Grouping students for instruction: effects of learning style on achievement and attitudes

The present study examined the effects of matching and mismatching American middle-school students with a preference for learning alone or learning with peers with selected instructional treatments in order to determine the impact upon their attitudes and achievement in social studies. Analysis revealed that the learning-alone preference performed significantly better in the learning-alone condition and that the learning-with-peers preference performed significantly better in the learning-with-peers condition. However, no-preference students also performed significantly better in the learning-alone condition than with peers. In addition, data revealed that the learning-alone and the learning-with-peers students had significantly more positive attitudes when matched with their preferred learning style; the nopreference students had more positive attitudes in the learning-alone condition.     

Achievement and affiliation motivation in career-oriented and homemaking-oriented college women

The purpose of this research was to investigate the possibility of an interaction between need for achievement and need for affiliation in career-oriented and homemaking-oriented college women. In the first study, scores on the appropriate scales (Achievement and Affiliation) of the Adjective Check List were obtained for 250 female college students, who were also classified as career or homemaking oriented on the basis of their responses to a questionnaire concerning postcollege plans. No significant differences were found between the career- and homemaking-oriented groups on Achievement and Affiliation; but, as predicted, a significant interaction occurred between the two variables. A second study, involving 257 college women and employing the same procedures and analysis, replicated the results of the original study: no main effects, but a significant interaction between Achievement and Affiliation. Implications of the findings for female career development and the counseling of women are discussed.     

The effect of verbal reinforcement on career choice realism

Twenty-four male undergraduates viewed 102 slides containing occupational titles and stated whether or not each represented a realistic career choice. Each subject was given three trials, with the experimental subjects receiving positive verbal reinforcement on the second trial for realistic responses. (If the choice was congruous with the individual's occupational type, as determined by the Vocational Preference Inventory, it was scored as realistic.) The results of the research revealed a tendency for all subjects to increase in career choice realism as a function of participation in the experiment, with significantly (p < .05) more experimental subjects than control subjects demonstrating an operant pattern of responses. Implications of the findings for counselors were discussed.     

Relationship between conjugate lateral eye movements, brain organization, and cognitive style

The relationship between individual differences in conjugate lateral eye movements (CLEMs) and inferential reasoning was investigated in two experiments. Subjects were given inference tasks in sentence and pictorial form and were later tested for recognition of correct inferences as well as literal recognition of the acquisition items. In Experiment 2, for example, subjects were given logical syllogisms during acquisition. Theoretically, right-eye movement/left-hemispheric (REM/LH) subjects should have excelled at this highly logical task but no significant differences between eye-movement groups were found. However, support for previous research showing the moderating effects of gender on hemispheric activation (measured by CLEMs) and hemispheric competence came from the memory data of Experiment 2. These data indicated that male REM/LH subjects recognized more acquisition sentences than the other eye movement/gender groups. It was suggested CLEMs and other measures of hemispheric activation and competence, coupled with data collected using complex cognitive tasks, can eventually lead to explanatory brain models of cognitive processing.     

Choice, relative reinforcer duration, and the changeover ratio

Relative reinforcer duration was varied in concurrent schedules with a fixed-ratio four changeover requirement. The schedule in effect after each reinforcer was randomly chosen. For all three pigeons, relative response rates overmatched relative reinforcer durations. Time allocation was less extreme and, on the average, matched relative reinforcer duration. In a subsequent manipulation, the level of preference was shown to depend on the size of the changeover requirement. These results are similar to those from related unequal reinforcement-frequency procedures.     

A multidimensional scaling model for the size-weight illusion

The kinds of individual differences in perceptions permitted by the weighted euclidean model for multidimensional scaling (e.g., INDSCAL) are much more restricted than those allowed by Tucker's Three-mode Multidimensional Scaling (TMMDS) model or Carroll's Idiosyncratic Scaling (IDIOSCAL) model. Although, in some situations the more general models would seem desirable, investigators have been reluctant to use them because they are subject to transformational indeterminacies which complicate interpretation. In this article, we show how these indeterminacies can be removed by constructing specific models of the phenomenon under investigation. As an example of this approach, a model of the size-weight illusion is developed and applied to data from two experiments, with highly meaningful results. The same data are also analyzed using INDSCAL. Of the two solutions, only the one obtained by using the size-weight model allows examination of individual differences in the strength of the illusion; INDSCAL can not represent such differences. In this sample, however, individual differences in illusion strength turn out to be minor. Hence the INDSCAL solution, while less informative than the size-weight solution, is nonetheless easily interpretable.This paper is based on the first author's doctoral dissertation at the Department of Psychology, University of Illinois at Urbana-Champaign. The aid of Professor Ledyard R Tucker is gratefully acknowledged.     

Research Integration for Psychologists: An Overview of Approaches1

This article encourages psychologists to learn about and apply nontraditional (quantitative) approaches to research integration. Various research integration approaches (literary, vote-counting, combining significance levels, and meta-analytic) are summarized. Also discussed are the advantages of meta-analytic approaches to research integration and some of the problems posed by the use of such quantitative procedures. Implications for psychology include more complete reporting of research results, integration of research in areas of interest to psychologists, and identification of research gaps.     

Children as psychologists: The later correlates of individual differences in understanding of emotions and other minds

Abstract

The sequelae of individual differences in children's understanding of emotions and of other minds were investigated in a longitudinal study of 46 children. At 40 months, differences in the children's understanding of emotions were not significantly related to their ability to explain behaviour in terms of beliefs within a false belief paradigm. Follow-up in kindergarten showed that early emotion understanding was related to children's positive perception of their peer experiences, to their understanding of mixed emotions, and their moral sensibility as kindergarteners. Early understanding of other minds was, in contrast, related to negative initial perceptions of school, and sensitivity to teacher criticism. These differences in sequelae highlight the importance of differentiating the emotional and cognitive components of social understanding in framing developmental questions.