Sequential effects in an eight choice serial reaction time task

Data from an eight choice serial reaction time experiment using two different response-stimulus intervals were examined for sequential effects by separating out the mean reaction times for each stimulus following every other stimulus. This analysis revealed differences in performance under the two response-stimulus interval conditions not shown by the conventional partitioning of the reaction times into those for repetitions and for non-repetitions.     

Facilitation of attention to number and conservation of number

This study examined the relation between number conservation and attention to number, density, and length or area in kindergarteners (age 5 years, 8 months) and third graders (age 8 years, 11 months). Attention was assessed by the dimensional preference technique, using triads. Both the attention and conservation tasks included stimulus factors known to facilitate or hinder conservation: small or large numbers of objects, nonlinear or linear arrays, and trials ordered from easiest to hardest, hardest to easiest, or randomly. The number of objects and type of array affected both tasks similarly and there was an order effect in the attention task. There was an increase in attention to number from kindergarten nonconservers to kindergarten conservers to third-graders. Possible developmental interactions between attention and conservation were suggested.     

The merger and development of equivalence classes by unreinforced conditional selection of comparison stimuli

Three experiments assessed the likelihood that subjects with histories of equivalence class development would respond conditionally on new discriminations in the absence of differential consequences for responses. In the first two experiments, two groups of subjects with different experimental histories, but whose performances showed four equivalence classes, responded on trials without explicit reinforcement involving samples from two of the classes and comparisons from the other two classes, in a two-choice matching-to-sample format. Subjects consistently selected a particular comparison in the presence of a particular sample. Subsequent tests showed the emergence of equivalence relations between stimuli from classes linked by the unreinforced conditional selections. Subsequently, in Experiment II, the subjects' responses in the conditional selection trials were reinforced if the selection was reversed from that made previously. Although reversed selection was maintained, 2 of the 3 subjects continued to perform on equivalence relation trials according to their original unreinforced selections. In the third experiment, these 2 subjects responded on a series of conditional discriminations involving three new pairs of sample stimuli and one new pair of comparison stimuli. No explicit reinforcement followed responses on any trial in this experiment. Subsequent tests for equivalence between sample stimuli revealed the development of two equivalence classes.     

Effects of Self-Monitoring and Prospect of Future Interaction on Self-Disclosure Reciprocity During the Acquaintance Process

ABSTRACT High and low self-monitors, who either anticipated or did not anticipate further interaction with a same-sex confederate, alternated with that person in disclosing personal information on three very private topics The confederate spoke first on each topic, presenting either highly intimate or nonintimate information in response to all three issues Content analyses of subjects' disclosures revealed that both high and low self-monitors reciprocated the intimacy and (to a lesser extent) the emotionality of a partner with whom future interaction was not anticipated, but that only the high self-monitors reciprocated the partner's self-disclosures when future interaction with that person was anticipated Supplementary measures suggested that the anticipation of future interaction increased the agentic concerns of all participants, thereby inducing high self-monitors to become even more attentive to situational cues when deciding how or what to disclose, while prompting low self-monitors to rely even less on situational cues and more on personal thoughts and feelings as the basis for their self-presentations Taken together, the results indicate that the prospect of future interaction is an important situational moderator of the self-disclosing tendencies of both high and low self-monitors, and they provide little if any support for recent “instrumental hedonism” interpretations of self-monitoring activities     

A longitudinal behavioral genetic analysis of task persistence

Change in task persistence was assessed in two annual assessments using teachers', testers', and observers' ratings. Participants included 79 monozygotic and 116 same-sex dizygotic twin pairs who were in Kindergarten or 1st grade (4.3 to 7.9 years old) at the initial assessment. Task persistence was widely distributed and higher among older children and girls. Overall, there was modest growth in persistence over time, and moderate stability of individual differences. Most of the stability was accounted for by genetic influences, whereas most of the change was accounted for by nonshared environment, including an association with observed differential maternal warm supportive behavior.     

A cross-sectional behavioral genetic analysis of task persistence in the transition to middle childhood

Task persistence, measured by a composite score of independent teacher, tester and observer reports, was examined using behavioral genetic analysis. Participants included 92 monozygotic and 137 same-sex dizygotic twin pairs in Kindergarten or 1st grade (4.3 to 7.9 years old). Task persistence was widely distributed, higher among older children, positively associated with standardized tests of cognitive performance and achievement, and negatively associated with parents', teachers' and observers' reports of behavioral problems. Cross-sectional analysis indicated a strong developmental shift from shared environment variance among younger children to additive genetic variance in older children.     

Effect of dispenser location on taking free condoms in an outpatient cocaine abuse treatment clinic

Crack cocaine use increases risky sexual behavior and HIV exposure; therefore, safe sexual practices should be encouraged during cocaine addiction treatment. Research indicates that placing condom dispensers in private restrooms increases taking free condoms. We investigated two other dispenser locations (a day room vs. counselors' offices) and found that substantially more condoms were taken when dispensers were in the day room. This is an important issue for public health facilities without private restrooms.     

Modification of preschool isolate behavior: a case study

A 5-yr-old preschool boy with a low rate of interaction with his nursery school classmates was induced to pass out candy as a tactic to increase his rate of interaction with them. Interaction with classmates increased markedly during the periods he passed out choices of candy. These changes may have been due to increases in both his rate of initiating activities with his classmates and to increases in his classmates' rate of initiating activities with him. A total time of less than 1 hr was required of the teacher during the experiment.