Boys will be boys (and girls will be girls): The attribution of gender role stereotypes in a gaming situation

This study tested one hypothesis concerning the attribution of gender role stereotypes about competitive behavior and three hypotheses concerning differences in attribution of sex between male and female subjects. The study used a Prisoner's Dilemma Game setting to expose subjects to one of three conditions (competitive, cooperative, or tit-for-tat) to measure attribution of sex to an unknown confederate. A chi-square analysis revealed significant differences in the attribution of sex to the anonymous confederate between the competitive and the combined cooperative and tit-for-tat groups. In the competitive condition, subjects were more prone to think that the anonymous confederate was male than were subjects in the cooperative and tit-for-tat condition. This finding is consistent with the gender role stereotype that generally associates competitive behavior with masculinity and not with femininity. Post hoc chi-squares also revealed no difference between male and female subjects in the attribution of sex in any of the three conditions. Implications of these findings are discussed.     

Semantic control of eye movements in picture scanning during sentence-picture verification

The Weber fraction, (I + Δ)/I, was measured for pure tones which were I presented either homophasically or antiphasically. For both stimuli, the Weber fraction was measured as a function of changes in the level of the standard tone Iand in the phase angle of addition between a test tone and the standard tone. The value, ΔI, in the Weber fraction was defined as that difference between the level of the test-plus-standard and the level of the standard (I) which was required for the listener to discriminate a difference between the standard and the test-plus-standard. In the homophasic case, the Weber fraction remained constant for changes in the phase angle of addition, whereas in the antiphasic condition, the Weber fraction decreased for increasing values of the phase angle of addition. For both the homophasic and antiphasic conditions and at all values of the phase angle of addition, the Weber fraction remained a constant as the value of the standard was varied. These results are in agreement with those obtained in studies involving noise masking, lateralization, and the monaural Weber fraction.     

List length and the time course of recognition in immediate memory

The response signal method of Reed (1973) was used to study the time-course of list membership recognition after 2 sec of uncontrolled rehearsal, with lists of one, two, and four consonants. Fourteen specific hypotheses about the time course of this process were derived from various theories (Anderson, 1973; Anderson & Bower, 1973; Baddeley & Ecob, 1973; Corballis, Kirby, & Miller, 1972; Kirsner, 1972; Murdock, 1971; Sternberg, 1966, 1969; Theios, Smith, Haviland, Traupmann, & Moy, 1973; etc.) and additional assumptions about the effect of the response signal. When members of the to-be-learned lists are drawn from a small population of highly confusable items, as in the current experiment, list membership recognition appears to follow the model of Theios et al. (1973). Latency functions of signal lag appear to be particularly useful in differentiating among hypotheses which predict similar speed-accuracy tradeoff functions. The lag by positive-negative interaction for latencies of correct responses is highly significant for lists of one consonant, a result predicted by the hypothesis derived from the model of Theios et al. and incompatible with hypotheses derived from exhaustive search and single-threshold strength models.     

The adequacy condition as a definition of elementary interpretation

A definition of elementary interpretation, equivalent (up to isomorphisms) to the ones of [3] and [4], is given. The defining condition, used here, seems to confirm that intuitions agree with the choice of the class of elementary interpretations, which was done in [3].     

Strong phenomenal wholes are associated with fast “same” and slow “different” responses and superior overall performance

“Same” and “different” responses to stimuli that result in strong and weak single phenomenal wholes were investigated. Present and also previous results indicate that strong phenomenal wholes tend to be associated with a fast “same” and slow “different” response pattern. This result suggests that the parts of strong phenomenal wholes are perceived as more similar (e.g., because it should be easier to respond “same” to more similar stimuli). This suggestion is consistent with results based on other measures of perceived similarity. Present and also previous results additionally indicate that strong phenomenal wholes are frequently associated with superior overall (“same” plus “different”) performance. This result is consistent with evidence that the identification of simultaneously occurring multiple targets improves when they belong to the same phenomenal whole. The present results also hint that attention can affect whether two or three objects form the effective (functional) whole and support the assimilation explanation of the Müller Lyer illusion.     

Controlling relations in conditional discrimination and matching by exclusion.

Normally capable adults learned two-choice identity matching of three-digit numerals and arbitrary matching of physically dissimilar nonsense syllables. The stimuli were displayed on a computer terminal, and responses consisted of typing on the terminal's keyboard. In Experiment 1, every trial displayed a sample numeral, a comparison numeral, and three equal signs (= = =). The comparison stimulus was to be selected if it was identical with the sample; otherwise the equal sign was to be selected. This "single comparison" method was then used to show that arbitrary matching could be based upon either sample-S+ or sample-S- relations. In Experiment 2, a series of probe trials displayed a novel sample, a comparison stimulus from the arbitrary matching baseline, and = = =. Subjects typically selected = = =; they apparently were excluding the baseline comparison stimulus. Experiments 3 through 5 investigated which variables in training would lead to the selection of baseline comparison stimuli in response to novel samples. Behavior was usually unchanged when baseline training included relating comparison stimuli to as many as four different samples. Punishment contingencies were effective, but performance did not generalize unless those contingencies were applied in relation to more than one baseline comparison stimulus.