Appetitive differential conditioning of the rabbit’s jaw movement response

Two experiments examined appetitive differential conditioning of the rabbit’s jaw movement response (JMR) in a two-phase procedure. The first phase entailed reinforced training with one conditioned stimulus (CS+), and the second phase involved intermixed presentations of CS+ and an unreinforced stimulus (CS?). In Experiment 1, CS+ was a 600-Hz tone, and CS-was either a 660-,1,000-, or 2,100-Hz tone. In Experiment 2, the magnitude of the water unconditioned stimulus (US) paired with CS+ was either 1, 3, or 9 ml. The experiments revealed that 1) the level of responding to CS-rose for several days and then declined over the remainder of training; 2) the physical similarity between CS+ and CS?directly affected the level of responding to CS?but had no discernable effect on the level of responding to CS+ ; and 3) US magnitude positively affected the level of responding to CS + and, to a lesser extent, CS?. The results are discussed in terms of their implications for Spence’s gradient interaction theory and Pavlov’s external inhibition hypothesis.     

Associative response heterogeneity: an indicator of stimulus word semantic autonomy

The total number of different responses, given by a group of subjects to a stimulus word in a single-word, free-association situation ( D ), is a primary determinant of associative response latency (Tecce & Glassco, 1965; Flekkøy, 1981). D has traditionally been assumed to reflect a word's associative potential, and the increased latency to high D words has been explained by response competition. The results of the present experiments indicate, however, that D reflects in an inverse manner semantic autonomy , high D words requiring more contextual information for their semantic specification than low D words. The process of semantic specification requires time, creating the positive D -response latency relationship. Based on a semantic interpretation of D , associative response heterogeneity may be used as an index of a word's semantic autonomy.     

Later stages in Experiential Marital Therapy

This is the second of two papers dealing with symbolic-experiential treatment of marital issues. The first—Early Stages in Experiential Marital Therapy — discussed three early stages. This paper discusses regressive work with couples, including engagement with the family of origin.     

关联负变化(CNV)与反应时的关系

本实验采用选择性叠加方法,研究了关联负变化(Contingent NegativVariation以下简称CNV)与反应时的关系。证明:最长、最短反应时差异显著时,相对应的CNV面积差异也显著。CNV的这种差异主要表现在CNV面积的后半部分。对形成这种现象的原因作了讨论。     

Ethnic identity, self-esteem, and occupational aspirations of Indian and Anglo-Saxon British adolescents

A questionnaire monitoring occupational aspiration, ethnic identification, adolescent experience, and self-esteem was administered to a large sample of Indian and Anglo-Saxon British male and female adolescents attending school in the West Midlands. The relationship between these variables and differences between the four groups were consistent with predictions derived from the social identity approach to intergroup relations and group behaviour (Tajfel & Turner, 1979). Indian males were found to possess a social mobility belief structure that mediates high occupational aspirations and keeness to marry out of their ethnic group. In contrast, Indian females were found to possess a social change belief structure associated with acceptance of the status quo and lower aspirations. Males and Anglo-Saxons reported higher self-esteem than females or Indians. The adolescent experience findings were less clear, but were consistent with the general interpretation of the data that the differences in intersex relations and gender-related experiences are contingent on ethnicity.     

Adolescents and microcomputers: sex differences, proxemics, task and stimulus variables

Questionnaires concerning attitudes toward use of microcomputers at home, in school, and at video arcades were administered to 879 high school students. Direct observations of adolescent proxemics and sex differences, and of various parameters of video games in 18 video arcades were made. A thorough and representative content analysis of sex bias of microcomputer software advertising brochures was carried out. Results supported previous findings of overrepresentation of masculine culture in the adolescent world of microcomputers, particularly regarding video games. Various types of computer-related activity were not related to socioeconomic class of the parents or to academic grades except for use of home microcomputers, which was mildly positively related to socioeconomic class (r = .124, p less than .001). Nearly half the activity in the arcades was strictly solitary. None of the arcade video games allowed for cooperative play. Most allowed only for sequential competition (86%) or simultaneous competition (7%); as many as 7% did not provide a display of the scores for a second player.     

非言语沟通的视觉信息在电视教学中的作用

本研究用社会心理学关于非言语沟通的观点分析电视教学,认为剥夺有关教师非言语沟通的视觉信息可能是影响电视教学质量的一个原因。通过模拟电视教学的实验验证这一假设。在三种条件下对被试进行同样内容的教学:条件Ⅰ为传统课堂教学;条件Ⅱ为呈现教师形象的电视教学;条件Ⅲ为无教师形象只呈现板书图示的电视教学。课后进行所学知识的测验和态度问卷。结果表明,在电视教学中增加有关教师非言语沟通的视觉信息对学习者知识的掌握及对教师、教学内容和教学形式的态度有积极作用。将剥夺互动中非言语沟通的视觉信息的消极影响命名为“屏风效应”。对提高电视教学质量提出了新的建议。     

EFFECTS OF ALIEN-REINFORCEMENT AND ITS COMBINED TYPE ON LEARNING BEHAVIOR AND EFFICACY IN RELATION TO PERSONALITY*

Effects of new types of reinforcement, alien type and alien combined with external type (double reinforcement), were examined in comparison with a conventional external one. One hundred and twenty children, 6th grade boys and girls, worked on learning discrimination tasks. Under alien reinforcement, upon correct responses of the child the experimenter received reinforcers from him-(or her-) self thus reinforcing the child responses. Under each condition, alien, external or double, children learned the tasks and their learning efficacy increased. Personality characteristics of children, in terms of extraversion and emotionality, differentiated effects of three reinforcement conditions on learning behavior and efficacy. The effect of alien reinforcement was influenced by the personality factors most, and that of double reinforcement least. In addition, personality factors influenced differently between alien and external conditions. Learning occurred differently under three different conditions of reinforcement, depending on the personality type of learners. Underlying mechanisms of alien reinforcement were different from, and its functions were independent of, those of external reinforcement. None of the effects of alien reinforcement on learning and motivation were contaminated by the intellectual faculties of learners.