The Del Greco Assertive Behavior Inventory

Previous research in the area of assertiveness training has been examined with respect to the definitions of assertive, aggressive, and nonassertive behavior and the prominent assertion model. Logical inconsistencies have led to a refinement of the definitions of these behaviors, the inclusion of passive aggressive behavior, and the testing of a new two-dimensional model of assertion. The present study has developed a psychometric test to measure assertive, aggressive, nonassertive, and passive aggressive behavior in the college dormitory population. In addition, support was demonstrated for the validity of the two dimensional model of assertion. The instrument development was divided into four phases: item generation, item evaluation and revision, reliability testing and item analysis, and validity testing. Data analysis supported the two-dimensional model of assertion. In addition, an 86-item Del Greco Assertive Behavior Inventory designed for use with college dormitory students has weathered preliminary validity and reliability testing.     

Reflex inhibition in humans: Sensitivity to brief silent periods in white noise

A white noise (60 dB SPL) was always present except for brief silent periods (“gaps”) which occurred just before an eyelid reflex was elicited in human volunteers by a brief innocuous shock to the forehead. In Experiment 1 (n=8), 10-msec gaps (“S1”) were given 40, 80, 120, 160, or 200 msec before the shock (“S2”). Compared with S2-alone trials, the reflex was inhibited by about 50% at intervals of 80 msec and beyond. Experiment 2 (n=12) first provided detection thresholds for gaps using a simple version of the method of limits: on average a gap of 5.4 msec duration was just detected. Then gaps of 0, 2, 4, 6, 8, and 10 msec were given in random order, each 100 msec before S2. The 4-msec stimulus was an effective inhibitor of the reflex, and inhibition further increased on to 6- and then to 8-msec durations. A comparison of the values obtained on reflex inhibition with the 5.4-msec threshold obtained with the conventional psycho-physical test reveals that in humans reflex inhibition provides an objective index of stimulus detection that is at least of sufficient sensitivity to warrant its clinical application. The steady increase in reflex inhibition as gap duration increased from 2 to 8 msec may be of significance for tracing the rate of decay of afferent stimulation following noise offset, as it presumably reflects the growing sensitivity to the resumption of the noise as the duration of the silent period is increased.     

The Effect of Clear Evaluation Criteria on Sex Bias in Judgments of Performance

Previous research indicates that the work of women is often devalued rela- tive to that of men. Two experiments tested the hypothesis that such sex bias appears when judges follow ambiguous guidelines or criteria in making evalua- tions, but not when they tollow clear evaluation guidelines. In each experiment, male and female undergraduates evaluated a performance that was attributed to either a man or woman (an intellectual test performance in Experiment I; an artistic craft object in Experiment 11). Subjects followed either clear, explicit evaluation criteria or vague, ambiguous criteria. As predicted, female subjects Lyaluated the "female's" performance less favorably than the "male's" only when. criteria were vague. In contast, male subjects showed little evidence of sex bias, regardless of the criteria they followed. Discussion centers upon: (1) possible cognitive processes underlying the observed effects of clear criteria; and (2) potential practical applications designed to alleviate sex bias in naturalistic settings.     

An observational case study of failure in social problem-solving

An observationally based assessment of social problem-solving skill was contrasted with more traditional testing methods. A preschool child with low social success was chosen for a demonstration profile analysis. The relative frequencies of the social goals, strategies, and targets shown by this child during free play were plotted in relation to that of his same-sex peer group. Parallel profiles of his relative success with specific goals, strategies, and targets were also constructed and compared to relevant group means and standard deviations. Specific social problem-solving strengths and weaknesses were identified from these profiles, using both intra- and interindividual analyses. The benefits and limitations of this approach for measurement and treatment of social problem-solving deficits were discussed.     

Creating and criticizing theory

F. W. Vondracek, R. M. Lerner, and J. E. Schulenberg (Journal of Vocational Behavior, 1983, 23, 179–202) criticize the vocational literature for failing to “follow acceptable scientific procedures for building a theory” and for failing to attend to important methodological and substantive developments. It is argued here that no single acceptable process for creating theory exists and three strategies useful for developing a theory are illustrated: immerse yourself in data, pick a specific set of results to explain, and try to resolve inconsistencies in the literature. Three criteria for evaluating theories and criticisms of them are discussed: comprehensiveness (content value), accuracy (truth value), and clarity (form). The paper by Vondracek et al. is examined from this perspective and is shown to lack the specificity, clarity, and accuracy necessary to be an effective guide to better vocational research or theory.     

COMMUNITY INTERVENTION TO DETER ILLEGAL PARKING IN SPACES RESERVED FOR THE PHYSICALLY DISABLED

Illegal use of reserved parking spaces represents a major obstacle to the independence and mobility of people with physical disabilities. Using an ABACACA reversal design, the daily rates of illegal parking in four reserved spaces were examined across three types of sign displays: (a) a vertical sign alone or in combination with (b) a message sign that announced the possibility of public surveillance or (c) a message dispenser device that announced community involvement and dispensed politely worded reminder notes. The average rate of illegal parking dropped from 51.3% during the initial vertical sign phase to 37.3% under the message sign condition, followed by an increase to 50.4% when the message was removed. Illegal parking decreased to 24.5% when the message dispensers were first used (followed by an increase to 57.0% when they were removed) and to 23.7% when the message dispenser condition was repeated. Illegal parking in the final vertical sign condition failed to return to previous levels (M = 37.3%).     

Spacing judgments as an index of integration from context-induced relational processing: Implications for the free recall of ambiguous prose passages

The effect of information integration on the recall of ambiguous prose passages was investigated. In Experiment 1, subjects read ambiguous passages that were difficult to comprehend without titles. In judging the relative positions in the passages of pairs of test sentences, subjects performed better when they read passages headed by a suitable title than when they read untitled passages or received a title at the time of testing. In Experiment 2, subjects provided with a title at encoding also better discriminated complete old sentences from foils composed of fragments of two different old sentences than did subjects provided with no titles or with titles at the time of testing. These two tests index the degree of inter- and intrasentence information integration, respectively. Two findings indicated that integration affected free recall of an ambiguous passage. First, when the degree of integration of the passage's propositions was controlled, free recall of the passage was no different for subjects who did or did not know the passage's title at encoding. Second, inducing subjects to comprehend the passage's sentences individually, without relating them to one another, reduced free recall of the passage.     

The development of children's action memory: When do actions speak louder than words?

Summary Although acting consistently has been found to improve memory, the reasons for this are unclear. In this investigation, we tested whether acting improves recall by integrating separate elements within an action into an organized whole and whether this process may be strategic. First graders, fourth graders, and college-aged adults listened to, acted out, or watched the performance of action-object phrases and then verbally reported or enacted the phrases. Phrases composed of transitive verbs were expected to be integrated more by action than phrases composed of intransitive verbs, and consequently recalled better, especially by the younger children. Recall increased between first and fourth grades, suggesting that some aspects of action memory may be strategic; however, there was no evidence that acting improves recall by means of integration. The pattern of results suggested that the nature of an action's outcome may contribute to the enactment effect.     

What does naming a picture do? Effects of prior picture naming on recognition of identical and same-name alternatives

Three experiments investigated the effects of naming pictures of objects during study on the subsequent recognition of physically identical, name-match, and new objects. Prior naming improved correct classification of all three item types at recognition. For line drawings and for photographs of functionally distinct objects, prior naming reduced the tendency to confuse identical and same-name alternatives. In Experiment 2, prior naming eliminated the right visual field/left hemisphere advantage for speeded recognition of name-match pictures, suggesting that prior naming reduces the likelihood that pictures are named at recognition. The implications of these results for dual-encoding (Paivio, 1971) and sensory-semantic (Nelson, Reed, & McEvoy, 1977) models of picture and word processing are discussed. The results suggest that the semantic representations of objects that are perceptually distinct but share a common name are not identical, and that the effect of naming such objects is to insure that a distinct semantic representation becomes a part of the resulting memory code.     

Parent and child causal attributions during clinical interviews

Attributions made by children and their parents for the cause of the child's clinical problem were monitored during assessment interviews. Results support previously observed differences obtained through questionnaires, with parents making more attributions than their children to characteristics of the child. This pattern was affected by variations in interview format. Parents and children differed in the locus of their attributions when interviewed individually, but these differences were not present when families were interviewed with both parents and children present. Implications for the methodology of attribution research with child-clinical populations are highlighted.