Priming,analogy, and awareness in complex reasoning

The mechanisms by which a concept used in solving one complex task can influence performance on another complex task were investigated. We tested the hypothesis that even when subjects do not spontaneously make an analogy between two domains, knowledge of one domain can still spontaneously influence reasoning about the other domain via the mechanism of priming. Four groups of subjects (two experimental and two control) were given a simulated biochemistry problem on Day 1 and a simulated molecular genetics problem on Day 2. For the two experimental groups, the solution to the biochemistry problem involved inhibition. For the two control groups, the solution did not involve inhibition. On Day 2, all subjects received the same version of the molecular genetics problem in which the solution involved the concept of inhibition. Subjects in the experimental conditions were more likely to attain the correct answer, to propose inhibition, and to propose inhibition early in the problemsolving session than were subjects in the control conditions. However, subjects in the experimental conditions made no reference to the biochemistry problem either in their verbal protocols or in a posttask questionnaire. The results are interpreted as demonstrating that an implicit process—priming— can make old knowledge available for current problem solving.     

Impulsiveness and risk-taking behavior: comparison of high-school and college students using the Barratt Impulsiveness Scale

The present study was undertaken in an attempt to determine the relationship of impulsiveness to risk-taking behaviors such as aggression, drug use, drunk driving and not wearing seatbelts among highschool and college students. The results of the study clearly demonstrate that high impulsives are involved in risk-taking behavior at a higher rate than low impulsive subjects. These findings suggest that high impulsive adolescents and young adults are at considerable risk of personal injury and present a potential source of injury to others. It is suggested that self-report questionnaires of impulsiveness might prove useful in the early identification of these high risk individuals. Once identified these individuals could be targeted for intensive educational interventions specifically designed to deal with their inability to delay gratification and general lack of impulse control.     

Sociocultural expectations of attractiveness for males

Sociocultural expectations of attractiveness for women have been studied extensively, but little research has focused on this topic with males. Using the two most popular men's fashion magazines (GQand Esquire), this study examined article and advertisement content as well as male models' body sizes to determine the extent to which men have received messages from the media on how to behave (e.g., diet, exercise) and look over a 32 year period (i.e., 1960–1992). Linear trend analyses revealed that the number of messages concerning physical fitness and health have increased as has the general popularity of health and fitness activities. Messages concerning weight and beauty, however, have declined since the late 1970s. In spite of these changes, measures of male models' body sizes have not changed significantly since the 1960s. These findings are discussed in the context of the sociocultural approach to eating disorders and recommendations for future research are provided.     

Language transfer and blocking in second language vocabulary learning

The influence of different vocabulary instructional techniques upon the acquisition of different language words was examined in two experiments. In Experiment 1, comparisons were made between the learning of Chinese and French words employing both paired-associate presentations and spacing procedures. The results supported the view that language transfer affects the acquisition of second language words, with more French words being learned than Chinese words. The superiority of the spacing procedure over the paired-associate presentation found in these results suggested that the spacing method diminished the adverse effects of blocking and thus enhanced learning. However, no significant interaction between the teaching procedures and different language words was detected. That is, under the spacing procedure, greater improvement in learning of Chinese words was not found. The experiment was thus modified by substituting the spacing procedure with aural feedback in Experiment 2. In this experiment, a significant interaction between these two factors was detected. That is, the recall for French was more than Chinese in the paired-associate condition, however, under the aural feedback, performance in Chinese was statistically equivalent to that in French. Hence, these findings may contradict the prediction of language transfer. It appears that the phenomenon of language transfer may be far less important in vocabulary learning than the use of a method of instruction which neutralises the negative effects of blocking.     

Reichenbach, induction, and discovery

Conclusion I have applied a fairly general, learning theoretic perspective to some questions raised by Reichenbach's positions on induction and discovery. This is appropriate in an examination of the significance of Reichenbach's work, since the learning-theoretic perspective is to some degree part of Reichenbach's reliabilist legacy. I have argued that Reichenbach's positivism and his infatuation with probabilities are both irrelevant to his views on induction, which are principally grounded in the notion of limiting reliability. I have suggested that limiting reliability is still a formidable basis for the formulation of methodological norms, particularly when reliability cannot possibly be had in the short run, so that refined judgments about evidential support must depend upon measure-theoretic choices having nothing to do in the short run with the truth of the hypothesis under investigation. To illustrate the generality of Reichenbach's program, I showed how it can be applied to methods that aim to solve arbitrary assessment and discovery problems in various senses. In this generalized Reichenbachian setting, we can characterize the intrinsic complexity of reliable inductive inference in terms of topological complexity. Finally, I let Reichenbach's theory of induction have the last say about hypothetico-deductive method.     

"Getting Along" and "Getting Ahead" as Motives for Self-Presentation: Their Impact on Advertising Effectiveness

This research takes a multidimensional approach to the study of self-presentation by employing scales which measure protective and acquisitive motives for self-presentation termed getting-along and getting-ahead respectively (Lennox & Wolfe, 1984). The getting-along and getting-ahead motives for self-presentation are found to be positively related to the effectiveness of different types of image ads, supporting the hypothesis that consistency between the appeal type and the underlying motivation for self-presentation is positively associated with ad effectiveness.     

THE DIFFERENTIAL EFFECTS OF TEACHER AND PEER ATTENTION ON THE DISRUPTIVE CLASSROOM BEHAVIOR OF THREE CHILDREN WITH A DIAGNOSIS OF ATTENTION DEFICIT HYPERACTIVITY DISORDER

We conducted functional analyses of classroom disruption during contingent teacher and peer attention conditions for 3 children with attention deficit hyperactivity disorder. Attention provided by peer confederates appeared to function as a distinct form of positive reinforcement for all 3 children.     

Fitting a square peg in a square hole: Using metaphor in narrative therapy

This paper examines the assumptions of the narrative mode of therapy and the assumptions of therapeutic metaphors. The premise is that the use of metaphor fits the assumptions of narrative therapy and can enhance and expand narrative therapy. This paper examines the structure and types of metaphor, explores their fit within the narrative model, and gives three case examples which illustrate the use of metaphor in narrative therapy.Kevin Lyness, MS, is a doctoral candidate, MFT Program, 1269 Fowler House, Purdue University, West Lafayette, IN 47907-1268, and a doctoral candidate in the MFT Program, Purdue University. Volker Thomas, PhD, is assistant professor, Marriage and Family Therapy Program, 1269 Fowler House, Purdue University, West Lafayette, IN 47907-1269. Reprint requests should be sent to the first author.