Generalization of teacher behavior as a function of subject matter specific discrimination training

The effect of training on the rate of behavior-specific praise for two fourth-grade teachers was investigated within a multiple-baseline design. Training teachers to identify instances of behavior-specific praise on videotaped presentations (discrimination training) combined with instructions to use praise, and audiotape recordings of the teachers' classroom interactions as feedback, increased the rates of behavior-specific praise. However, the effects were restricted to subject-matter areas in which training was conducted.     

Some variables affecting rate of key pecking during response-independent procedures (autoshaping)

Rate of key pecking by pigeons subjected to response-independent procedures in which a stimulus on the response key preceded food presentation was investigated in eight experiments. Color and shape of the stimulus, duration of the stimulus, probability of food following the stimulus, duration of the intertrial interval, and duration of food presentation were varied separately and in combination. All variables studied, except color and shape of the stimulus, had a reliable effect on pecking rate, but some variables had stronger effects than others. Rapid key pecking may be obtained with a variety of response-independent procedures, as well as by response-dependent reinforcement. The results of experiments in which food is both dependent on key pecking and correlated with stimulus conditions are not representative of simple operant effects. Key pecking is an ideal response for studying the simultaneous operation of response-reinforcer and stimulus-reinforcer effects.     

Color preferences, extraversion, and neuroticism of art students.

Color preferences of 190 art students (G?tz & G?tz, 1974, 1975) were compared with the corresponding scores on extraversion (E) and neuroticism (N). It was found that the preferences of a group of 27 highly gifted young artists were different from preferences of average and less gifted Ss who had little or no artistic practice. In the latter group extraverts and ambiverts mainly preferred primary and secondary colors (light clear and dark clear tones included), while introverts preferred tertiary colors (earth colors) and achromatics. However, in the group of highly gifted Ss no significant differences between positive and negative rankings in both color categories were found. Neuroticism had no effect on color preferences; this holds for introverts and extraverts and for each single color.     

Color preferences of art students: surface colors: II.

In a previous study (G?tz & G?tz, 1974b) the preferences of 14 surface colors were analyzed. While this set contained only one red, one blue, one yellow, etc., the color set of the present investigation was extended, and the preferences of 5 different reds, blues, yellow, etc. were analyzed. Between the five variations of red and yellow, respectively, the greatest affective differences were found, while the opposite was true for the 5 oranges, pinks, and grays. The most preferred colors are 2 reds, 2 blues, and 2 yellows; least preferred are a greenish yellow, a penetrating red-violet, and all 5 pinks. Significant sex differences were found for 8 colors.     

Psychobiographical assessment

Psychobiography, the analysis of public persons by competent clinicians, is discussed as a possible assessment technique. Its re-emergence has emanated from recent attempts to psychoanalyze President Nixon, Adolph Hitler, and Emily Dickinson. Its position in relation to traditional personality assessment is considered as well as major previous efforts. Psychobiography is now a part of the curriculum at several leading universities and suggestions are made for future work. Because clinically unsophisticated writers from other disciplines are currently pursuing the trend, clinical psychologists should become involved to provide society with a more accurate psychological perspective.