THE EFFECTS OF RESPONSE CARDS ON STUDENT AND TEACHER BEHAVIOR DURING VOCABULARY INSTRUCTION

The use of response cards during whole‐class English vocabulary instruction was evaluated. Five low‐participating students were observed during hand‐raising conditions and response‐card conditions to observe the effects of response cards on student responding and test scores and teacher questions and feedback. Responding and test scores were higher for all targeted students in the response‐card condition. The teacher asked a similar number of questions in both conditions; however, she provided more feedback in the response‐card condition.     

Self-directed attention and taking the other's perspective

A series of experiments was conducted to assess the influence of self-directed attention on the ability to take another's perspective. In Experiment 1 subjects who listened to a recording of their own voice were better able to orient themselves to the perspective of another than were subjects in a control group. However, the presence of concern about a potentially negative aspect of the self eliminated the positive relationship between self-directed attention and other orientation. Experiment 2, with the same experimental conditions as in Experiment 1, investigated the relationship between self-focused attention and selfattribution for a group product. The results indicated that self-awareness lessened the tendency of subjects within a group to “overattribute” responsibility for the group product to oneself. Again, self-focused attention did not improve self-other differentiation when subjects were concerned about a potentially negative aspect of the self. A final experiment (3) was a conceptual replication of Experiment 1, using a different perspective-taking measure and a different method of inducing self-focus.     

Causal ambiguity and heterosexual affiliation

A male's decision to approach a physically attractive female stranger may be fraught with ambivalence. He is drawn by her beauty but he may fear rejection. The conflict lessens, however, if approach can occur under the guise of a motive other than desire to be with the attractive woman. This is because keeping one's true approach motive ambiguous may make direct personal rejection less likely. The effect of ambiguity on males' tendencies to approach females was explored in two experiments. In the first study, presented to subjects as a movie rating exercise, an excuse to sit with an attractive female confederate (a movie preference) was available to some subjects but not to others. As predicted, males only sat with the confederate when a reason for their affiliative behavior, other than her attractiveness, was available. In the second study, male-female dyads were run through the film rating paradigm with the female subjects in the role played by the confederate in Study I. The results of Study I were replicated for the dyads which included attractive females, as expected. The relationships between fear of failure and attributional ambiguity in social and achievement settings are examined. The tendency to discount a person's physical appearance as a cause of social behavior is discussed.     

An evaluation of intraverbal training to generate socially appropriate responses to novel questions

Four preschool children (with and without disabilities), who often responded inappropriately to questions, participated in the current study. Pretest results were used to create sets of questions that the children either did or did not answer correctly (i.e., known and unknown questions). We then sequentially taught two different responses to a subset of unknown questions: (a) "I don't know" (IDK), and (b) "I don't know, please tell me" (IDKPTM). Results showed that following acquisition with the target set, both responses generalized across questions and teachers for all participants. Following IDK training, some undesirable generalization of IDK to known questions occurred for 3 participants. Training of IDKPTM with the addition of a restricted reinforcement contingency was sufficient to establish correct answers to a portion of previously unknown questions. The importance of teaching generalized responses that enable the acquisition of novel intraverbals is discussed.