Questions concerning fear of success and its conceptual relatives

Several measures of fear of success have been constructed, yet little attempt has been made to study the relations between them. Moreover, it is not clear that most of the measures can be differentiated from measures of fear of failure. Few fear of success researchers have worried about the relationship between their work and the large body of literature dealing with achievement motivation and fear of failure. Arguments about behavioral correlates of achievement-related anxieties should acknowledge the possibility that some people are both successful and anxious, and that they suffer on dimensions other than performance (e.g., psychosomatic illness). Two general forms of success anxiety — cultural and neurotic — have been discussed; both seem to require more intensive study than has been devoted to either one so far.     

Two-voice music programming system: The PDP-9 as an automatic electronic organ

A small computer was programmed to translate two-part musical scores into tables of numbers which were then used in the execution of the music through an amplifier and loudspeaker. The objective was to create sets of tape recordings to be used in psychophysical testing of the discriminabilities and preferabilities of music played on different pitch scales. The close tolerances in the timing of events in such stimulus materials demand special programming techniques and hardware components. The working system is described, and recommendations are made concerning the main features of an improved system.     

Effects of viewing real versus fantasy violence upon interpersonal aggression

Of 96 male undergraduates, one-third saw a violent film which they were told represented a real event, one-third saw the same film presented as a fictional event, and the remaining subjects saw no film. One-half of the subjects in each group had been attacked previously by a confederate while the others had not. Each subject was then given an opportunity to aggress against the confederate by administering shocks to him as punishment in a learning task. Results indicate that subjects who observed real violence delivered stronger shocks to the confederate than subjects who viewed fantasy violence or saw no film. Subjects who were angered and saw the real film were the most punitive toward the confederate.     

The educational psychologist in England and Wales

This article reviews the background to the development of the profession in England and Wales. It traces the recent pressures for expanding the size of the profession which led to the establishement of a working party by the British Government's Department of Education and Science, under the chairmanship of Professor Summerfield. The recent report of this working party (Department of Education and Science, 1968) is discussed and its analysis of the functions of the educational psychologist is summarized. The article selects a few of the report's main recommendations for the future. Those recommendations relating to training, numbers of educational psychologists required, the nature of the work, and the structure of the profession are outlined. Finally the article discusses initial reactions to the recommendations of the report.     

Personality,Self-Concept,Interests, and Intelligence: Which Construct Doesn't Fit?

ABSTRACT Evaluation of overlap among correlational construct families provides a basis for cross-fertilization in each of the four separate individual-differences domains. This article provides some new insights on Thorndike's claim that superiority in one trait implies superiority in other traits. Definitions and methodological differences among correlational domains of inquiry are reviewed from modern investigations of personality, self-concept, interests, and intelligence. Sources of overlap between personality and other trait families are discussed and four trait complexes are reviewed: social, clerical/ conventional, science/math, and intellectual/cultural. Implications of the trait-complex approach and challenges to integrative research approaches to applied problems are presented.     

Does backward masking by visual noise stop stimulus processing?

The identification of one, two, and four random letters was studied under three procedures: (1) backward masking by a visual noise; (2) concurrent masking by a visual noise; and (3) no masking. With backward masking the number of letters correctly identified was independent of the number presented. Direct judgments of the duration, brightness, contrast, sharpness, and texture of the letters were also made. Under backward masking the letters appeared to be on for a very brief duration, but with high apparent contrast. The results indicate that backward masking impairs identification by interrupting the stimulus processing, not by degrading the stimulus input.     

AN EXPERIMENTAL ANALYSIS OF SOCIAL INTERACTION BETWEEN A BEHAVIORALLY DISORDERED PRESCHOOL CHILD AND HER CLASSROOM PEERS1

The social interaction between a behaviorally disordered preschool child and her classroom peers was measured under two conditions of contingent adult attention: (1) verbal praise and physical contact directed to the target subject's peers for appropriate interaction with the target subject, and (2) verbal praise and physical contact directed specifically to the target subject for engaging in appropriate interaction with peers. Continuous measures of interactive behavior were made during baseline, intervention, and return to baseline conditions. Results indicated that application of experimental contingencies to peers (Condition 1) rapidly increased appropriate social behaviors by the peers and also by the target subject. When experimental contingencies were applied to the target subject (Condition 2), a similar increase in appropriate social behaviors was noted for both the target subject and the peers. Additionally, during Conditions 1 and 2 the recipient(s) of contingent adult attention initiated more appropriate social contacts than did the interacting partner(s).