Spectral-motion aftereffects and the tritone paradox among Canadian subjects

The effect of spectral motion on the tritone paradox was investigated by pretesting subjects residing in southwestern Ontario, Canada, on the tritone task, presenting them with a continuous ascending or descending chromatic scale created using Shepard tones, and then retesting them on the tritone task. Results indicated a negative-motion aftereffect that affected the orientation of the pitch class circle. Differential effects of perceived pitch height on the lower portion of the pitch class circle and of adaptation on the upper portion of the pitch class circle were found in the pre- and postadaptation data, respectively. The implications of this dissociation are discussed. In addition, since our subjects lived relatively close to the U.S. border, the experimental pretests allowed us to examine the hypothesis that a canonical American pitch template similar to that found among “Californian” subjects (Deutsch, 1991) is propagated by linguistic influences of media such as television and radio (Ragozzine & Deutsch, 1994). A survey of our subjects indicated that overall, the majority of time engaged in listening to the radio and watching television or movies was spent with American sources. Despite this, and despite the fact that subjects had widely varying language and cultural backgrounds, a tight distribution of peak-pitch classes was found that is indicative of a “British” pitch template (Deutsch, 1991) for every subject tested.     

Introduction to the self-management series: II

Journal of Behavioral Education -     

A note on the dynamics of work adjustment

The process of work adjustment, as derived from the Theory of Work Adjustment, is presented in a systems-type model. The model integrates the original propositions of the theory with the more recent work on personality-style dimensions. The mechanisms of adjustment to work are discussed to emphasize the dynamic nature of the complete work-adjustment process. The constructs of Work Behavior and Organizational Behavior are introduced as intervening variables in the adjustment process. It is also shown that the forecasting of work adjustment requires the addition of the constructs of Abilities and Ability Requirements.     

Perception of work reinforcer systems: Factor structure

The factor structure of 109 Occupational Reinforcer Patterns approximating the distribution of the employed labor force of the United States was investigated. These work-reinforcer systems, as perceived by almost 6000 raters, were found to be represented best by a three-factor solution. The factors were identified as a Self Reinforcement factor, an Environmental/Organizational reinforcement factor, and a Reinforcement via-Altruism factor. The factors were found to correspond to, respectively, the Achievement-Autonomy, Safety-Comfort, and Al-truism need factors of the Minnesota Importance Questionnaire. For these two measures utilized in the assessment of individual-environment correspondence, commensurate measurement—as required by person-environment fit theories—is possible.     

The usefulness of distinguishing between a defensive and a nondefensive external locus of control

The study's purpose was to determine whether a distinction can be made between individuals adopting an external locus of control as a defense and those adopting the orientation because it reflects their life experience. It was hypothesized that the two groups differ in the amount of personal responsibility they accept for task outcomes. Internals and externals were identified and then further designated as high or low in action taking. Among externals, a high action-taking score implied defensiveness. Subjects randomly received either success or failure feedback on a presumed task of interpersonal sensitivity. Defensive externals varied their causal attributions as a function of outcome, whereas nondefensive externals did not (p < .05). The distinction between defensive and nondefensive external control was thus supported.     

Reliability of the Matching Familiar Figures Test scores of learning disabled children.

The reliability of the Matching Familiar Figures Test with impulsive learning disabled boys was investigated. 20 children were tested in two sessions separated by a 2-mo. period. Significant correlations for response time and errors scores indicated a high level of stability over time. Educational implications were discussed.     

Effects of training to increase self-monitoring accuracy

We examined the effects of teaching children to monitor and record their attending behavior accurately. On the basis of their low levels of attention to task and agreement with an observer about their attending, we selected four students from a class of 11, all of whom were practicing self-recording. The classroom teacher trained the students to make their judgments about their attention to task correspond with hers. The accuracy training, which was applied according to a multiple baseline (across subjects) design, produced salutary increases in levels of attention to task. But changes in accuracy of the students' self-recording were small and unstable. Although the procedures used in this study produced high levels of reactivity, they do not support the position that accuracy in self-monitoring is required for reactivity.