Cross-national stereotypes of locus of control in university students1

Stereotypes of locus of control were studied in male and female university students from eight countries (Canada, France, West Germany, India, Israel, Italy, Japan, United States). The subjects took the Rotter Internal-External Locus of Control (I-E) Scale in standard fashion (“own” scores) and then in the role of students similar to themselves in their own country (attributed own) and in selected other countries (attributed other). Using the difference between “own” scores and “attributed” scores as the operational measure of stereotype, the results indicate (1) that scores attributed to students in a given country bear little relationship to those students “own” scores, thereby suggesting the presence of stereotypes of locus of control; (2) students in most countries attribute greater externality to the average student in their own country compared to themselves; (3) countries vary in the degree to which they stereotype other countries with the U.S. students significantly attributing greater externality to other countries and Japanese students significantly attributing greater internality to other students; (4) countries vary in the degree to which they are stereotyped with German students perceived as most internal and Italian students as most external; (5) the U.S.S.R. and U.S.A. are perceived differently on content subscales of the I-E Scale although their overall attributed scores do not differ.     

Correctly responding to reasons while being means-end incoherent

This paper argues that Reason Responsiveness (RR) accounts of rationality, proposed for example by Benjamin Kiesewetter and Error Lord, fail to explain structural irrationality (i.e., the irrationality involved in holding incoherent attitudes). Proponents of RR hold that rationality consists in correctly responding to available reasons. Structural irrationality, they argue, is just a “by-product” of incorrect reason-responding. Applying this idea to cases of means–end incoherence, this paper shows that RR accounts must rely on a certain transmission principle. Roughly, this amounts to the principle that necessarily, if (1) A has decisive available reason to intend to E and (2) A has decisive available reason to believe that intending to M is necessary for E-ing, it follows that (3) A has decisive available reason to intend to M. By considering an example, this paper argues that even the most plausible version of this transmission principle does not hold true. It follows that one can correctly respond to one's available reasons while being means–end incoherent.     

The effects of the binocular disparity differences between targets and maskers on visual search

A visual search for targets is facilitated when the target objects are on a different depth plane than other masking objects cluttering the scene. The ability of observers to determine whether one of four letters presented stereoscopically at four symmetrically located positions on the fixation plane differed from the other three was assessed when the target letters were masked by other randomly positioned and oriented letters appearing on the same depth plane as the target letters, or in front, or behind it. Three additional control maskers, derived from the letter maskers, were also presented on the same three depth planes: (1) random-phase maskers (same spectral amplitude composition as the letter masker but with the phase spectrum randomized); (2) random-pixel maskers (the locations of the letter maskers’ pixel amplitudes were randomized); (3) letter-fragment maskers (the same letters as in the letter masker but broken up into fragments). Performance improved with target duration when the target-letter plane was in front of the letter-masker plane, but not when the target letters were on the same plane as the masker, or behind it. A comparison of the results for the four different kinds of maskers indicated that maskers consisting of recognizable objects (letters or letter fragments) interfere more with search and comparison judgments than do visual noise maskers having the same spatial frequency profile and contrast. In addition, performance was poorer for letter maskers than for letter-masker fragments, suggesting that the letter maskers interfered more with performance than the letter-fragment maskers because of the lexical activity they elicit.     

Anger expression: parental and cognitive factors

The associations of parental moral disengagement, guilt, prosocial behavior, and anger, with their children's maladaptive anger was examined. 98 college undergraduate students and their parents participated. Both students and parents completed the Anger Response Inventory, the Mechanism of Moral Disengagement Scale, the Texas Social Behavior Inventory, the Fear of Punishment Scale, and the Need for Reparation Scale. A multiple regression analysis was performed to assess the students' variables which predicted maladaptive anger. Only moral disengagement was a predictor of the students' maladaptive anger. Subsequent multiple regression analyses were used to examine whether parental variables predict students' anger. Fathers' maladaptive anger, and prosocial skills were significantly related to students' maladaptive anger. Maternal variables produced an increase in the multiple R similar to the fathers', but none of the individual measures were significantly associated with the students' maladaptive anger.     

A comparison of aggressive and withdrawn children's self-esteem,optimism and pessimism,and causal attributions for success and failure

Aggressive children, withdrawn children, combined aggressive and withdrawn children, and children displaying neither aggressive nor withdrawn behavior were compared on three self-appraisal measures: (a) self-esteem, (b) attributions to ability and lack of ability following success and failure, and (c) optimism and pessimism about one's long-term personal future. From an initial sample of 583 elementary school children, independent and extreme groups were identified by combined ratings of teachers and classmates. Solely aggressive children had higher self-esteem than either solely withdrawn children or children who were both aggressive and withdrawn. The control group of children who were neither aggressive nor withdrawn had the highest self-esteem of all. The control group also attributed success to ability more than the two groups of children with high withdrawal scores but did not differ from the solely aggressive children. There were no significant differences among the groups in attributions to lack of ability following failure or in optimism or pessimism.We wish to thank Elliot Fielstein, Mariellen Fischer, Michael Klein, and Penelope Koburger for their assistance with data collection, and Elliot Fielstein and Matthew Tarran for their assistance with data analysis. We are also indebted to Bruce Compas for his helpful comments on an earlier draft of this paper.     

A methodological assessment and evaluation of dual-task paradigms

This article outlines three major assumptions often implicitly made in dual-task experiments conducted to assess attentional capacity requirements of memorial processes. These assumptions are shown to be incorrect. Three criteria which should be met in dual-task experiments that draw inferences from secondary task decrements are proposed: (1) there should be resource trade-off with the secondary task sensitive to the resource demands of the primary task; (2) there should be equivalence of single and dual primary task performance; and (3) the secondary task must remain resource sensitive throughout the experiment. An experiment was carried out in which the primary and secondary tasks were designed according to these criteria. The results demonstrate that when the criteria are met then secondary task performance can be predictive of primary task difficulty: however, the experiment also highlights the fact that a simple assessment of capacity will not predict total task performance.     

Does stimulus context affect loudness or only loudness judgments?

Marks (1988) reported that when equal-loudness matches were inferred from magnitude estimates of loudness for tones of two different frequencies, the matches were affected by changes in the stimulus intensity range at both frequencies. Marks interpreted these results as reflecting the operation of response biases in the subjects' estimates; that is, the effect of range was to alter subjects' judgments but not necessarily the perception of loudness itself. We investigated this effect by having subjects choose which of two tone pairs defined the larger loudness interval. By using tones of two frequencies, and varying their respective intensity ranges, we reproduced Marks' result in a procedure devoid of numerical responses. When the tones at one frequency are all soft, but the tones at the other frequency are not all soft, cross-frequency loudness matches are different from those obtained with other intensity range combinations. This suggests that stimulus range affects the perception of loudness in addition to whatever effects it may have on numerical judgments of loudness.     

Initial relaxation response: contrasts between clinical patients and normal volunteers

The effectiveness of EMG biofeedback, progressive muscle relaxation, autogenic training, and self-relaxation were compared using a within-subjects design. Thirteen clinical subjects and 48 normal volunteers participated in 4 counterbalanced relaxation sessions using one of the techniques. Frontalis EMG and surface skin temperature were monitored throughout the sessions. For reducing EMG, biofeedback was more effective than the other three techniques. A significant interaction of treatment X subjects was found for changes in skin temperature. Clinical subjects had the greatest increase in skin temperature with EMG biofeedback and analog subjects responded best to self-relaxation. There were no significant differences in initial measures of EMG or skin temperature for the two samples.