Environmental Influences on Aggression: The Effects of Darkness and Proximity of Victim

It was hypothesized that darkness acts as a disinhibitor, and that subjects would deliver higher intensity shocks to a victim in a dimly lit setting than in a brightly lit setting. It was also predicted that this effect would be greater when subject and victim were in close proximity than when they were isolated from each other. The results supported these predictions. It was suggested that lighting may have important effects on social behaviors, and that further research on the influences of lighting on human behavior is needed.     

Factors affecting the acquisition and elimination of children's donating behavior

Thirty-five 6- to 10-year-old children with initial low rates of donating to help a peer either simply received a fine for each failure to donate (n = 7) or also were informed of the contingency between the fine and failure to donate (n = 28). Explanation of the contingency was necessary to increase children's donation rates. Donations continued at high rates during a gradual, unannounced removal of the fine contingency, but decreased when children were informed that fines were no longer in effect, particularly for children who had failed to donate at least once during training and had actually been fined. Overall, addition of a distraction or an inequity procedure did not reduce donating below rate reductions due to the announced extinction procedure alone.     

THE EFFECTS OF KNOWN-ITEM INTERSPERSAL ON ACQUISITION AND RETENTION OF SPELLING AND SIGHTREADING WORDS1

The use of well-documented procedures such as shaping, differential reinforcement, and fading may not be the most practical for teaching certain academic behaviors. An alternative procedure of interspersing trials on previously trained items with trials on unknown items has been suggested, but its effects on acquisition and retention have not been systematically examined. This study investigated the effects of interspersing known items during training on new tasks. Six mentally retarded adolescents were given pretests on spelling and sightreading words, which were divided into pools of learned and unlearned items. Training and baseline conditions were implemented concurrently, using a multi-element design. During interspersal training sessions, 10 known words from the pretest were alternately presented with each of 10 test words that were incorrect on the pretest. The ratio of previously mastered words to test words was gradually reduced. During baseline sessions, 10 different test words were presented without alternation of previously known words. During this condition, a procedure involving high-density social reinforcement contingent on task-related behaviors, but not necessarily correct responses, was later introduced, followed by a return to the original noninterspersal baseline. During all conditions, test words were deleted and replaced after meeting a mastery criterion of three consecutive correct trials. Retention tests were administered over learned test words for all conditions, at specified intervals. Results showed that both acquisition and retention of spelling and sightreading words were facilitated by the interspersal procedure. All subjects acquired more words during the interspersal condition than either the high-density or baseline conditions. The effectiveness of the procedure may possibly be attributed to better maintenance of attending behavior to unknown items as a function of the inclusion of known items, which directly increase the amount of reinforcement for correct responses during the early stages of skill acquisition.     

Human responses to various conditions of water temperature

Skin-surface temperatures on thehuman hand were obtained immediately following six exposure times ranging from 5 to 60 sec. for water temperatures varying in 5° increments from 10° to 40°C. The surface of the skin was found to respond rapidly and regularly to both the temperature and time of exposure. In a second study 30 Ss exposed a hand for 5 or 30 sec. to water temperatures ranging from 10° to 45°C. and made ratings on scales of pain and comfort as well as attaching a verbal label (cold, cool, tepid, etc.) to each experience. The experience of cold became more intense over these time intervals while the experience of warmth became less, and with the threshold constant taken into account the sensations of pain and discomfort were found to follow a psychophysical power law. The usefulness of these sorts of data for interpreting the effects of noxious stimuli in basic learning studies is discussed.     

Accommodating Persons With AIDS: Acceptance and Rejection in Rental Situations1

Effects of a prospective tenant's reference to AIDS upon obtaining community accommodation were examined in a sample of 160 individuals advertising rooms or flats for rent in two Canadian cities, Windsor and London, Ontario, and in Detroit, Michigan. Telephone calls, for half the sample, made simple inquiries as to room or flat availability; for the other half, similar inquiries were made by an individual who was ostensibly a hospitalized person with AIDS, soon to require accommodation. In the latter condition, rooms were significantly more likely to be described as unavailable. Chi-square and odds-ratio calculations showed that in each sample, the probability of rejection for calls including the AIDS reference was considerably greater than for calls not including it. Comparisons are made to similar previous research and to current perspectives about community reactions to stigmatizing conditions.     

The Hebb repetition effect as a laboratory analogue of novel word learning

The present study tests the hypothesis that a common ordering mechanism underlies both short-term serial recall of verbal materials and the acquisition of novel long-term lexical representations, using the Hebb repetition effect. In the first experiment, participants recalled visually presented nonsense syllables following a typical Hebb effect learning protocol. Replicating the Hebb repetition effect, we observed improved recall for repeated sequences of syllables. In the second experiment, the same participants performed an auditory lexical decision task, which included nonwords that were constructed from the syllables used in the first experiment. We observed inhibited rejection of nonwords that were composed of the repeated Hebb sequences, compared to nonwords that were built from nonrepeated filler sequences. This suggests that a long-term phonological lexical representation developed during Hebb learning. Accordingly, the relation between immediate serial recall and word learning is made explicit by arguing that the Hebb repetition effect is a laboratory analogue of naturalistic vocabulary acquisition.     

An Investigation of the Processes by Which Product Design and Brand Strength Interact to Determine Initial Affect and Quality Judgments

Prior research on product design has focused predominantly on the importance of product aesthetics in generating favorable consumer response. Interestingly, little attention has been given to the importance of aesthetics relative to product function (a fundamental component of product design) or to brand strength–two factors that are also considered to have a significant influence on consumers’ product evaluations and on product success. This study investigates how product design (conceptualized as product aesthetics and function) interacts with brand strength to influence consumers’ product liking and quality evaluations. Results suggest that design and brand strength differentially impact liking and quality judgments. In addition, judgments of liking and quality are found to be different in the way they are formed. Specifically, product liking appears to be readily formed through a process that integrates design information only; brand strength exhibits no significant influence. Quality judgments appear to take longer to process, and involve the integration of design and brand information.     

Functional-anatomical organization of predicate metaphor processing

The bulk of the research on the neural organization of metaphor comprehension has focused on nominal metaphors and the metaphoric relationships between word pairs. By contrast, little work has been conducted on predicate metaphors using verbs of motion such as “The man fell under her spell.” We examined predicate metaphors as compared to literal sentences of motion such as “The child fell under the slide” in an event-related, functional MRI study. Our results demonstrated greater activation in the left inferior frontal cortex and left lateral temporal lobe for predicate metaphors as compared to literal sentences, while no differences were seen in homologous areas of the right hemisphere. We suggest that the results support a neural organization principle for motion processing in which greater abstraction proceeds along a posterior-to-anterior axis within the lateral portion of the left temporal cortex.     

Greater Expectations: Using Hierarchical Linear Modeling to Examine Expectancy for Treatment Outcome as a Predictor of Treatment Response

A client's expectation that therapy will be beneficial has long been considered an important factor contributing to therapeutic outcomes, but recent empirical work examining this hypothesis has primarily yielded null findings. The present study examined the contribution of expectancies for treatment outcome to actual treatment outcome from the start of therapy through 12-month follow-up in a clinical sample of individuals (n = 72) treated for fear of flying with either in vivo exposure or virtual reality exposure therapy. Using a piecewise hierarchical linear model, outcome expectancy predicted treatment gains made during therapy but not during follow-up. Compared to lower levels, higher expectations for treatment outcome yielded stronger rates of symptom reduction from the beginning to the end of treatment on 2 standardized self-report questionnaires on fear of flying. The analytic approach of the current study is one potential reason that findings contrast with prior literature. The advantages of using hierarchical linear modeling to assess interindividual differences in longitudinal data are discussed.