Alcohol and Complex Functioning1

Twenty-five managers participated in two parallel 6-hour quasi-experimental simulations. On placebo treatment days, the subjects received hourly placebo drinks. On alcohol treatment days (order counterbalanced), enough alcohol was provided prior to the fourth hour of simulation participation to attain a breath alcohol level (BAL) of near 0.10. All other drinks contained a placebo beverage. Complex task performance was assessed on five variables derived from complexity theory, comparing performance for three measurement periods: (a) prior to the fourth hour of simulation participation (placebo treatment), (b) during the fourth hour (rising BALs on alcohol treatment days), and (c) during the fifth/sixth hours (falling BALs). Alcohol diminished the participants’ breadth of approach (differentiation). Performance on indicators of strategic functioning (integration) decreased after BALs had begun to fall but not while BALs were rising. The implications for performance of complex tasks under the influence of alcohol and for the applicability of the acute tolerance phenomenon to complex task environments are considered.     

The formal analysis of concepts

The present paper focuses on the extraction, by means of aformal logical/mathematical methodology (i.e., automatically, exclusively by rule), of concept content, as in, for example, continuous discourse. The approach to a fully formal definition of concept content ultimately is owing to a German government initiative to establish “standards” regarding concepts, in conjunction with efforts to stipulate precisely (and then, derivatively, through computer programs) data and information needs according to work role in certain government offices.     

Student MEL software support for instructors and teaching assistants in research methods course

A number of common problems plague the teaching of the undergraduate research methods course, from the training of teaching assistants to providing meaningful experimental materials to handling data acquisition and analysis. The Student Micro Experimental Laboratory (MEL) offers a systematic approach to the management of a computerized research methods laboratory course by combining high-quality experiments in many areas of psychology with background materials to help the instructor and teaching assistant. The software presents and collects data from 28 experiments. The data can be analyzed for single subjects and for classes as a whole. Students can rapidly implement new experiments in a variety of paradigms. An expanding library of experiments created by students and instructors should provide an expanding environment for teaching experimental research methods. Instructor’s materials provide background information, discussion questions, and data analysis for all experiments. The student workbook provides discussion of the background of the experiment, details of the methodology, and questions addressing various aspects of experimental design and interpretation of data.     

The revenger's paradox

Conclusion Unlike the more commonly discussed paradoxes of deontic logic, the revenger's paradox is present not only in strong logics such as SDL, but also in much weaker logics that have been constructed to avoid the paradoxes of SDL. The paradox shows that any deontic logic with intersubstitutivity makes counter-intuitive truth assignments to some deontic expressions.However, the revenger's paradox does not pose as serious a problem as does Ross's paradox to the logics in which it occurs. A deontic logic in which Ross's paradox does not arise is preferable to one in which it does arise, even if the latter is subject to the revenger's paradox.     

When prosocial behavior becomes altruistic: An attributional analysis

Guided by Jones and Davis’ (1965) theory of correspondent inferences, an experiment was conducted to explore the conditions under which prosocial behavior is attributed to altruism. Some 14 vignettes were constructed to vary aspects of five general dimensions believed to underlie perceptions of altruistic behavior: Benefits or costs to the actor or the actor’s close kin; benefits to the recipient of help; behavior extending beyond usual helping roles and norms; intentionality of helping; and planful versus spontaneous helping. A total of 164 respondents evaluated the actor and his or her behavior on scales measuring altruism and praiseworthiness. As hypothesized, the first four dimensions consistently predicted judgments of altruism, while the fifth did not. Strengths and shortcomings of the vignette approach are discussed, as are directions for subsequent research.     

Relationship between neuropsychological data and response to behavioral treatment in a case of carbon monoxide toxicity and dementia

The ability of learning measures to predict a behavioral treatment response was of interest in this study. A severely impaired and behaviorally disturbed female neuropsychiatric patient was unable to demonstrate any learning on "direct" tests involving multiple free recall trials or cued paired associate recall. However, she performed normally on an "indirect" test involving implicit learning of new associations. To assess whether direct or indirect measures tapped the kind of learning required by a positive reinforcement-based treatment approach, a token program was carried out. There was a 72.5% reduction in maladaptive behavior relative to baseline, indicating a positive treatment response. The results are discussed in terms of the potential treatment utility and predictive validity of indirect measures of learning and memory and the relation of neuropsychological data to intervention issues in general.     

Recognition deficits resulting from focussed attention in aphasia

Summary Two nonverbal short-term memory tasks, a Picture Recognition and a Paired Association Task, were performed by matched groups of aphasics and brain-damaged controls (N=52 each). For both tasks the alternatives on the answer forms differed systematically on three dimensions, one of which had been highlighted experimentally for each item before the target picture was indicated. In both tasks aphasics made more errors than braindamaged controls only with respect to those features that had been stressed beforehand; they were less able than controls to take advantage of focussed attention. The number of these errors was correlated with performance in the Token Test, a picture naming and a word comprehension task.There were no differences between the groups in response to variations in the semantic saliency of the discriminating features or in the semantic and phonetic relationship between words denoting the reference stimuli. The lack of interactions might have been due to a strong ceiling effect in both tasks.     

The role of ability and effort in attributions for sport achievement1

In an initial attempt to assess the applicability of Weiner's (1972) attribution model to sport-related behavior, the effects of ability (high versus low), effort (high versus low) and outcome (success versus failure) on causal attributions were investigated. After riding a bicycle ergometer, subjects were asked to attribute the cause of their increased or decreased performance to ability, effort, task difficulty and/or luck. The results indicated that successful outcomes were attributed to both ability and effort and that unsuccessful outcomes were attributed to a lack of ability but not a lack of effort. While the task was seen as easier following success, the perception of low effort mediated this relationship. The results were interpreted to support a situationally specific conceptualization of sport achievement. First, whereas a motivational bias appears to preclude low ability attributions in intellectual pursuits, such is not the case with a novel physical task contingent on strength and muscular endurance. It was suggested that physiologically related ability may be viewed as relatively unstable. Second, relative to intellectual tasks, sport-related effort may be more salient and more quantifiable and may exert a greater influence on subsequent attributions for sport achievement. Finally, support was obtained for the assertions that affect is codetermined by both effort and ability and that expectancy discrepant performance is accounted for largely by perceptions of task difficulty.     

Attending and processing broadened within children's concept learning

In a reviewed series of spontaneous and learning-set studies of adults and children, we have monitored active-touch overt attending during concept learning. Adults solved the problems even if they attended to four dimensions in the same trial; however, young children failed when attending so broadly but solved when attending to a single dimension. In the present training study, 18 6-year-olds solved all problems when restricted to attend to anly one dimension. After a special pretraining program proceeding through the subprocesses of stimulus familiarization, discrimination, labeling, “attentional broadening,” and memorization, 13 of the children managed to attend to all four dimensions in one trial and solve faster than adults. Findings suggest a developmental hypothesis that learning grows with spontaneous “tailoring” of attention to memory capacity.