Effects of two levels of stimulus complexity upon hypothesis sampling systems among second and sixth grade children

Groups of second and sixth grade children each solved a series of discrimination-learning problems involving four and eight dimensions that contained blanktrial probes for the S′s hypothesis (H). There were significant effects of grade level on three dependent measures (learning, generating consistent H patterns, sampling locally consistent Hs). Main effects of stimulus complexity were significant on five measures (the three above, rejecting disconfirmed Hs, maintaining confirmed Hs). There were no interactions involving any of these measures. The hypothesis sampling system (Sy) observed in each problem was also determined. Among sixth grade Ss this measure was unaffected by stimulus complexity level. Second grade Ss generated logically structured Sys in 65% of four-dimensional, but only 30% of eight-dimensional problems. They generated stereotyped behaviors or unsystematic sequences of Hs in 70% of eight-dimensional, but only about 35% of four-dimensional problems. Detailed analyses revealed that among second grade Ss good information processors (in terms of four component processes above) usually imposed a logical structure on four-dimensional, but generated unsystematic sequences of Hs in many of eight-dimensional problems. Poor processors generated stereotyped behaviors in both four- and eight-dimensional problems.     

Generalization of relative competence mediating conformity across differing tasks

Subject correctness and group agreement were initially varied for college subjects performing a multiple-choice informational task (Canadian Knowledge Inventory). On a subsequent perceptual task (Raven's Standard Progressive Matrices), the dependent variable of conformity was assessed to examine generalization of relative competence formed on the informational task. It was seen that: (1) Those who perceived themselves to be less competent than the group on the first task exhibited the greatest level of conformity on the second task, thus replicating previous research on perceived relative competence as a determinant of conformity; (2) suspicion reduced conformity.     

Perceptual aftereffects of sustained convergence

Attention, Perception, & Psychophysics - Fixating a target for 6 or 8 min was shown to produce distance aftereffects that varied in direction (i.e., over- or underestimation) and magnitude as a...     

GENERALIZATION BY AUTISTIC-TYPE CHILDREN OF VERBAL RESPONSES ACROSS SETTINGS

Generalization of verbal behavior by autistic-type children across physically different settings was assessed. Four boys learned responses to common questions in two settings at school and were probed to determine transfer of learning to home. Three of the children demonstrated little generalization to home when trained in a cubicle. Greater generalization was indicated when they received training at varied locations. The fourth child generalized most responses to his home regardless of training setting. Simple manipulations of the school environment to more closely simulate home conditions may facilitate transfer of training to the natural environment.     

The pupil evaluation inventory

The Pupil Evaluation Inventory was developed to assess peer ratings of the behavior of male and female children in grades one through nine. Three homogeneous and stable factors emerged from a factor analysis: Aggression, Withdrawal and Likeability. High interrater agreement between male and female raters, stability of factorial structure, high internal consistency, and moderate concurrent validity were found across sex and grade levels. Test-retest reliability was high for a separate sample of third and sixth graders. There was a tendency for higher internal consistency and teacher-peer correlations for the Aggression factor.This research was supported by grant MH 21145 from the National Institute of Mental Health and by funds from the D. Grant Foundation, Inc. We wish also to acknowledge the support of the many school districts who have assisted us in this research.     

Further evidence for an orientation constancy based upon registration of ocular position

Summary In four experiments Ss were exposed to wedge prisms or maintained an asymmetrical eye and head posture in order to induce a shift in the apparent direction of gaze. Systematic changes in the apparent orientation of a line target were obtained as inferred from an assumed algorithm relating optical input and registered direction of gaze.This research was supported by Grant MH13006 from the National Institute of Mental Health to the first author.The aid of Ms. Janine Pyrek and Ms. Lynne Shebilske is gratefully acknowledged.     

Self-control as a correlate of an Internalizing-Externalizing symptom dimension

The construct of self-control was explored as a correlate of the Internalizing-Externalizing symptom dimension.Ss were 11–13-year-old boys including 26 Internalizers with neurotic-like behavior problems, 40 Externalizers with acting-out behavior problems, and 26 normals. Each group was equally divided on the basis of social-class status. Results of measures on delay of gratification, reflection-impuisivity, and foresight and planning indicated that the normals exhibited the greatest degree of self-control and the Externalizers the least, while the Internalizes maintained an intermediate position. Consistent social-class differences were not found, but the factor of social class did heighten the differences within the Internalizers and Externalizers.This study is based on a doctoral dissertation submitted to the Department of Psychology, University of Minnesota. Norman Garmezy gave invaluable advice and guidance at every stage of the project. The research was supported by National Institute of Mental Health Grants MH-06170 and MH-14914 to N. Garmezy, and MH-21154 to S. Weintraub.     

A stereotaxic implant technique for the weanling rat

A modified technique for permanently implanted electrodes in the weanling rat is presented. As a reliable and durable technique, long-term stimulation of the juvenile rat is made possible.     

Positive Events and Social Supports as Buffers of Life Change Stress1

A perceived availability of social support measure (the ISEL) was designed with independent subscales measuring four separate support functions. In a sample of college students, both perceived availability of social support and number of positive events moderated the relationship between negative life stress and depressive and physical symptomatology. In the case of depressive symptoms, the data fit a “buffering” hypothesis pattern, i.e., they suggest that both social support and positive events protect one from the pathogenic effects of high levels of life stress but are relatively unimportant for those with low levels of stress. In the case of physical symptoms, the data only partially support the buffering hypothesis. Particularly, the data suggest that both social support and positive events protect one from the pathogenic effects of high levels of stress but harm those (i.e., are associated with increased symptomatology) with low levels of stress. Further analyses suggest that self-esteem and appraisal support were primarily responsible for the reported interactions between negative life stress and social support. In contrast, frequency of past social support was not an effective life stress buffer in either the case of depressive or physical symptomatology. Moreover, past support frequency was positively related to physical symptoms and unrelated to depressive symptoms, while perceived availability of support was negatively related to depressive symptoms and unrelated to physical symptoms.