Effects of changes in the intensity of white noise on simultaneity judgements and simple reaction time

On the basis of earlier work and informal observation it was suspected that the effect of loudness on simple reaction time (RT) could not be accounted for by changes in the time it takes the subject to hear the stimulus. Two experiments are described in which an increment in the level of background random noise is presented to the subject. The effect of increment size on RT and on a simultaneity judgement are investigated using a range of increments from just above difference threshold to moderately loud and clear. The difference in the size of loudness effects in the two tasks lends some support to a model which explains the influence of loudness on RT largely in terms of latency of response initiation.     

Loving: A developmental challenge of middle age

The capacity to love fully is one of the central developmental challenges of middle age. Loving is predicated upon the dynamic synthesis of trusting, autonomous, and creative relationships during childhood and adolescence. With the emergence of a productive orientation during middle age, it becomes increasingly clear that it is important to work for that which we love. It is impossible to encapsulate the essence of loving, but it can be partially delineated in terms of care, responsibility, respect, and knowledge. As a loving relationship develops, sexuality may emerge as another phase of mutuality. However, many loving relationships have no sexual overtones. In summary, loving is an end experience, for it engenders the joy that comes from being fully alive.     

Covariation and quantifier polarity: what determines causal attribution in vignettes?

Tests of causal attribution often use verbal vignettes, with covariation information provided through statements quantified with natural language expressions. The effect of covariation information has typically been taken to show that set size information affects attribution. However, recent research shows that quantifiers provide information about discourse focus as well as covariation information. In the attribution literature, quantifiers are used to depict covariation, but they confound quantity and focus. In four experiments, we show that focus explains all (Experiment 1) or some (Experiment 2-4) of the impact of covariation information on the attributions made, confirming the importance of the confound. Attribution experiments using vignettes that present covariation information with natural language quantifiers may overestimate the impact of set size information, and ignore the impact of quantifier-induced focus.     

The influence of types of character on processing background information in narrative discourse

The background sentenceThe air was cold and clammy depicts setting information which may or may not be of significance to a given character in a narrative. We tested the hypothesis that such information is processed with respect to the main character in a narrative rather than with respect to a secondary character. In Experiment 1, subjects making attributions of awareness of such background states were more likely to attribute such awareness to main than to secondary characters. In Experiment 2, using self-paced reading, we showed that such information is more important for main than for secondary characters during reading. Thus, unattached background information is processed with respect to main characters. This bias provides a source of control over the processing necessary to establish a coherent representation during the reading of narratives. Experiment 3 eliminated the possibility that the effects were due to generally shallower processing of sentences centered on secondary characters.     

Distortion in control attributions for real life events

A pool of life events was prerated as either positive or negative and likely or unlikely to recur. Undergraduate subjects then rated their control over their own life events and the average student's control over his/her life events. As predicted, subjects self-attributed more control over positive than negative events and self-attributed more control than they attributed control to others for positive events. However, self-attributions and attributions to others of control for negative events did not differ. Results thus provided support for self-enhancement but not for self-protection. It was also predicted that control motivation would lead subjects to (a) self-attribute more control for recurrent than nonrecurrent events, (b) self-attribute more control than they attribute to others over all events, and (c) self-attribute more control than they attribute to others for recurrent but not nonrecurrent events. The first and second of these predictions were confirmed, providing support for the operation of control motivation on real life events.     

Speed of information processing in academically gifted youths

A group of bright-average 7th grade junior-high-school students was contrasted with a group of manifestly academically gifted students of comparable age who were taking college-level courses in mathematics and science. The groups differed significantly and markedly (showing an overall mean difference of 1.34 SD) on every one of the nine different reaction-time (RT) tasks measuring the speed with which persons perform various elementary cognitive processes. The results indicate that: (1) various RT measurements discriminate about as much between intellectually average and superior groups as past studies have found RT measurements to discriminate between average and subnormal groups: and (2) the academically gifted differ from their nongifted age-peers in more than just scholastic knowledge and advanced problem-solving skills—they differ fundamentally in speed of information processing on extremely simple cognitive tasks with average response latencies of between 0.3 and 1.5 sec.     

Two models of brief group psychotherapy for herpes sufferers

The psychological consequences that often follow from contracting genital herpes fall into four general categories: sexual functioning, interpersonal relations, emotional life, and self-esteem. After detailing these, a rationale for treating genital herpes sufferers in group is offered, and then two models for the time-limited group treatment of this population are described. The first is a cognitive behavioral stress management program which has three component parts: relaxation training, rational-emotive training, and assertiveness training. The second is a dynamically oriented group in which the group focus shifts over time from the difficulties associated with the disease itself to general exploration of interpersonal styles and themes. Some comparisons between the two models are drawn.