Open-ended categorization of chick-a-dee calls by black-capped chickadees (Poecile atricapilla)

The authors trained black-capped chickadees (Poecile atricapilla) in an operant discrimination with exemplars of black-capped and Carolina chick-a-dee calls, with the goal of determining whether the birds memorized the calls of conspecifics and heterospecifics or classified the calls by species. Black-capped calls served as both rewarded (S+) and unrewarded (S-) stimuli (the within-category discrimination), whereas Carolina chick-a-dee calls served as S-s (the between-category discrimination) in the black-capped chick-a-dee call S+ group. The Carolina call S+ group had Carolina calls as S+s and S-s (within-category) and black-capped calls as S-s (between-category). Both groups discriminated between call categories faster than within a call category. In 2 subsequent experiments, both S+ groups showed transfer to novel calls and propagation back to between-category calls. The results favor the hypothesis that the acoustically similar social calls of the 2 species constitute separate open-ended categories.     

Stereotype threat and arousal: effects on women's math performance

Theories of arousal suggest that arousal should decrease performance on difficult tasks and increase performance on easy tasks. An experiment tested the hypothesis that the effects of stereotype threat on performance are due to heightened arousal. The authors hypothesized that telling participants that a math test they are about to take is known to have gender differences would cause stereotype threat in women but not in men. In the experiment, each participant took two tests--a difficult math test and an easy math test. Compared to women in a "no differences" condition, women in the "gender differences" condition scored better on the easy math test and worse on the difficult math test. Men's performance was unaffected by the manipulation. These data are consistent with an arousal-based explanation of stereotype threat effects. Data were inconsistent with expectancy, evaluation apprehension, and persistence explanations of the stereotype threat phenomenon.     

The CS-preexposure effect in conditioned taste-aversion learning in golden hamsters

In Experiment 1, golden hamsters were injected with either 0.9% saline or the nausea-inducing agent, lithium chloride (LiCL), immediately after consuming a flavored diet that was either novel or familiar. The LiCl-induced aversion was strong in hamsters for which the flavored diet was novel, but no significant aversion was observed in hamsters that were familiar with the flavored diet. In Experiment 2, the strength of the LiCl-induced aversion was related inversely to the amount of conditioned-stimulus (CS) preexposure and directly to the duration of the preexposure-conditioning interval. Thus, although some previous researchers have suggested that hamsters may not demonstrate the CS-preexposure effect in a conditioned taste-aversion paradigm, they clearly did so under the conditions of the present experiments, and moreover, the characteristics of the CS-preexposure effect in hamsters were generally similar to those observed in rats.     

USING HIGH-PROBABILITY INSTRUCTION SEQUENCES WITH FADING TO INCREASE STUDENT COMPLIANCE DURING TRANSITIONS

Making efficient transitions from one instructional activity to another has been shown to increase academic learning time and therefore student achievement. Because compliance with teacher instructions is a prerequisite for efficient transitions, we sought to determine if high-probability (high-p) instruction sequences issued by a classroom teacher would increase student compliance and decrease latency to comply during transitions. Three children in a regular second-grade classroom participated. Each day at the beginning of morning calendar time, the teacher issued five instructions to the class as a group while compliance data were recorded for the 3 target students. Following baseline, a multielement design was used to examine the effects of the high-p instruction sequence. We then systematically faded the number of instructions included in the high-p sequence as a means of transferring stimulus control to low-probability instructions. The procedure was effective for 2 of the 3 participants, and the results were maintained at 2-and 3-week follow-up. The implications of these findings for group applications of the high-p instruction sequence in regular education classrooms are discussed.     

When Another Stumbles: Gender and Self-Presentation to Vulnerable Others

Pursuing answers to the twin questions of whenand why women engage in “modest”self-presentation, this study examined theself-presentation of academic achievement in a collegesetting. Gender of the participants, gender of the partners,and vulnerability (concern over his/her low grades ornot) of the partner were completely crossed.Participants were 85 first-year students, drawn from acollege population that was 6% African-American, 9%Asian, 79% Euro-American, and 5% Latinola. They heardinformation about a partner's academic record, and thenwere induced to predict their own grade point average, in a context in which they anticipatedinteracting closely with the partner on a joint task.Women's grade point average predictions were lower thanmen's, and particularly so when the partner wasvulnerable. Vulnerable male partners were particularlysalient for women in both the grade point averagepredictions and self-report data; the nonvulnerable malepartners were particularly salient for men. Results are discussed with reference toself-in-relation and social comparisontheories.     

Pathways of Risk for Accelerated Heavy Alcohol Use Among Adolescent Children of Alcoholic Parents

The current study examined two questions. First, do internalizing symptoms and externalizing behavior each mediate the relations between parent psychopathology (alcoholism, antisocial personality disorder, and affective disorder) and growth in adolescent heavy alcohol use? Second, are there gender differences in these mediated pathways? Using latent curve analyses, we examined these questions in a high-risk sample of 439 families (53% children of alcoholic parents; 47% female). Collapsing across gender, adolescent-reported externalizing behavior mediated both the relation between parent alcoholism and growth in heavy alcohol use and the relation between parent antisociality and growth in heavy alcohol use. Parent-reported externalizing behavior only mediated the relation between parent antisociality and growth in heavy alcohol use in males. No support was found for internalizing symptoms as a mediator of these relations. Avenues are suggested for further exploring and integrating information about different mediating processes accounting for children of alcoholics' risk for heavy alcohol use.     

The inflected noun system in Serbo-Croatian: Lexical representation of morphological structure

Repetition priming is examined for alternating and nonalternating morphologically related inflected nouns. In Experiments I and 2, latencies to targets in nominative and dative/locative cases, respectively, were invariant over case of prime. In Experiment 3, latencies to nominative-case nouns were the same whether the nouns were primed by forms in which the spelling and pronunciation of the common stem were shared (nonalternating) or not (alternating) with the nominative form. Results are interpreted as reflecting lexical organization among the members of a noun system. In Experiments I and 2, the pattern of latencies to primes suggests a satellite organization in which nominative forms are more strongly linked to oblique forms than oblique forms are to each other. In Experiment 3, atypical cases of alternating forms showed a different pattern of prime latencies, suggesting that the organization within a noun system may differ for alternating and nonalternating forms.     

Sex and race discrimination resulting from manager-client relationships: Applying the rational bias theory of managerial discrimination

Rational bias theory predicts that discrimination may be situationally influenced by circumstances in which a show of bias seems likely to be rewarded or punished by others. This study applies the theory in an examination of managerial sex and race discrimination in situations in which normative or unusual signals are given. In agreement with rational bias theory, the participants, acting in the role of managers, indicated that they would be less likely to discriminate in personnnel decisions with cues indicating that discrimination might not be needed or wanted. The results are interpreted as supportive of rational bias theory and as useful for the design of new policies aimed at ending discrimination. The findings also suggest that the importance of discrimination against blacks of both sexes in management has been widely ignored.     

Evaluations of older and younger adult speakers: influence of communication effectiveness and noise

University students (N = 96) performed 3 communication tasks presented to them either by young men (mean age = 26 years) or by older men (mean age = 77 years). In counterbalanced order, students heard speakers in 3 message conditions (effective, ineffective, and noise). The messages of older men and the older men themselves were evaluated less positively than were younger men. In line with the hypothesis of age-biased behavioral interpretation, older adults speaking effectively were not accorded the same evaluative benefits over their less effective guises, especially on competence ratings, as were younger speakers. Furthermore, the noise condition was predictably more detrimental to ratings of the older speakers, who were more vulnerable to generalized negative affect.     

PARENT EDUCATION PROJECT II. INCREASING STIMULATING INTERACTIONS OF DEVELOP MENTALLY HANDICAPPED MOTHERS

Two studies are reported on the assessment and training of parent-child interactional skills in developmentally handicapped mothers. Study 1 compared the interactions of eight developmentally handicapped versus eight nonhandicapped mothers during play with their young (6–25 months) children. Results showed that the former group generally interacted much less with their children and that they were less likely to praise appropriate child behavior and imitate child vocalizations. Study 2 attempted to remediate these deficits, using a training package consisting of discussion, modeling, feedback, social reinforcement, and self-recording. Results showed, first, that the training did increase the targeted skills to well within the range found for the nonhandicapped mothers. Second, training effects generalized from the group instructional setting to the mothers' own homes. Third, newly acquired skills were generally maintained at or above levels found for the nonhandicapped mothers over a 5- to 10-month follow-up period. Finally, all seven children showed increases in vocalizations concomitant with parent training. The results suggest that developmentally handicapped mothers can be taught to provide more effective and stimulating interactions to their young children.