Short-term memory differences between children predict imagery effects when sentences are read

Children in Grades 4 through 6 read concrete sentences that they were asked to learn. Half the subjects were instructed to construct images representing the sentence meanings. The remaining participants were provided no strategy instructions (control condition). Individual differences in short-term memory were more highly associated with performance in the imagery than in the control condition. There was a clear positive effect of imagery instructions on learning efficiency among students with relatively greater short-term memory; there was no difference in learning efficiency between the imagery and control conditions among students below the median for short-term memory performance. All relevant analyses supported the conclusion that imaginal coding of sentences that are read is demanding of short-term memory capacity.     

Subsyllabic units in computerized reading instruction: onset-rime vs. postvowel segmentation

Previous studies suggest that adults and children divide spoken syllables into subsyllabic onset-rime units more readily than into any other kind of subsyllabic unit. We asked whether this same onset-rime segmentation might also be beneficial in teaching children to read. That is, can children learn more words segmented at the onset-rime boundary (e.g., CL-AP, D-ISH) than words segmented after the vowel (CLA-P, DI-SH)? In three experiments, first-grade students studied single words presented by a computer connected to a high-quality speech synthesizer. Experiment 1 used words of four letters but only three phonemes apiece (e.g., WHIP, DISH). In some of these words the onset-rime segmentation corresponded to the initial bigram (e.g., WH-IP); in some it did not (e.g., D-ISH). Experiments 2 and 3 used words of four letters and four phonemes (e.g., CLAP, CORN). In all three experiments, onset-rime segmentation proved more helpful than postvowel segmentation in short-term learning of the words.     

Social Interactions of Obese and Nonobese Women

The stigma associated with obesity is likely to limit the opportunities obese women have to develop social skills. This hypothesis was tested by having obese (n = 15) and nonobese (n = 22) women converse on the telephone with college students who were unaware of the women's weights. Ratings made by judges who listened to the women's contributions to the conversations but who were unaware of their weights showed that obesity was negatively related to judgments about the women's likability, social skills, and physical attractiveness. The telephone partners of obese women rated the women and themselves more negatively than did the partners of nonobese women. Obese and nonobese women generally did not differ in their evaluations of their own and their telephone partners' behavior, and they also did not differ on a measure of social self-esteem. These findings suggest that there are real differences in the social behavior of obese and nonobese women and that these differences affect the impressions formed by those with whom they interact.     

Gender patterns in social touch: the impact of setting and age

This study examined the impact of age of participants and the setting in which touch occurred on gender patterns in 799 instances of observed intentional touch. Gender asymmetry, a pattern in which men are more likely to touch women than vice versa, was observed when touch between adults was examined but not when touch involving children was examined. Adult touch interactions occurring in public, nonintimate settings showed gender asymmetry, but adult touch interactions occurring in greeting or leave-taking settings did not. Cross-sex touch was more prevalent among adults, whereas same-sex touch was more prevalent when a child was involved. Implications for theoretical perspectives on gender and touch are discussed.     

Suspicion of ulterior motivation and the correspondence bias

Three studies examined the hypothesis that when perceivers learn of the existence of multiple, plausibly rival motives for an actor's behavior, they are less likely to fall prey to the correspondence bias than when they learn of the existence of situational factors that may have constrained the actor's behavior. In the first 2 studies, Ss who learned that an actor was instructed to behave as he did drew inferences that corresponded to his behavior. In contrast, Ss who were led to suspect that an actor's behavior may have been motivated by a desire to ingratiate (Study 1), or by a desire to avoid an unwanted job (Study 2), resisted the correspondence bias. The 3rd study demonstrated that these differences were not due to a general unwillingness on the part of suspicious perceivers to make dispositional inferences. The implications that these results have for understanding attribution theory are discussed.     

Imagery vividness, hypnotic susceptibility, and the perception of fragmented stimuli

Two experiments were conducted to determine the role of hypnotic susceptibility level (high or low) and imaging ability (vivid or poor) in the performance of gestalt closure tasks. In Experiment 1, subjects were required to identify fragmented stimuli in the Closure Speed Test and in the Street Test. In Experiment 2, subjects reported on fragmented stimuli that were projected to the right eye and subsequently produced an afterimage. Individuals were asked to identify the composite if possible and to report on the duration of the afterimage. In both experiments, hypnotic susceptibility level and imaging ability affected reports of gestalt closure. The greatest number of correct closures was reported by those who were both high in hypnotic susceptibility and vivid in imaging ability. In addition, in the second experiment, this group also reported the longest enduring afterimage. These results are discussed in terms of the processes required to perform in a gestalt closure task.     

Interpersonal competition can cause individuating processes

Two experiments investigated whether competitors attend to and individuate opponents. Interdependence theories predict that people individuate others on whom their outcomes depend rather than stereotyping them; this has been tested for cooperative but not for competitive interdependence. Competition separates such phenomena as unit formation in cooperation from interdependence per se, posited to be the crucial variable. In two experiments, Ss expected to compete or not compete with a competent or incompetent fictitious subject. Ss commented into a tape recorder about the person's attributes, some inconsistent and some consistent with expectations. As predicted, competitors (a) increased attention to inconsistencies, (b) drew more dispositional inferences about inconsistencies, and (c) formed more varied impressions. The role of competition in undercutting expectancy-based impressions and intergroup vs. interpersonal competition are discussed.     

The fleeting gleam of praise: cognitive processes underlying behavioral reactions to self-relevant feedback

We propose that a preference for favorable social feedback (i.e., self-enhancement) requires only that feedback be characterized as favorable or unfavorable but that a preference for self-confirming feedback (i.e., self-verification) is based on a more elaborate set of cognitive operations that requires both the characterization of feedback and a subsequent comparison of that feedback to a representation of self stored in memory. Study 1 set the stage for testing this hypothesis by showing that depriving people of processing resources interfered with their tendency to access their self-conceptions. In Studies 2 and 3, participants who were deprived of resources preferred the favorable, self-enhancing evaluator, whereas control participants displayed a preference for the self-verifying evaluator, even if that evaluator was relatively unfavorable.     

Processing of persuasive in-group messages

Two studies investigated the processes mediating the persuasive impact of messages representing in-group opinions. In the 1st study, subjects read either a strong or a weak message attributed to either an in-group member or to another group. Subjects were more persuaded by a strong message from the in-group than a weak one, suggesting content-focused processing of the in-group message. Subjects were equally unpersuaded by either a strong or a weak message from the other group, and showed little sign of message processing. In the 2nd study, Ss listened to in-group or other-group messages about issues that varied in their relevance to in-group membership. When the issue was relevant to the in-group, subjects were persuaded by a strong message from the in-group, unpersuaded by a weak message from the in-group, and equally unimpressed by strong and weak messages from the other group. When the issue was irrelevant to the in-group, subjects accepted the position advocated by the in-group regardless of message quality, and again ignored messages from the other group. These results suggest that increased message processing, and not merely the impact of source persuasion cues, can underlie in-group-mediated attitude change.