Behavioral science in medical education: a 1987-1991 bibliography.

Holmes, et al. in 1988 compiled 61 studies in an updated bibliography of behavioral science in undergraduate and graduate medical education. Since then, 64 additional studies of behavioral science in medical education have been published and abstracted in Index Medicus and Psychological Abstracts, the sources for the bibliography.     

Differential recall of successes and failures: Its relationship to defensiveness,achievement motivation,and anxiety

Differential recall of completed and incompleted tasks under high and low stress was studied in 157 Ss. On the basis of repression, it would be expected that Ss identified as hysterics would recall fewer incompletions (ego threatening failures) under high than low stress. The results indicated that hysteria was not related to recall. On the other hand, Ss with high achievement motivation or low anxiety recalled more incompletions under high than low stress while there were no differences in their recall of completions under high and low stress. These results offered no support for repression. Furthermore, the relationships between recall and achievement motivation and anxiety suggest that the differential recall is due to differences in the original learning of the completed and incompleted tasks.     

Effectiveness of debriefing after a stress-producing deception

This experiment was carried out to determine if after deceiving Ss an E had sufficient credibility to effectively debrief the Ss. Ss in two stress groups were given false information indicating that when a signal light came on they would receive painful electric shocks. Ss in a no-stress group were not told about shocks. After being given the threatening instructions, Ss in one of the stress groups were debriefed concerning the deception (but the “shock electrodes” were not removed) while Ss in the other group were not debriefed. After this the signal light came on for all groups. Arousal was measured by pulse rates and self-reports. The results revealed that (a) the instructions about electric shocks increased the arousal levels of the two stress groups relative to the no-stress group, thus indicating that the deception was effective, and (b) after the signal light came on the stress group which had not been debriefed continued to show a high degree of arousal while the stress group which had been debriefed showed a reduction of arousal to the same low level of arousal as the no-stress group, thus indicating that the process of debriefing had been effective.     

The “Friendly visitor” program data: A reply to Denney

Conclusion In summary, Denney's failure to obtain the original results with her reanalyses can be attributed to the fact that she (a) scored some variables differently, (b) included an inappropriate subjects who was not entered into the original analyses, (c) excluded appropriate subjects who were used in the original analyses, (d) included an additional invalid dependent measure previously dicarded, and (e) may have used a different residualization algorithm. In view of these differences, it is not surprising that the multivariate and unvariate results that she obtained were different from those originally reported.We hope that now the procedural differences that account for the inconsistencies alleged by Denney are clear.     

Influence of personal and universal failure on the subsequent performance of persons with type A and type B behavior patterns

We conducted this experiment to compare the task performance of Type A and Type B persons following failure on a task in which no one succeeded (universal failure) versus failure on a task in which others had succeeded (personal failure). Postfailure performance was measured in terms of speed of completion of anagrams. Initial analyses indicated that the failure manipulation was effective in influencing the subjects' perceived cause of their failures, and that subjects were more anxious and depressed following personal failure than universal failure. More important, we found that Type A subjects performed better following personal rather than universal failure, whereas type of failure had no effect on the performance of Type B subjects. The results suggest that contrary to what is usually thought, Type A persons do not struggle for success indiscriminately. The results are discussed in terms of need for control and self-esteem.     

Transfer of matching performance in pigeons.

Three pigeons were given extensive training on three-key simultaneous matching problems using geometric-form and hue stimuli. After acquisition of matching, the birds were tested with pairs of stimuli involving one or both novel members. Matching during the test stimuli occurred less often than during the later stages of the acquisition phase, but more often than would occur if no transfer had taken place. Greater positive transfer was observed for problems that involved one, rather than two, novel stimuli. In the second phase of the experiment, previously trained birds were shifted to problems that required symbolic matching, i.e., the pigeons had to associate a particular center-key stimulus with a particular side-key stimulus. On each trial, one of two simuli was presented on the center key, and two other stimuli, different from those used on the center key, were displayed on the side keys. When the problem shift was introduced, correct responding was impaired, but remained considerably above chance level and quickly recovered in following sessions. The results were interpreted as favoring a stimulus-response-chaining account of matching behavior.     

Syntactic presupposition in sentence comprehension

Two experiments investigated the role of syntactic presupposition in sentence comprehension. In Experiment I subjects verified cleft, pseudocleft and factive complement sentences with respect to preceding context paragraphs, which contradicted either the assertion or the presupposition of the target sentence. Subjects took significantly longer to verify sentences with false presuppositions than sentences with false assertions. In Experiment II subjects verified cleft and pseudocleft sentences with respect to subsequently presented pictures. Once again, verification times for sentences with false presuppositions were significantly longer than verification times for sentences with false assertions. It was argued that these findings are more adequately explained by a “structural” hypothesis, than in terms of strategies designed to locate given and new information.