Status faking on the SVIB-M

A study and replication of students faking interest in high status occupations on the Strong Vocational Interest Blank for Men. In general, the faking was successful in shifting the specific target occupational scales and especially the occupational level scale. Other scales are affected, many with decisive upward or downward shifts. Demonstration is made of the extent to which the faking condition led to differences in the overall test results. Various aspects of the general problem of test faking are reviewed.     

The effect of memory load on reaction time in character classification

In order to investigate the effect of memory load on reaction time (RT), choice RT trials were embedded in a binary character classification task using the varied set procedure. Twelve Ss performed in experimental blocks, as well as in control blocks consisting of character classification trials only. In experimental blocks, every trial began as a classification trial with the presentation of a new positive set. On a random half of these trials, however, a choice RT stimulus was presented instead of a probe letter and S simply made the indicated response. Results indicated that memory load had no effect on the choice RT trials. Embedding choice RT trials in the classification task affected the intercept (but not the slope) of the function relating classification RT to memory load. This result implies that the increase in latency usually obtained in classification experiments is entirely due to an increase in the duration of the memory searching stage of processing.     

Mediating interpersonal expectancies via vocal cues: Differential speech intensity as a means of social influence

Differential vocal emphasis in the tape-recorded instruction reading for a standard person perception task was manipulated by mechanically raising or lowering the volume of the key words describing the success or failure response alternatives on the rating scale. In a series of three experiments, Ss exposed to success emphasis in the instructions rated the stimulus persons as more successful than did Ss exposed to failure emphasis. This trend was reversed for Ss who listened twice to the instructions. None of the Ss reported awareness of the influence attempt.     

The asymptotic distribution of response probabilities in the Audley-Jonckheere learning model

The asymptotic distributions of response probabilities in the Audley-Jonckheere learning model, as applied to the two-choice learning situation, are described for (1) the experimenter-controlled events model, (2) the subject-controlled events model, and (3) the experimenter-subject-controlled events model.     

Psychophysical methodology IV: Phi gamma hypothesis and the method of limits

Assuming the phi-gamma hypothesis, deductions concerning the method of limits (ML) are derived. For a given step size, the selection of the initial stimulus for ascending series or for descending series has little effect on the summary statistical measures of the ML. Estimates of ML statistics are derived for different step sizes, and these estimates are used to estimate the mean and standard deviation of the phi-gamma hypothesis. Also considered are how summary statistical measures of the ML are influenced by extremely large and small step sizes and by the definition of a ML threshold.     

CULTURAL DIFFERENCES IN ATTENTIONAL PREFERENCE FOR COLOUR OVER FORM1

Huit groupes de sujets, différant par l'instruction et la culture, ont été soumis à un test d'appariement par la couleur ou la forme, (i) Plus le niveau d'instruction s'élève et plus se manifeste une préférence pour la forme, chez les enfants anglais citadins, les Indiens citadins et les Zambiens ruraux, mais non chez les enfants zambiens habitant la brousse lointaine ou la ville. (2) La préférence pour la forme a un rapport moins direct avec l'âge qu'avec l'instruction chez les enfants zambiens ruraux. (3) Les enfants zambiens ruraux et citadins préfèrent plus fréquemment la couleur que les enfants anglais et indiens citadins et moins fréquemment que les enfants zambiens de brousse lointaine de même niveau scolaire. (4) Les étudiants zambiens préfèrent plus fréquemment la forme que les Zambiennes adultes illettrées. (5) Aucune différence entre races n'apparaît chez les sujets d'un jardin d'enfants privilégié.     

The time it takes to imagine1

Stanley and Furedy (1966), using the paired-comparisons technique, reported that under conditions where size constancy held, Emmert’s law failed as distance increased beyond 90 in. Experiment 1, designed to check this report with a shorter-duration induction flash, did not yield 90 in. as the point of failure. However, although complete size constancy for direct images was again obtained, the results did not unambiguously suggest strict proportionality between afterimage size and distance. To allow a less ambiguous assessment of proportionality, Experiment 2 used magnitude-estimation procedures. Distance estimates were completely veridical, but afterimage size varied only linearly, and not proportionally, with apparent distance. It was concluded the Boring (1940) was mistaken in his attempt to reduce size constancy and Emmert’s law to the same principle.