given colored, flavored, or colored and flavored food and then injected with lithium chloride. Each species showed learning of color and taste aversions. Flavor facilitated the formation of color aversions in ducks, geese, and pigeons but not in quail or chickens. Color interfered with the formation of flavor aversions in quail and chickens but not in the other three species. These findings indicate that all birds can probably associate both colored and flavored food with induced sickness and that colored food is more easily associated with induced sickness than is colored water. Moreover, these findings suggest that the capacity to associate colored and flavored food with induced sickness and the interaction between color and flavor in food vary between species. Birds, such as quail and chickens, that eat relatively tasteless food rely more on color than on flavor cues when forming learned food aversions. Birds that can select their food on the basis of taste, such as ducks and geese, rely more on flavor than on color when forming aversions to food. Birds, such as pigeons, that are initially raised on tasty food before switching to predominantly tasteless food show tendencies that are similar to those of ducks and geese.     

The Edinburgh Masker: A clinical analog study

This article will describe the effects of instructions and practice on the vocal intensities of normal speakers and stutterers while reading in the presence of masking moise generated by the Edinburgh Masker. Both the normal speakers and the stutterers reacted in similar ways: They increased vocal intensity with the introduction of the noise, reduced vocal intensity in the presence of the noise, given instructions and practice, but failed to reduce vocal intensity to pre-noise reference levels. While these results are hardly reflective of long-term change in clinical behavior, a recommendation is made for a reexamination of the role of the increased vocal intensity as at least one factor, of perhaps many, responsible for whatever the long-term clinical effectiveness of the Masker.     

Individual differences in sensation seeking and attentional ability

Evidence is provided that high scores on the Zuckerman Sensation Seeking Scale are associated in the normal population with good focused-attention performance and poor distributed-attention performance. Focused-attention performance is assessed as the ability to select relevant information while ignoring irrelevant information, and distributed-attention performance is assessed as the ability to carry out concurrently two independent complex tasks. It is hypothesized that the observed disposition of attentional performance reflects differential patterns of arousal in individuals with high and low Sensation Seeking scores.