Pessimistic self-preoccupation, performance deficits, and depression

Three studies are presented testing a model of the cognitive performance deficits shown in depression. The model proposes that such deficits occur as an interaction of expectancy and focus of attention variables, that is, in the presence of both low expectancy of success and high self-focus. Study 1 was a pilot study which documented that depressed undergraduates evidence poorer anagram performance, greater self-focus, and lower pretask expectancies than do nondepressed subjects. Study 2 showed that nondepressed undergraduates evidence performance deficits only when both expectancy is lowered and self-focus is increased. Study 3 suggested that depressed undergraduates' performance deficits are overcome either by lowering self-focus or by raising expectancy. Discussed are discrepancies between self-report and performance data, the relevance of these studies to the test anxiety literature, the need to integrate literature concerning the effects of depression, anxiety, and self-esteem on performance, and how the interactive roles of positive expectancy and focus of attention may be related to effective coping in a variety of situations.     

A note on accepting the null hypothesis: problems with respect to the mass-spring and pulse-step models of movement control

Models are sometimes developed on the premise that there are no differences between two or more conditions regardless of experimental manipulation. This article argues that unless a very sensitive experiment (or series of experiments) was conducted, such conclusions are often premature. Design and statistical factors such as alpha level, variability, sample size, and treatment effect are all determinants of the sensitivity of the experiment. It is sometimes the case that an experiment produces differences between means and yet the null hypothesis is not rejected because of high variability within experimental conditions or because too few subjects were used. Unless the probability of detecting a difference between groups is known, it would seem unwise to conclude that no difference exists. Judgment on the model should be suspended. Examples are taken from the mass-spring and pulse-step models fro voluntary movement control to illustrate the problem.     

Response timing variability: coherence of kinematic and EMG parameters

A detailed kinematic and electromyographic (EMG) analysis of single degree of freedom timing responses is reported to (a) determine the coherence of kinematic and EMG variability to the reduced timing error variability exhibited with amplitude increments within a given criterion movement time and (b) understand the temporal organization of various movement parameters in simple responses. The data reveal that the variability of kinematic (time to peak acceleration, duration of acceleration phase, time to peak deceleration) and EMG (duration of agonist burst, duration of antagonist burst, time to antagonist burst) timing parameters decreased with increments of average velocity in a manner consistent with the variable timing error. In addition, the coefficient of variation for peak acceleration, peak deceleration, and integrated EMG of the agonist burst followed the same trend. Increasing average movement velocity also led to decreases in premotor and motor reaction times. Overall, the findings suggest a strong coherence between the variability of response outcome, kinematic, and EMG parameters.     

Reaction time methods in the study of motor programming: the precuing of hand, digit, and duration

Recent reaction time analysis of motor programming has utilized a precue stimulus that provides advance information about some or all of the attributes for the upcoming motor response. This kind of precue typically confounds the number of remaining stimuli with the motoric processes under investigation (Zelaznik, 1978). In Experiments 1 and 2 the precuing of hand, digit, and duration of a key press response was manipulated. A new precuing procedure was utilized that does not confound the number of stimuli with the motoric processes under investigation. The findings of Experiments 1 and 2 demonstrate that none of the advance information was helpful in reducing reaction time and as such, suggest that these features of movement are not selected in any particular order. Experiment 3 compared this new method of precuing to the other, traditional method. The results of this experiment suggested that there is parallel processing of the perceptual and motor mental operations in this reaction-time task, since there was an underadditive interaction between the number of stimulus response alternatives and the non-precued movement dimensions. This paper highlights problems inherent in the utilization of precursing methods to understand motor programming processes. It appears that a better understanding about the variables involved in movement control is necessary before examining the order of selection of those variables.     

Perception of social distributions

Accurate representation of the distribution of social attitudes and behaviors can guide effective social behavior and is often essential for correct inferences. We examined the accuracy of people's beliefs about the distributions of a large number of attitudinal and behavioral dimensions. In two studies we measured actual attitudes and behaviors in a student population, and we assessed beliefs by asking subjects to estimate the distribution of 100 students on these dimensions. We examined the accuracy of subjects' perceptions of the means, standard deviations, and distribution shapes. Subjects showed a number of systematic biases, including overestimation of dispersion and overestimation of the means of behavioral distributions and a false consensus bias, but their overall accuracy was impressive.     

Evidence for extending the circumplex model of personality trait language to self-reported moods

We show that self-ratings by 141 undergraduates on 17 items form a circumplex that closely agrees with Conte and Plutchik's (1981) circumplex of personality traits. The order of items on a circumplex, generated by self-ratings following a here-and-now instruction set, scarcely differs from that of a circumplex representing the same ratings averaged over a 2-week period. The configuration becomes more elliptical as one moves from the state-like measures (here-and-now ratings) to pure trait measures (averages), but measurement bias is shown to be the most probable cause of the distortion. Allowing for the limitations of small samples of items and raters, the findings show that the circumplex model represents a valid theoretical construct and does not arise from measurement error or from an illusory implicit personality theory.     

Conditioned placebo responses

Following earlier animal research, we attempt to condition placebo effects in human subjects. Four groups of 8 voluntary subjects were told that the experimenters would test a powerful new analgesic cream over three sessions by assessing its ability to reduce experimentally induced pain. The analgesic cream was, in fact, a placebo. In the first session all subjects were tested with and without the cream to assess their placebo response. In the second session, to condition two groups (with differing stimulation levels) to experience pain relief in response to the placebo, we repeatedly paired a reduction in nocioceptive stimulation with placebo administration. (Subjects were unaware that stimulation levels were manipulated). To condition the other two groups (with different stimulation levels) to experience an exacerbation of the pain, we paired an increase in nocioceptive stimulation with placebo administration. In the third session, all subjects were again tested for placebo response. Results suggested that placebo responses are conditionable in the laboratory in both a positive and negative direction. The clinical implications of a learning theory of placebo behavior are discussed.     

Gender differences in emotional development: A review of theories and research

Theories, data, methodological and conceptual problems concerning the study of gender differences in the development of defenses, emotional expression, recognition, and experiences are reviewed Data indicate gender differences in several areas of emotional functioning, including nonverbal sensitivity, expressiveness, self-reports of anger, fear, and sadness, the quality of defenses, and cognitive correlates of recognition abilities Studies suggest that with development, boys increasingly inhibit the expression and attribution of most emotions, whereas girls increasingly inhibit the expression and recognition of socially unacceptable emotions, e g, anger These differences may be a function of different socialization processes for males and females, which may be adaptations to innate gender differences in temperament, or adaptations to existing sociocultural pressures The present paper argues that emotions motivate and regulate adaptive behaviors, and that researchers must explore gender differences in emotional development as a function of different familial, sociocultural, and interpersonal roles to which males and females must adapt     

The performance of attention-deficit-disordered and normal children on conservation tasks

The present study was designed to investigate whether a specific subgroup of learning-disabled children (attention-deficit-disordered, ADD) differed from their normal counterparts on Piagetian tasks of conservation. The subjects were 34 third-and fourth-grade children. Seventeen children had been diagnosed as ADD; the remaining half were designated as normal. The two groups were equivalent in chronological age, mental age, and intelligence. The results indicated significant differences between the two groups on tasks tapping conservation of substance and number. These results may support the theory of a lag in the development of conservation in children with specific learning disabilities (ADD). Implications of the present research for therapeutic and remedial programs that serve ADD children are also discussed.     

The effect of diagonality on reconstruction of patterns by preschool children

The study examined the contribution of various aspects of pattern complexity to children's difficulty on reconstruction of patterns. Specifically, diagonal pattern components and spatial orientation of patterns were considered. Twenty-four children between 16 months and 31 months were presented eight 5-square patterns on a 3 X 3 matrix of squares. The squares lighted, went dark, and then could be relighted by the child if touched. Accuracy of reconstruction was determined by the number of squares correctly chosen by the child during reconstruction. The eight patterns were rated according to Leeuwenberg's code length method, Garner's rotation-and-reflection method, Halford and Macdonald's rating scale, and a simple count of the number of diagonal lines. Analysis of children's responding indicated that number of diagonal lines was more predictive of memory performance than the other three rating systems, implying that diagonality is an important feature of pattern complexity that should be included in ratings of patterns used in research with children.