Conservation acquisition, maintenance, and generalization by mentally retarded children using equality-rule training.

To teach conservation to mildly retarded, preoperational preadolescents (9 to 12 years old), a number-representational system was used to mediate the invariance of quantity as part of "equality-rule" training. Before viewing a perceptually misleading configuration of either two equal quantities or two unequal quantities entailing the dimensions of number or length, participants learned that equality involved the assignment of two identical numbers and inequality the assignment of two different numbers. These numbers were then applied to the actual quantities and became the basis for rule statements that were rehearsed, memorized, and subject-generated each time the quantities were transformed into a new configuration. Following equality training, correct judgments and verbal justifications of conservation were high (M greater than or equal to 85%) during both immediate and delayed post-tests and for near-generalization (number and length) and far-generalization (weight, liquid substance, and solid substance) tasks. In contrast, the post-test levels of comparable participants given learning-set (LS) training, LS plus verbal-rule training (a combination of statements about identity, negation, and compensation), or no training at all were substantially and significantly lower. Equality training is of theoretical and practical interest because of its potential to teach a symbolic representational rule that directly and meaningfully articulates the quantitative properties of objects and counteracts the overreliance on task-specific and faulty perceptual cues inherent in the conservation task.     

Whole words and decoding for short-term learning: comparisons on a "talking-computer" system.

Low-and average-ability readers in first and second grade studied a list of 36 words using a "talking-computer" system. The system highlighted and simultaneously pronounced orthographic units in the words when the children touched the words with a light pen. During two training sessions, the computer presented four groups of 9 words each, one group as whole words, one in syllabic units, one in subsyllabic units, and one as single grapheme-phoneme units. All children learned the least words with single grapheme-phoneme units, having had the greatest difficulty blending the units into words during training. The other presentation units did not differ significantly from each other for most students on post-testing. However, the low first-grade readers learned fewer words segmented and presented by subsyllables than by syllable or word units, but only for multisyllabic words. Monosyllabic words were blended and learned as easily with onset-rime segmentation as with whole word units, for all children.     

On estimating processing variance: commentary and reanalysis of Kail's "Developmental functions for speeds of cognitive processes".

A recent paper by Kail (1988) in this journal appears to contain a significant error in the data analysis. The "goodness-of-fit" coefficients reported which suggest that overall about 94% of the variance can be accounted for by the model seem to be a substantial overestimation as a result of inappropriate procedures for statistical modeling. Using the data made available to us by Kail, we have reanalyzed these results. The corrected values range from 0.9 to 92.1% for the individual tasks with an overall average between 40 and 60%. We suggest that the support for the original conclusions is considerably weaker than reported.     

Inaccurate reporting and inappropriate variables: a reply to Vecchio's (1990) examination of cognitive resource theory.

In an article in the Journal of Applied Psychology, Vecchio (1990) purported to test cognitive resource theory (Fiedler, 1986; Fiedler & Garcia, 1987). We present evidence that Vecchio's article seriously misrepresented previous work on cognitive resource theory and also contained several flaws in methodology that call into question his conclusions regarding the validity of cognitive resource theory.     

Moderated regression analysis and Likert scales: too coarse for comfort.

One of the most commonly accepted models of relationships among three variables in applied industrial and organizational psychology is the simple moderator effect. However, many authors have expressed concern over the general lack of empirical support for interaction effects reported in the literature. We demonstrate in the current sample that use of a continuous, dependent-response scale instead of a discrete, Likert-type scale, causes moderated regression analysis effect sizes to increase an average of 93%. We suggest that use of relatively coarse Likert scales to measure fine dependent responses causes information loss that, although varying widely across subjects, greatly reduces the probability of detecting true interaction effects. Specific recommendations for alternate research strategies are made.     

Information Load: A Test of an Inverted-U Hypothesis with Hourly and Salaried Employees

We surveyed 714 hourly and 516 salaried employees of a midwestern telephone company to test the effects of information load on work-related outcomes. Using curvilinear regression analyses, we found support for our hypothesis that employees are less satisfied with outcomes as the load of information deviates positively or negatively from some level. We also predicted, and found, that this quadratic function was more prevalent in the hourly group than in the salaried group. Implications, future research directions, and limitations of the present study are discussed.     

Prejudice Against a Progay Man in an Everyday Situation: A Scenario Study1

A scenario study was performed to investigate whether people in the street would be less likely to respond positively to a stranger's request for a small favor if the stranger wore a T-shirt bearing a progay slogan. One hundred and eighteen female and 112 male participants were each presented with six scenarios, all of which asked them to imagine being approached by a person requesting change for a banknote. The dependent variable in the study was the participant's judgment, on a 7-point scale, of how likely he or she would be to help. Five of the scenarios were included as distractors. In the critical scenario, the requester was described as wearing a plain T-shirt or one with either a progay or a control slogan printed on it. The male participants in the progay condition showed a significantly lower level of help than those in either of the control groups. The antigay pattern, however, was not obtained in the responses of the female participants. The results are discussed with reference to other findings in the literature, and their implications for people's responses to progay persons in everyday life are considered.     

Integration of the big five and circumplex approaches to trait structure.

To integrate the 5-dimensional simple-structure and circumplex models of personality, the Abridged Big Five Dimensional Circumplex (AB5C) taxonomy of personality traits was developed, consisting of the 10 circumplexes that can be formed by pitting each of the Big Five factors against one another. The model maps facets of the Big Five dimensions as blends of 2 factors. An application to data consisting of 636 self-ratings and peer ratings on 540 personality trait adjectives yielded 34 well-defined facets out of a possible 45. The AB5C solution is compared with simple-structure and lower dimensional circumplex solutions, and its integrative and corrective potential are discussed, as well as its limitations.     

Paranoia and self-consciousness.

A new instrument designed to assess paranoid thought in college students, together with reliability and validity data, was presented in Study 1. A single general factor accounted for a substantial portion of the variance in the full scale. Public self-consciousness was consistently and significantly correlated with the present measure of paranoia. In Study 2, both pretested paranoia and public self-consciousness were related to feelings of being watched (a classical manifestation of paranoia), although public self-consciousness had an effect only when there was a 2-way mirror present. In Study 3, self-attention, experimentally induced using a story construction task, again resulted in a heightened sense of being observed. Discussion focuses on paranoid cognition as characteristic of everyday thought and the implications of self-attention for social perception processes.     

Information feedback and the learning multiple-degree-of-freedom activities

The influence of information feedback on the learning of a multiple-degree-of-freedom activity, the overhand throw, was investigated. During learning, feedback was presented in the form of knowledge of results, knowledge of performance, knowledge of performance with attention-focusing cues, or knowledge of performance with error-correcting transitional information. Across 12 practice sessions, performance was assessed with respect to both throwing distance and throwing form. Subjects provided with knowledge of performance along with transitional information demonstrated significant gains in throwing distance, compared with subjects receiving knowledge of performance or knowledge of results alone. Movement form ratings followed the same trend. Providing learners with cues to focus their attention on the relevant aspects of knowledge of performance or directly providing transitional information was a better aid to the acquisition of throwing form than providing knowledge of results or knowledge of performance alone. These results support the hypothesis that knowledge of results may not be the most potent form of feedback in multiple-degree-of-freedom activities and that knowledge of performance, when combined with additional information, can lead to significant gains in skill acquisition.