Constant errors donot occur in the matched reproduction of angles

MacRae and Loh (1981) reported that when observers attempt to match angles, whether simultaneously or successively, and regardless of whether the angles have the same orientation or not, acute angles generally are set too large and obtuse angles, too small. Without presenting data, they argued indirectly that starting-position effects in their adjustment procedure could not have accounted for the errors. In four experiments, we have demonstrated that effects similar to MacRae and Loh’s do occur when their starting positions are used and that no such effects occur when psychophysical methods that minimize or eradicate starting position effects are used.     

Children's strategy preferences for resolving contradictory story information under two social conditions

This paper attempted to examine how children, when confronted with a literary implicature, resolve this implicature under two types of social conditions. More specifically, this paper identified five types of strategies which people employ to resolve text anomalies arising when old information in a story setting is incompatible with new information in a story ending. Two experiments demonstrated that third graders (8.4 and 8.6 years) and sixth graders (12.5 and 12.8 years) consistently selected certain strategies for resolving old and new, empirical and value, contradictory information. Although third and sixth graders demonstrated a similar strategy preference for resolving contradictory old and new information in formal conditions, the principal difference was that third graders modified old information to fit new information while sixth graders modified new information to fit old information. In contrasting the formal and informal conditions, third graders shifted their strategy preferences so as to minimize the amount of text restructuring in the formal condition; sixth graders, on the other hand, shifted their strategy preferences so as to maximize the amount of text restructuring in informal conditions. These findings suggest that story schema structures are more interpretive than story grammar psychologists presently assume.     

The relationship of moral maturity and ethical attitude1

Two issues related to Hogan's Survey of Ethical Attitudes (SEA) were investigated. First, the adequacy of Hogan's theoretical characterizations of the two poles of the SEA was tested. The results supported his characterization of the ethics of conscience, but only partially supported his characterization of the ethics of responsibility. Our second focus was on Hogan's prediction that “moral maturity” should be curvilinearly related to the SEA. As predicted, when moral maturity was measured in Hogan's sense, subjects scoring in the middle of the SEA dimension showed higher levels of moral maturity than those at either the ethics of conscience end or the ethics of responsibility end. In contrast, moral maturity in Kohlberg's sense was linearly related to the SEA with the most mature individuals scoring at the ethics of conscience end of the dimension. The total pattern of results highlights the importance of conceptual clarity and conceptual pluralism in research on morality.     

A cusp catastrophe: Hysteresis, bimodality, and inaccessibility in rabbit eyelid conditioning

Three properties of the cusp catastrophe: bimodality, inaccessibility, and hysteresis were evaluated in rabbit eyelid conditioning. Bimodality was evidenced by the fact that responding tended to occur at either very low or very high levels, and inaccessibility by the fact that intermediate levels of responding were rarely encountered. Hysteresis was demonstrated when: (a) levels of responding attained under a continuous schedule of reinforcement were largely maintained by a schedule which was too lean to promote conditioning by itself; and (b) levels of responding attained with a high intensity unconditional stimulus were largely maintained by a lower intensity unconditional stimulus which was too weak to promote conditioning in its own right. These results are consistent with the model of conditioning suggested by P. W. Frey and R. J. Sears (Psychological Review, 1978, 85, 321–340) which postulates response-mapping rules based on the cusp catastrophe.     

Dr. John Rittmeister - neurologist and resistance fighter]

He was born in Hamburg on 21st August 1898 and beheaded in the Pl?tzensee penitentiary on 13th May 1943. Our colleague was a personality combining professional striving and political commitment into a dialectic unity. The more important biographic data are given, the co-operation in the Schulze-Boysen-Harnack organisation is described as far as it has become known, and Rittmeister's scientific works are mentioned.     

Coactor's behavior and imitative aggression

After being exposed to either an aggressive or a nonaggressive filmed model, four- and five-year-old boys were tested for imitation while either alone or with a confederate who had also seen the film. The confederate's behavior was either inactive, the same as that in the film, the same as that in the film the child had not seen, novel but of the same category (aggressive or nonaggressive) as that in the film seen, or novel but in the category of the film not seen. These conditions conformed to the dimensions of a 2 × 6 factoral design. According to prediction, the imitation of subjects exposed to the aggressive model was greatest when the confederate's behavior was similar to the model's. No difference in imitation was produced by the confederate's actions if the boy had watched the nonaggressive model. The results were interpreted within the context of social comparison theory.This project was facilitated by the senior author's Margaret Bosshardt Pace and Paul David Pace Research Fellowship.     

THOG: The anatomy of a problem

Summary Three experiments are reported on the attempts to solve a novel hypothetico-deductive problem. Its solution demands both the postulation of hypotheses about its structure and a combinatorial analysis upon the consequences of these hypotheses. The majority of subjects (students) failed to solve the problem because they argued from the properties of stimuli rather than from hypotheses about their conceptual status. The results suggest that a familiarity with the logical structure of the problem and the elicitation of appropriate hypotheses failed to correct this intuitive approach. These findings are discussed in relation to Piaget's theory of formal operations, and (very tentatively) in relation to habitual styles of thought.     

Components of the reaction time stroop-task

Summary The Stroop-phenomenon in its single-trial reaction-time version is analyzed in terms of Donders's additive-components approach. The complete set of component tasks forms an incomplete factorial design, and so, for resolving reaction times into their component parts multiple regression with dummy coding is used. The results of two independent experiments confirm the asymmetry of the incongruence effect in naming and reading, but contradict the redundancy hypothesis for congruent items. This finding is consistent with the linear approach which in Exp. 1 accounts for about 45%, and in Exp. 2 for about 30%, of total reaction-time variance. In a third experiment reaction times for the detection of colours/words and for congruence/incongruence are measured. These data confirm the estimation of both the basic constant and the assumed matching component in the first two experiments. Finally it is proposed that the data can be interpreted on the assumption that a matching process is responsible for the incongruence effect in naming. Reading interference does not normally occur because of faster processes or fewer stages in a parallel reading channel. Different strategies in coping with the Strooptask (reading vs inhibition) may explain differences between Exps. 1 and 2 and the absence of the redundancy effect from the data. The constraints on such assumptions in the context of reaction-time measurement are discussed.Parts of the data analyzed here were reported at the 18th Congress of Experimental Psychology in April 1976 at Bochum. K.P. Muthig, now at the Free University of Berlin, Dpt. 12, helped in the performance and analysis of the first and third experiments.I gratefully acknowledge the helpful comments of O. Neumann (Bochum) and of three anonymous reviewers of an earlier version of this paper.