The pupil evaluation inventory

The Pupil Evaluation Inventory was developed to assess peer ratings of the behavior of male and female children in grades one through nine. Three homogeneous and stable factors emerged from a factor analysis: Aggression, Withdrawal and Likeability. High interrater agreement between male and female raters, stability of factorial structure, high internal consistency, and moderate concurrent validity were found across sex and grade levels. Test-retest reliability was high for a separate sample of third and sixth graders. There was a tendency for higher internal consistency and teacher-peer correlations for the Aggression factor.This research was supported by grant MH 21145 from the National Institute of Mental Health and by funds from the D. Grant Foundation, Inc. We wish also to acknowledge the support of the many school districts who have assisted us in this research.     

Book reviews

Freud and his Early Circle: The Struggles of Psycho-Analysis. By Vincent Brome. London: W. Heinemann Ltd. 1967. Pp. xii+275. 63s.

Fundamentals of Measurement (Second Edition). By N. M. Downie. New York: Oxford University Press. 1967. Pp. xiii + 482. 52s.

Psychological Measurement and Prediction. By Paul Horst. Belmont, California: Wadsworth. London: Prentice-Hall, 1967. Pp. vii + 455. 72s.

Attention and Performance. Edited by A. F. Sanders. Amsterdam: North-Holland Publishing Co. 1967. Pp. xii + 452. £6.

Sensory Inhibition. By Georg von Bekesy. London: Oxford University Press; Princeton University Press. 1968. Pp. x + 1265. £4 Is.

Ellements of Psychophysics, Volume I. By Gustav Fechner. Transhlated by Helmut E. Adler. New York: Holt, Rinehart & Winston Inc. 1966. Pp. xxxi + 286. 56s.

Human Information Processing. By Lawrence J. Fogel. London: Prentice-Hall. 1968. Pp. Ix + 420. 70s.

Vision and the Eye. By M. H. Pirenne. 2nd Edition. London: Chapman & Hall; New York: Barnes & Noble. 1967. Pp. xvi + 224. Hardback 50s. Paperback 25s.

The Human Operator in Complex Systems. Edited by W. T. Singleton, R. S. Easterby and D. Whitfield. London: Taylor & Francis Ltd. Pp. xx + 198. 57s. 6d. Also published as Vol. Io, No. 2, of the Journal Ergonomics.

Behavior. An Introduction to Comparative Psychology. By John B. Watson. New York: Holt, Rinehart and Winston. 1967. Pp. xxi + 439. $dollar;7.95.

The Psychology of Communication. By George A. Miller. London: Allen Lane the Penguin Press. 1968. Pp. vii + 197. 35s.     

Stimulus functions in some chained fixed-ratio schedules of reinforcement

For two pigeons, behavior was compared in equivalent two-link chained and tandem schedules in which 100 responses were required for food reinforcement but the responses required in the two links of the chained schedule were varied over the values 2-98, 50-50, and 98-2. Initial pausing, response rate in each link, and the total time to complete each ratio were recorded. In chained components, initial-link pausing (for both birds) and total time to complete the ratio (for one bird) were generally shorter when the response requirement was 2-98 than when it was 50-50 or 98-2; for terminal-link pausing this relationship was reversed for both birds. There were also systematic changes in behavior in tandem components, and in the relationship between behavior in chained and tandem components. The results are discussed in terms of conditioned reinforcement.     

Positive Events and Social Supports as Buffers of Life Change Stress1

A perceived availability of social support measure (the ISEL) was designed with independent subscales measuring four separate support functions. In a sample of college students, both perceived availability of social support and number of positive events moderated the relationship between negative life stress and depressive and physical symptomatology. In the case of depressive symptoms, the data fit a “buffering” hypothesis pattern, i.e., they suggest that both social support and positive events protect one from the pathogenic effects of high levels of life stress but are relatively unimportant for those with low levels of stress. In the case of physical symptoms, the data only partially support the buffering hypothesis. Particularly, the data suggest that both social support and positive events protect one from the pathogenic effects of high levels of stress but harm those (i.e., are associated with increased symptomatology) with low levels of stress. Further analyses suggest that self-esteem and appraisal support were primarily responsible for the reported interactions between negative life stress and social support. In contrast, frequency of past social support was not an effective life stress buffer in either the case of depressive or physical symptomatology. Moreover, past support frequency was positively related to physical symptoms and unrelated to depressive symptoms, while perceived availability of support was negatively related to depressive symptoms and unrelated to physical symptoms.     

Are event-related potentials to dynamic facial expressions of emotion related to individual differences in the accuracy of processing facial expressions and identity?

Despite a wealth of knowledge about the neural mechanisms behind emotional facial expression processing, little is known about how they relate to individual differences in social cognition abilities. We studied individual differences in the event-related potentials (ERPs) elicited by dynamic facial expressions. First, we assessed the latent structure of the ERPs, reflecting structural face processing in the N170, and the allocation of processing resources and reflexive attention to emotionally salient stimuli, in the early posterior negativity (EPN) and the late positive complex (LPC). Then we estimated brain–behavior relationships between the ERP factors and behavioral indicators of facial identity and emotion-processing abilities. Structural models revealed that the participants who formed faster structural representations of neutral faces (i.e., shorter N170 latencies) performed better at face perception (r = –.51) and memory (r = –.42). The N170 amplitude was not related to individual differences in face cognition or emotion processing. The latent EPN factor correlated with emotion perception (r = .47) and memory (r = .32), and also with face perception abilities (r = .41). Interestingly, the latent factor representing the difference in EPN amplitudes between the two neutral control conditions (chewing and blinking movements) also correlated with emotion perception (r = .51), highlighting the importance of tracking facial changes in the perception of emotional facial expressions. The LPC factor for negative expressions correlated with the memory for emotional facial expressions. The links revealed between the latency and strength of activations of brain systems and individual differences in processing socio-emotional information provide new insights into the brain mechanisms involved in social communication.     

The contract year syndrome in the NBA and MLB: A classic undermining pattern

We assembled National Basketball Association and Major League Baseball player performance data from recent years, tracking 3 year periods in players’ careers: pre-contract year (baseline), contract year (CY; salient external incentive present), and post-contract year (salient external incentive removed). In both sports, we examined both individual scoring statistics (points scored, batting average) and non-scoring statistics (e.g. blocked shots, fielding percentage) over the 3 years. Using extrinsic motivation theories, we predicted and found a boost in some scoring statistics during the CY (relative to the pre-CY), but no change in non-scoring statistics. Using intrinsic motivation theories, we predicted and found an undermining of many statistics in the post-CY, relative to both the CY and the pre-CY baseline. Boosted CY scoring performance predicted post-CY salary raises in both sports, but salary raises were largely unrelated to post-CY performance. The CY performance boost is real, but team managers should know that it might be followed by a performance crash—the CY “syndrome.”     

Action-effect binding by observational learning

The acquisition of bidirectional action–effect associations plays a central role in the ability to intentionally control actions. Humans learn about actions not only through active experience, but also through observing the actions of others. In Experiment 1, we examined whether action–effect associations can be acquired by observational learning. To this end, participants observed how a model repeatedly pressed two buttons during an observation phase. Each of the buttonpresses led to a specific tone (action effect). In a subsequent test phase, the tones served as target stimuli to which the participants had to respond with buttonpresses. Reaction times were shorter if the stimulus–response mapping in the test phase was compatible with the action–effect association in the observation phase. Experiment 2 excluded the possibility that the impact of perceived action effects on own actions was driven merely by an association of spatial features with the particular tones. Furthermore, we demonstrated that the presence of an agent is necessary to acquire novel action–effect associations through observation. Altogether, the study provides evidence for the claim that bidirectional action–effect associations can be acquired by observational learning. Our findings are discussed in the context of the idea that the acquisition of action–effect associations through observation is an important cognitive mechanism subserving the human ability for social learning.     

Committed dis(s)idents: participation in radical collective action fosters disidentification with the broader in-group but enhances political identification

The present research examined the hypothesis that participation in radical, but not moderate, action results in disidentification from the broader in-group. Study 1 (N = 98) was a longitudinal study conducted in the context of student protests against tuition fees in Germany and confirmed that participation in radical collective action results in disidentification with the broader in-group (students) whereas participation in moderate collective action does not. Both types of action increased politicized identification. Study 2 (N = 175) manipulated the normativeness of different types of imagined collective actions in the same context and replicated this disidentification effect for radical actions, but only when this action mismatched the broader in-group's norms. This study also indicated that these effects were partially mediated by perceived lack of solidarity and perceived lack of commitment to the cause among the broader in-group. The implications of these findings for understanding radicalization within social movements are discussed.     

How affective states, task difficulty, and self-concepts influence the formation and consequences of performance expectancies

Positive versus negative affective states are associated with the use of broad versus specific knowledge structures. We predicted that specific self-concepts and task difficulty would affect performance expectancies only for individuals in a negative mood; for individuals in a positive mood, only the general self-concept, but not task difficulty, would affect performance expectancies. In an experiment, we manipulated task difficulty and mood, and we assessed self-concepts, performance expectancies, and task performance. The expected interactions for the formation of performance expectancies (mood × general self-concept, mood × specific self-concept, mood × difficulty) were found. Concerning the consequences of performance expectancies, we predicted that expectancies would affect actual performance only if the task was difficult and if task difficulty was taken into account when the expectancy is generated. This hypothesis was supported: The relationship between performance expectancies and actual performance was significant only for difficult tasks and given negative mood.