A scale for measuring persistence in children

Persistence and its assessment have been studied since the 1920s. One common approach in measuring persistence has been through testing the subject's ability to solve difficult or monotonous problems. Another approach has been through questionnaires. Although persistence is very important in academic achievement and in the general development of personality, no questionnaires have been developed for measuring persistence in children. The present research concerns the development of such a scale. It includes 40 items and was tested on 322 Israeli children aged 7-13. The internal reliability of the scale (Cronbach alpha) was .66, and the test-retest reliability after 6 months was .77. The scale differentiated active gymnasts from non-gymnasts as well as persistent gymnasts from dropout gymnasts. In addition, significant correlations were found between the scale and the need-persistence measure of the Rosenzweig Picture Frustration Study, Locus of Control, and other measures. We discuss these findings along with the significance of persistence in everyday life.     

Computer-generated psychological reports: a look at the modern psychometric machine

The proliferation of computer-generated psychological reports prompts an examination of the presuppositions of such reports and what they offer in the way of understanding individual clients. This topic is approached primarily through a review of some basics of psychological testing and psychological assessment. Major differences are noted between these two approaches to evaluating clients: They are different processes, and they yield different products. Assessment is a complex set of activities that seeks solutions to specific problems, whereas testing fits a straightforward actuarial paradigm. Testing is readily adapted to an automated data processing system, whereas the complex of assessment procedures cannot be so managed. Serious questions about the validity of computer reports are raised, however, and ethical concerns are expressed over the use of these reports by persons without adequate psychological training to understand them correctly. Limited uses for computer reports are suggested along with the need for further studies of validity and ethics.     

Invariance in the MMPI's component structure

Bernstein and Garbin (1985b) suggested that the Minnesota Multiphasic Personality Inventory's major clinical scales (excluding Scales ? and 5) can be approximated by an oblique three-component structure: (a) Profile Elevation, (b) Test-taking Attitudes, and (c) Optimism-Pessimism, collectively termed the salient weight model. In this study, we found that both this model and the MMPI's principal component structure remain invariant across race, sex, and, as previously noted, context of testing (job applicants vs. inmates in correctional institutions). We further noted that several alternative definitions of Profile Elevation provide equally satisfactory representation of the relations among the scales. This factor invariance is necessary, but not sufficient, for the MMPI to be viewed as unbiased.     

Delayed temporal discrimination in pigeons: A comparison of two procedures

A within-subjects comparison was made of pigeons' performance on two temporal discrimination procedures that were signaled by differently colored keylight samples. During stimulus trials, a peck on the key displaying a slanted line was reinforced following short keylight samples, and a peck on the key displaying a horizontal line was reinforced following long keylight samples, regardless of the location of the stimuli on those two choice keys. During position trials, a peck on the left key was reinforced following short keylight samples and a peck on the right key was reinforced following long keylight samples, regardless of which line stimulus appeared on the correct key. Thus, on stimulus trials, the correct choice key could not be discriminated prior to the presentation of the test stimuli, whereas on position trials, the correct choice key could be discriminated during the presentation of the sample stimulus. During Phase 1, with a 0-s delay between sample and choice stimuli, discrimination learning was faster on position trials than on stimulus trials for all 4 birds. During Phase 2, 0-, 0.5-, and 1.0-s delays produced differential loss of stimulus control under the two tasks for 2 birds. Response patterns during the delay intervals provided some evidence for differential mediation of the two delayed discriminations. These between-task differences suggest that the same processes may not mediate performance in each.     

Competitive fixed-interval performance in humans

Two persons responded in the same session in separate cubicles, but under a single schedule of reinforcement. Each time reinforcement was programmed, only the first response to occur, that is, the response of only one of the subjects, was reinforced. “Competitive” behavior that developed under these conditions was examined in three experiments. In Experiment 1 subjects responded under fixed-interval (FI) 30-s, 60-s, and 90-s schedules of reinforcement. Under the competition condition, relative to baseline conditions, the response rates were higher and the pattern was “break-and-run.” In Experiment 2, subjects were exposed first to a conventional FI schedule and then to an FI competition schedule. Next, they were trained to respond under either a differential-reinforcement-of-low-rate (DRL) or fixed-ratio (FR) schedule, and finally, the initial FI competition condition was reinstated. In this second exposure to the FI competition procedure, DRL subjects responded at lower rates than were emitted during the initial exposure to that condition and FR subjects responded at higher rates. For all subjects, however, responding gradually returned to the break-and-run pattern that had occurred during the first FI competition condition. Experiment 3 assessed potential variables contributing to the effects of the competitive FI contingencies during Experiments 1 and 2. Subjects were exposed to FI schedules where (a) probability of reinforcement at completion of each fixed interval was varied, or (b) a limited hold was in effect for reinforcement. Only under the limited hold was responding similar to that observed in previous experiments.     

The psychology of self-esteem: Promise or peril?

The psychology of self-esteem bypasses consequential issues of everyday behavior and moral responsibility in favor of pursuing a global goal of enhanced self-esteem on the assumption that happiness, success, and responsible behavior will automatically follow. The goal is vague and ways of achieving it are confused and conflicting. Greater attention to concrete tasks and challenges and sensitivity to moral issues could help make therapy more clear, effective, and socially useful.     

Male liberation

This article on Liberation approaches the subject from the perspective ofmen. Women have taken the lead in trying to throw off the bondage of patriarchy. Men have, for the most part, been reactors to the evolving changes. The author feels that there is a more creative role for men to play, but first, we must become more conscious of the ways in which our privileged position oppresses us. The author documents this dynamic as well as points to some possible directions for men to move in their personal and professional lives. The priority on developing collegiality and inclusiveness in our professional associations gives this subject an important place in our thinking and decisionmaking.This paper was read at a workshop on male liberation at the National A.A.P.C. Convention in San Antonio, April 30,1982.     

Conditional relations by monkeys: Reflexivity, symmetry, and transitivity

Two cynomolgous macaques categorized six colors into two groups of three after conditional discrimination training (zero-delay symbolic match-to-sample). The procedures resulted in the establishment of relations among the elements of each set-relations that were not specifically trained and that can be characterized by the properties of reflexivity, symmetry, and transitivity. Each set of colors was related to a characteristic pattern of responding: One response pattern involved temporal duration (press and hold the response keys); the second response pattern entailed repeated pressing and releasing of the response keys (fixed ratio 8). Six combinations of two colors were trained, three combinations from each set. After discriminative performance stabilized for each monkey, they were tested with 10 additional color combinations, all of which differed from the training combinations. The conditional relations established between test combinations can be characterized as stimulus equivalence. The training procedures were analogous to the procedure of using category names, and have implications for understanding the function of language in the formation of equivalence classes.