Learning and memory for personality prototypes

Although personality traits are commonly assumed to be represented in memory as schemata, little research has addressed whether such schemata can be learned from observation. Subjects in three studies classified 60 person instances into group members and nonmembers as defined by the instances' match to a complex personality prototype. To simulate learning of fuzzy categories, each person instance provided conflicting cues to group membership. Learning for instances' group membership was excellent across studies. In Study 1, frequency of cues indicating group membership was greatly overestimated among nongroup instances. In Study 2, schema-consistent memory bias was revealed for person instances. In Study 3, schemata of consistently positive (or negative) traits were learned faster than arbitrary schemata. The findings implicated frequency sensitivity of memory (Estes, 1986), and a model of probabilistic cued-memory retrieval was developed to account for the effects. The findings were then discussed in relation to everyday cognitive performance.     

A Framework for the Classification of Personality Components

ABSTRACT Psychologists working within different theoretical traditions have proposed the existence of hundreds of personality components since the turn of the century. For example, psychoanalysts proposed such components as the id, ego, and superego, and trait theorists proposed such components as introversion and extraversion. Because each proposed component models a part of internal psychological functioning, it would make sense to combine the components into a single more meaningful set. Such components, however, are generally discussed only within the specific theoretical tradition in which they originated. This article presents a classification system that treats personality components together as a group. Personality components were first defined and then several hundred components were collected in a preliminary theory-by-theory classification. A new relational classification system was then developed that organized the components according to their interrelated nature, without regard to their originating theories. This classification system can be used to construct a relational table of personality components that is loosely analogous to a chemist's periodic table of the elements. The re-lational classification system's potential contribution to personality psychology is discussed.     

Intelligence and reaction times in the Hick, Sternberg and Posner paradigms

The relationship between psychometric intelligence and reaction times (RTs) in three well-known elementary cognitive tasks (Hick simple and choice reaction time task, Sternberg's short-term memory scanning, Posner's letter matching) was studied in a sample of 116 participants. In conformity with other studies mean RTs and intraindividual variabilities (SDs) of RT were correlated significantly with Raven's Advanced Progressive Matrices (APM). On the basis of the mental speed theory the processing measures or component scores (like slopes in the Hick and Sternberg paradigm and the NI-PI measure in the Posner task) should give the most substantial relationships with intelligence. However, as in other previous studies these measures displayed rather low, albeit significant, relationships with intelligence, which was probably due to the low reliability of these parameters. For the Posner paradigm, we proposed alternative approaches to compute an indicator for long-term memory (LTM) access that gave substantial correlations with intelligence. We conclude that LTM access is significantly associated with psychometric intelligence, whereas up to now there has been no unequivocal evidence for a substantial relationship between short-term memory access in the Sternberg task and intelligence.     

The Tulving-Wiseman law and the recognition of recallable music

Memory for well-known musical phrases was tested first for recognition in the absence of any specific musical context and then for recall given the preceding musical phrase as a contextual cue. Recognition and recall were found to be largely, but not completely, independent. Moreover, there was no evidence of any greater dependency between recognition and recall than that previously observed in the relation between word recognition and recall, as summarized by the Tulving-Wiseman law. These findings significantly extend the range of applicability of this law.     

Prepartum changes in maternal responsiveness and nest defense in Rattus norvegicus

Changes in maternal responsiveness during late pregnancy were traced by exposing females to foster pups (15-30-min tests) under conditions favoring the rapid initiation of maternal behavior. Groups were tested when nonpregnant or on Days 17, 20, 21, or 22 of pregnancy (Day 22 = parturition). Nulliparous females were compared with primiparous and with "experienced breeders." Nest defense was observed by introducing unfamiliar males (2-min tests) on Day 22. Results focused attention on three periods: (a) Days 17-20, when maternal responsiveness was lower than in the nonpregnant condition, (b) Day 21, when maternal responsiveness returned to or rose above nonpregnant levels, and (c) on Day 22, the 3.5 hr prior to delivery, during which 90% of females almost immediately retrieved, gathered, and tended foster pups and during which 92% attacked the unfamiliar intruders. (Attacks were rare earlier.) Maternally experienced females were more responsive to pups than nulliparous females when nonpregnant and throughout late pregnancy, but both groups were equally likely to show prepartum aggression.     

Integration of information during problem solving due to a meaningful context of learning

Ninety-seven subjects memorized nine associations among six interlocking elements that were presented as links among nonsense letters, connections among spies with word code names (after Hayes, 1966), or airline flights among major US cities. On tests of problem solving and true-false judgments, the letters group and the words group performed nearly identically; however, relative to these two groups, the cities group performed worse or about the same on short recall problems and much better on longer problems requiring chunking of learned information. The conditions and effects of a meaningful learning context for problem solving were discussed.     

Private self-consciousness, canned laughter, and responses to humorous stimuli

Sefl-focused attention is hypothesized to (a) intensify emotional responses; (b) diminish susceptibility to suggestion; and (c) increase the consistency of self-report and behavior. These hypotheses were tested by having 82 undergraduates varying in private self-consciousness (PrSC) listen to humorous stimuli presented either with (laugh track group) or without (no laugh track group) canned laughter. Subjects' funniness ratings and overt laughter served as dependent measures. Regression analyses revealed that PrSC and funniness ratings were negatively correlated in the laugh track group, but uncorrelated in the no laugh track group. In contrast, PrSC and overt laughter were positively correlated in both groups. The association between funniness and laughter appeared stronger in high than in low PrSC subjects. Interpreted in light of research indicating that funniness ratings represent affect-free evaluations of humor stimuli, whereas laughter represents amusement, these results suggest that self-focus (a) intensified subjects' amusement; (b) decreased the extent to which their evaluations of the stimuli were biased by canned laughter; and (c) increased the consistency between their (self-reported) cognitive and (overt behavioral) affective responses (although this finding was equivocal).