Learning to argue with parents and peers

The infant's first natural response when faced with opposition or when he opposes others' actions is to cry. As this kind of behavior becomes ineffective, the responses of the individuals with which he interacts force him to adopt more conventional — especially verbal — patterns of arguing, leading him to rational argumentation. The purpose of the present paper is to observe progressions in children's earliest verbal arguments and to see how and when they learn to adjust their strategies for different kinds of opponents (peers; parents; other adults). In order to examine the emergence of such persuasive strategies, and their distribution according to the different categories of opponents, systematic audiotape recordings of two Spanish-speaking girls between 2 and 3 years were analyzed. The data suggest that, although there were some differences in how the girls argued with parents versus peers, they were only beginning to adjust their speech to make it appropriate for one or the other type of listener. In general, they resorted to one dominant strategy for all listeners (insist, repeat, cry, scream, ...). Each girl, however, developed a small number of less frequently used strategies that she reserved for a subcategory of opponents. For example, one of them, Nancy, only threatened and insulted peers, while the other, Marisa, only used please and a temporizing strategy with parents. The girls used less adaptive, more agressive strategies (e.g. threats and insults) with their peers. With one exception, all of the girls' moves were self-centered. In fact, the girls had not yet reached the stage of rational argumentation.     

The operant conditioning of response variability: Free-operant versus discrete-response procedures

The operant conditioning of response variability under free-operant and discrete-response procedures was investigated. Two pigeons received food only if their pattern of four pecks on two response keys differed from the patterns emitted on the two immediately preceding trials. Under the free-operant procedure, the keys remained illuminated and operative throughout each trial. There was little variability in the response patterns that resulted, and the pigeons received fewer than one third of the available reinforcers. Under the discrete-response procedure, a brief timeout period followed each response. Variability increased under this procedure, and the pigeons obtained three fourths of the available reinforcers. Previous successes and failures to produce response variability may have been due to the use or failure to use, respectively, a discrete-response procedure. Respondent effects inherent in the free-operant procedure may encourage the development of response stereotypy and, in turn, prevent the development of response variability.     

Subproblem learning: A misnomer

Among other things, K. J. Rust and T. S. Kendler (1987, Developmental Review, 7, 326–362) tested and disconfirmed the Tighes' independent subproblem learning hypothesis experimentally. The Tighes defended themselves by claiming that independent subproblem learning (ISPL) is a label, not a hypothesis and that our tests were invalid. In this reply we showed that ISPL is either an erroneous hypothesis or a misnomer because our tests were valid demonstrations that for young children the so-called “subproblems” are dependent rather than independent.     

Things are always more complicated than you think: An open systems approach to the organizational effects of computer-automated technology

The effects of computerized office and factory automation are examined. An open systems framework is used to organize this literature. The review suggests that the benefits of technology are derived from theintermediate effects of the technology on organizational processes (the task structure, personnel system, formal structure, and informal organization). Thus, it is misleading to examine thedirect effects of computerized technology on organizational outcomes such as profits and satisfaction. Some of the effects of technology on the organizational processes are inevitable (e.g., changes in informal communication patterns). Others are determined less by the technology than by management decisions. The key to achieving success with computerized technology is matching changes in organizational processes to each other, as well as to the technology and the larger environment of the organization.Ann Majchrzak is currently Associate Professor of Human Factors at the Institute of Safety and Systems Management at the University of Southern California. She has recently written two books on the subject of technological change. Katherine J. Klein is an Assistant Professor of Industrial and Organizational Psychology in the Psychology Department of the University of Maryland at College Park.