A pox on the mind: Disjunction of attention and memory in the processing of physical disfigurement

The unfavorable treatment of people with physical disfigurements is well-documented, yet little is known about basic perceptual and cognitive responses to disfigurement. Here, we identify a specialized pattern of cognitive processing consistent with the hypothesis that disfigurements act as heuristic cues to contagious disease. Disfigurements are often invariant across time and difficult to conceal, and thus observers can detect the presence of such cues without necessarily remembering the particular individuals bearing these cues. Indeed, despite the fact that disfigured faces were especially likely to hold disease-sensitive perceivers’ attention (Study 1), disfigured individuals were often confused with one another and thus not well remembered later (Study 2), revealing a disjunction of the typical relationship between elevated attention and elevated memory. We discuss the implications of our results for stigmatization of people with and without physical abnormalities and suggest the possibility that cognitive mechanisms for processing social information may be functionally tuned to the variant nature of important cues.     

SELF-MONITORING AND WORK PRODUCTIVITY WITH MENTALLY RETARDED ADULTS

We examined the use of self-monitoring to increase the productivity of five mentally retarded adults in a sheltered workshop. Data were collected daily during a 30-minute intervention and 30-minute generalization period. Following baseline, verbal praise, prompts, and physical encouragement were administered contingent on productive behavior on a specific task during the intervention period. In the next phase, self-monitoring was trained during the intervention period. During both phases, baseline conditions prevailed in the generalization periods. In the final phase, self-monitoring was extended across the intervention and generalization periods. Results showed that increased productivity levels, evident when praise and prompting were being administered, maintained with self-monitoring alone. Minimal generalization across time was observed until self-monitoring was begun in the generalization period.     

The effects of storage and processing complexity on comprehension repair in children and adults

In four experiments, the ability of young children (6 to 10 years of age) and college adults to repair a comprehension problem in situations varying repair difficulty was examined. The subjects were read short stories describing a consistent or inconsistent adult response to a child's action, and repair information that resolved or failed to resolve the inconsistency. The subjects were asked questions after each story to determine if they had detected and resolved the inconsistency. The repair information was manipulated as a means of varying the storage and prosessing complexity of integrating problem and repair information. The information was separated from or adjacent to the inconsistent response, before or after the response, and the relevancy of the repair information was obvious or only inferentially available. The results showed that even first graders can repair a comprehension problem in situations of minimal information processing complexity, and that increments in complexity affect the repair performance of younger more than older subjects.     

CHANGES IN STUDENT AND TEACHER RESPONSES IN OBSERVED AND GENERALIZED SETTINGS AS A FUNCTION OF SUPERVISOR OBSERVATIONS

Two studies are reported in which the effects of supervisor observations of teachers' performance rate and accuracy on both teachers' and severely handicapped students' behaviors were compared with baseline supervisor observations that did not specify rate and accuracy feedback. The latter observation procedure (nonspecific feedback) was more typical of the existing practices of school supervisors. The dependent variables for the teachers were rate and accuracy of teacher behaviors to student responses in individualized instructional settings involving discrete trials or task-analysis steps. The dependent variables for students were the rates of correct and incorrect responding to teacher presentations during the supervisor observation periods. Both studies used a multiple baseline design. The results of Study 1 showed that there were educationally significant changes in teacher and, in turn, student performance as a result of the use of the rate and accuracy procedure. The results of Study 2 replicated those of Study 1 while correcting limitations of Study 1. This latter study also demonstrated that the observation effects of the procedure generalized to teacher performance throughout the day. The results are discussed in terms of the efficiency and cost effectiveness of the procedure to train, monitor, and reinforce teacher effectiveness.