Electrophysiological and behavioral indicants of selective attention to multifeature gratings

The mechanisms underlying selective attention to gratings consisting of a particular conjunction of spatial frequency and orientation were investigated by means of both visual evoked potential (VEP) and behavioral measures. The effects of selective attention upon the VEP indicated two general types of selection processes: one which is specific to the features contained in the relevant gratings and is most pronounced approximately 225 msec post-stimulation, and another which is specific to the conjunction of features defining the relevant grating and is most pronounced 250–375 msec following the presentation of the stimulus. The behavioral responses primarily reflected this latter, or grating-specific, attentional process. The results are discussed in terms of the role of sensory feature channels in mediating selective attention to visual stimuli and are related to various information processing models of visual pattern selection.     

Generalized and specific expectancies: Sequential mediators of interpersonal behavior1

Two experiments confirmed sequential mediation of social interaction by investigating the effects of generalized expectancies on specific expectancies and the effects of specific expectancies on performance. Both experiments used a simulated tutoring task in which the subject took the role of tutor while a confederate took the role of student. In Experiment 1 subjects combined generalized expectancies about the effectiveness of certain tutoring responses with specific situational information to produce specific expectancies about the results of the tutoring responses under the experimental circumstances. Experiment 2 replicated this finding and showed that specific expectancies of the relative effectiveness of different responses influenced which response was performed more. Results were discussed in terms of cognitive motivation theory and social learning theory.     

Behaviorally-based decision-making training for children

A seven-step, behaviorally based, decision-making process was taught to 17 children, age 9–10 years. Each child's decision-making ability was measured before and after training, using two audiotaped stories that described problem situations typically encountered in the school or home. The children were asked to identify the problem, generate alternative solutions, think of positive and negative consequences for each solution, and offer a personal value supporting their decision. As compared to a no-treatment control group, the children receiving the decision-making training obtained significantly greater scores on four of five dependent measures. Implications for teaching decision-making as a self-management skill are offered.     

Effects of being observed on learning following success and failure experiences

In two experiments female subjects performed a task either alone or while being observed by a female experimenter, after which they were told that they had performed well or poorly. On a paired-associates (PA) learning task that followed, subjects who performed in the presence of the observing experimenter required more trials to criterion and committed more errors than those who worked alone only if they had supposedly done poorly on the preceding task. Subjects who had done well on the prior task performed better on the PA task when observed than when alone provided that the preliminary task had also measured verbal learning. A measure of skin conductance indicated increased arousal under conditions of observation on the PA task only after a poor performance on the preceding task. The results are discussed in terms of the drive theory of social facilitation and the conditions under which being observed produces evaluation apprehension.     

The Cost-Reward Model of Helping Behavior: A Nonconfirmation1

A field experiment was designed to test several predictions derived from the Piliavin and Piliavin cost-reward model of helping behavior. Female and male subjects' reported intent to help a hemophiliac in a nearby hospital was unrelated to the costs for helping, the costs for not helping, and the order in which the subjects received the costs' manipulations. The obtained rates of helping were also unrelated to whether or not subjects reported having donated previously. Failure to obtain the predicted results is discussed.     

Effects of peer reporting on cooperative play and aggression of kindergarten children

Kindergarten children were given opportunities to report to their class during “sharing time” the cooperative or friendly behaviors of their peers which had occurred during the day. Children whose cooperative behavior was reported by a peer received a happy face badge as a reward. Later, only peer praise served as a reward for those whose friendliness was mentioned by a peer. Cooperative behavior increased and aggressive acts decreased when peers reported prosocial behavior to the class. A reversal phase, in which unfriendly acts were reported, produced a decrease in cooperation and an increase in aggression. Peer reporting was a natural and inexpensive means of increasing prosocial responses of these children. Anecdotal teacher reports suggested a generalized behavioral improvement.     

Can Personal Values Predict Performance? Evidence in an Academic Setting

In this paper we briefly review the construct of personal values, and we examine whether achievement values may be incrementally related to performance beyond personality. We also consider the motivational processes that may mediate the relationships between characteristics of the individual (personality and values) and performance. In an academic setting, achievement values were related to course performance even after controlling for the relevant personality factors of Conscientiousness, Emotional Stability, and Extraversion. Further, motivational processes of goal content and goal striving mediated the relationships between individual characteristics (personality and values) and performance.