Attitude accessibility as a moderator of the attitude-perception and attitude-behavior relations: an investigation of the 1984 presidential election

It was hypothesized that the extent to which individuals' attitudes guide their subsequent perceptions of and behavior toward the attitude object is a function of the accessibility of those attitudes from memory. A field investigation concerning the 1984 presidential election was conducted as a test of these hypotheses. Attitudes toward each of the two candidates, Reagan and Mondale, and the accessibility of those attitudes, as indicated by the latency of response to the attitudinal inquiry, were measured for a large sample of townspeople months before the election. Judgments of the performance of the candidates during the televised debates served as the measure of subsequent perceptions, and voting served as the measure of subsequent behavior. As predicted, both the attitude-perception and the attitude-behavior relations were moderated by attitude accessibility. The implications of these findings for theoretical models of the processes by which attitudes guide behavior, along with their practical implications for survey research, are discussed.     

USING REINFORCEMENT AND CUEING TO INCREASE HEALTHY SNACK FOOD CHOICES IN PRESCHOOLERS

We examined the effects of behavioral procedures to modify the food choices of preschoolers during a snack period at school (training setting) and at home (generalization setting). In the first experiment, we evaluated the usefulness of nutrition training and a generalization programming strategy of cueing to improve healthy snacking; in the second experiment we investigated the effect of nutrition training alone. In addition, three cases are presented that illustrate individualized procedures to facilitate generalization of healthy snacking to home. Results indicated that children's healthy snack choices increased in the preschool training setting, that generalization to home was achieved only when procedures to program it were implemented, and that the best results were found when the generalization procedures were tailored to the individual child.     

Effect of levels of exercise on psychological mood states, physical fitness, and plasma beta-endorphin

Aerobic exercise which resulted in a significant improvement in cardiovascular functioning had no more effect on psychological mood states than did the placebo control of participation in nonaerobic recreational games or no exercise and sport at all (N = 430 college students). Beta-endorphin levels with the 41 depressed subjects were not a biochemical link that might explain the possible influence of physical activity on depression.     

The electronic chalkboard

The present paper describes “the electronic chalkboard” (TEC), a teaching innovation made possible by the recent development, under a FIPSE grant to CONDUIT, of specialized instructional software. The instructional power of TEC casts the computer in the role of catalyst in the student-teacher dyad and leads to the emergence of the more powerful student-computer-teacher triad. Relevant educational principles and CAI techniques that should ensure the intelligent use of TEC are discussed.     

Secobarbital and perceptual processing

An experiment which employed each of 18 subjects in four days of testing was used to examine acute secobarbital dose treatment effects on choice reaction time in a Cooper and Shepard (1973) character recognition task. Manipulations of visual stimulus degradation, character difficulty, 180 degree rotation, and mirror-image reversal were included in order to evaluate the hypothesis that the drug affects performance by disrupting early stimulus input processing. The results indicate significant increases in the effect of secobarbital on reaction time and errors under conditions of visual stimulus degradation. The effects of the drug, however, were not changed by 180 degree rotation of the target character or by the other task variables. The results were interpreted to indicate that secobarbital impairs performance primarily by placing selective stress on hypothetical early encoding activities and that later processing operations (associated with use of an internal representation of the target character) are not affected by the drug. Strengths and weaknesses of the two-stage model of visual stimulus processing are discussed and implications of the model for future drug research are indicated.     

Awareness of the response after feedback training for changes in heart rate and sudomotor laterality

What is the relation between the ability to control visceral responding on a biofeedback task and the ability to report behaviors actually contributing to this performance? Subjects received biofeedback training for unidentified visceral responses and then gave written reports about what they had done to control the feedback displays. Independent judges were given these reports and, on the basis of knowledge about activities known to contribute to visceral activity, were asked to determine the visceral responses for which the subjects had been trained. The reports of subjects who succeeded at bidirectional control of heart rate (Experiment 1) or sudomotor laterality (Experiment 2) showed awareness of behaviors related to feedback as assessed by this procedure, whereas the reports of subjects who failed at bidirectional control did not. Subsequent experiments indicated that these results did not depend on a learning strategy that might have been specific to the initial studies. These findings call into question the view that people are unaware of what they have done to produce the response after training on biofeedback tasks. Earlier studies reporting lack of awareness in biofeedback are discussed in light of factors that affect the measurement of biofeedback learning and response awareness.     

Delayed reinforcement as an indiscriminable contingency in verbal/nonverbal correspondence training

We investigated the programming of generalization and maintenance of correspondence between verbal and nonverbal behavior in a preschool setting. Four children participated in a series of multiple-baseline designs. In Experiment 1, delayed reinforcement of verbal behavior effectively controlled maintenance of correspondence with previously trained responses and also resulted in generalization of correspondence to one untrained response. As the latter effect was limited, Experiment 2 was a further assessment of the effects of delayed reinforcement of generalization of correspondence to untrained responses, and consistent generalization was shown. Experiment 2 also showed that generalization, if lost, could be recovered through use of "booster training," in which the original contingencies were reinstated for a brief period. Experiment 3 provided replications, with two additional children, of the effects of delayed reinforcement on maintenance of correspondence. Results are discussed in terms of using delayed reinforcement as an indiscriminable contingency.     

Radical parochialism about reference

We can use radically different reference-schemes to generate the same truth-conditions for the sentences of a language. In this paper, we do three things. (1) Distinguish two arguments that deploy this observation to derive different conclusions. The first argues that reference is radically indeterminate: there is no fact of the matter what ordinary terms refer to. This threat is taken seriously and most contemporary metasemantic theories come with resources intended to rebut it. The second argues for radical parochialism about reference: it's a reflection of our parochial interests, rather than the nature of the subject matter, that our theorizing about language appeals to reference rather than another relation that generates the same truth-conditions. Rebuttals of the first argument cut no ice against the second, because radical parochialism is compatible with reference being determinate. (2) Argue that radical parochialism, like radical indeterminacy, would be shocking if true. (3) Argue that the case for radical parochialism turns on the explanatory purposes of “reference”-talk: on relatively “thin” conceptions, the argument goes through, and radical parochialism is (shockingly!) true; on richer conceptions, the argument can be blocked. We conclude that non-revisionists must endorse, and justify, a relatively rich conception of the explanatory purposes of “reference”-talk.