When Disaster Strikes1

Warning responses are described on the basis of interviews with 278 randomly selected families who were evacuated from their homes prior to a flood in Denver, Colorado, on June 16, 1965. Response patterns are analyzed in detail for families who were geographically separated at the time initial warnings were received. Numerous implications for community disaster planning are explicated.     

The foundations of psychometry: Four factor systems

Four methods of factorizing the fundamental matrices used in factor analysis are described and illustrated. The first is represented by the techniques already developed. The second is the obverse factor technique. The third and fourth methods are variants of the first and second. The implications of each method for different schools of psychology are pointed out. The methods are complementary, not competitive.     

Prediction and control as determinants of behavioural uncertainty: effects on task performance and heart rate reactivity.

Control or control-belief is often viewed as being directly instrumental in facilitating coping mechanisms in aversive situations, and yet the empirical evidence for the beneficial effects of control is inconclusive. In this study we investigated the role of predictability in determining the effects of perceived control during an aversive reaction time task. Fifty-six subjects were allocated to one of four groups; predictable-control, predictable-no control, unpredictable-control, unpredictable-no control. In the predictable conditions, subjects could temporally predict the occurrence of an aversive noise. In the perceived control conditions, duration of the aversive tone was contingent on subject's performance. All subjects were matched in terms of the nature of the task and in the number and time of receipt of both the warning signal and noise. Heart rate reactivity and two performance parameters were measured, reaction time and performance increase. Both predictability and control-belief led to a reduction in heart rate reactivity, although they appeared to function independently and at different points in the sequence of events. That is, predictability or perceived control was sufficient to mitigate the effects of an aversive situation. Neither perception of control or predictability led to better task performance. These results are discussed in terms of behavioural uncertainty explanations.     

THE HEART OF MY CONCERN

Abstract. This brief piece summarizes the author's lifelong personal credo, particularly his attempt to translate traditional religious wisdom into modern scientific concepts. Contemporary science reveals to us the vast system of natural processes that has brought the universe, our planet, and our species into existence. This natural system is in fact a "more-than-human 'Lord of History,'" corresponding to traditional ideas of God. This Lord of History not only has created us but also sustains us—not just externally but also our interior psychic and spiritual nature. We are challenged to discern the requirements that this system of natural processes places upon us; if we conform to these requirements, we shall be blessed, and we will be enabled as co-creators of our future evolution.     

Trends and developments in community and applied social psychology: JCASP 1991–2010

This paper looks back on the trends and developments in and of the Journal of Community and Applied Social Psychology since its inception twenty years ago. We review to what extent the aims that were originally set for JCASP have been fulfilled. The trends in nationality of authors, themes of publications and their methodology are discussed. Possible implications of these trends and developments for JCASP and its future are pointed at. Copyright © 2010 John Wiley & Sons, Ltd.     

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.