The freezing and unfreezing of lay-inferences: Effects on impressional primacy,ethnic stereotyping,and numerical anchoring

Three experiments were conducted to test the hypothesis that primacy effects, ethnic stereotyping, and numerical anchoring all represent “epistemic freezing” in which the lay-knower becomes less aware of plausible alternative hypotheses and/or inconsistent bits of evidence competing with a given judgment. It was hypothesized that epistemic freezing would increase with an increase in time pressure on the lay-knower to make a judgment and decrease with the layknower's fear that his/her judgment will be evaluated and possibly be in error. Accordingly, it was predicted that primacy effects, ethnic stereotyping, and anchoring phenomena would increase in magnitude with an increase in time pressure and decrease in magnitude with an increase in evaluation apprehension. Finally, the time-pressure variations were expected to have greater impact upon “freezing” when the evaluation apprehension is high as opposed to low. All hypotheses were supported in each of the presently executed studies.     

Personality research and psychophysiology: General considerations

A general discussion of psychophysiological methods in relationship to personality research is presented for the investigator without an extensive knowledge of psychophysiology. The paper is organized in four sections: (a) advantages inherent in the use of psychophysiological measures (e.g., continuous measurement, sensitivity to sublimal responses); (b) psychophysiological constructs that are particularly well suited to personality research (e.g., different kinds of physiological arousal, normal/pathological distinctions, perceptual states); (c) how to choose a set of psychophysiological measures and special considerations involved with their use (e.g., obstrusiveness, context and timing of measurement, costs, and capabilities); and (d) whether or not to “psychophysiologize” personality research. Within each section, illustrative applications of psychophysiology to personality research are described.     

The Vocational Exploration Group and minority youth: An experimental outcome study

This study was designed to investigate experimentally the effectiveness of the Vocational Exploration Group in assisting students to become more aware of the world of work and its relevance for them. Sixty male, Mexican-American, junior high students were randomly assigned to one of three groups: (1) Vocational Exploration Group, (2) VEG without interaction, or (3) Control. Upon completion of treatments subjects were post-tested with an instrument designed to assess knowledge of factors such as differing functions of jobs, interests and skills needed in different jobs and satisfactions available from work. Analyses revealed no statistically significant differences (a = .05) among groups.     

Interest differentiation in high school and vocational indecision in college

Vocational indecision was defined as being both a college upperclassman and having no major. In a sample of 1622 students in college for three years, 24% indecisive students were found and compared with vocationally decisive students (having majors) using precollege measures of achievement, aptitude, and interest. Measures of interest differentiation were of particular concern. Indecisiveness was best predicted from present and past achievement measures, e.g., cumulative college GPA or high school mathematics GPA. Interest predictors slightly augmented the multiple correlation including Outdoor interest, Business Contact interest, and interest differentiation. Most important to vocational indecision in these juniors and seniors, however, was lower academic achievement.     

Transfer of a response controlling stimulus duration across discrimination problems

In the acquisition phase, pigeons learned to peck at a changeover key to shorten the duration of S? but not of S+ presented on the food key in a discrimination problem. In the transfer phase, the significance of S+ and S? was changed through extinction of both, equal reinforcement, or discrimination reversal, while the changeover key was not available. Transfer tests then showed appropriate modification of the changeover response. Similar transfer was demonstrated across orthogonal stimulus dimensions. Further analytic studies showed that this transfer of the changeover response did not depend upon mediation due to differential response rates to the food key. This research strategy enriches the study of the “second learning process” by providing an indicator of stimulus control in all phases of the procedure. Direct transfer between different problems also indicates that discriminative stimuli, although physically dissimilar, have the same “psychological value” for the subject.     

Immediate and delayed reinforcers for flavor preferences in rats

When rats received, on alternate days, one flavored saccharin solution for 5 min and a differently-flavored saccharin solution for 60 min, they showed no consistent preference between the flavors. On the other hand, when they received one flavor in a concentrated saccharin solution and a different flavor in a dilute one, they preferred the first flavor in tests with saccharin concentration held constant; also, rats learned to prefer a flavor immediately followed by a concentrated saccharin solution to one followed by nothing. They showed no consistent preference, however, between a flavor followed 30 min later by a concentrated saccharin solution and one followed by nothing; but they learned to prefer a flavor followed 30 min later by a dextrose solution to one followed by nothing. In other words, consummatory responding did not reinforce flavor preference, sweet taste did so with immediate but not delayed reinforcement, and nutrition did so even with delayed reinforcement.     

Compounds of conditioned fear stimuli

A differential conditioning procedure was used with rats to establish different levels of suppression to two different stimuli. One stimulus was paired with shock every time it was presented, while the other stimulus cued shock on only 25% of its presentations. When these two component stimuli were subsequently tested as a simultaneous compound, two different types of component-compound relationships were observed. Some subjects showed greater suppression to the compound than they did to either component stimulus, while other subjects showed an intermediate level of suppression to the compound. The difference in type of component-compound relationship appeared to be related to the degree of stability (over trials) of each subject's reaction to the probabilistic (25%) cue.When a similar discrimination was established based on the intensity of the shock, rather than its probability of occurrence, all subjects showed more suppression to the compound than to its individual component stimuli. These results are discussed in terms of their implications for choice of model for characterizing the interaction of conditioned states.     

Reinforcement from the sucking environment and subsequent modification of sucking behavior in the human neonate

The reinforcing aspects of sucking behavior in 36 human newborns was examined in a limited instrumental conditioning paradigm where sucking was both operant and reinforcer. During training, response density (rate based on sucking opportunity time) and latency were measures of two components of nonnutritive sucking, contingent negative pressure suction, and incidental jaw movement. The strategy for determining the reinforcing aspects of sucking involved comparisons of three types of sucking stimuli as reinforcers. The nature of modified operant sucking was investigated during extinction by examining number of sucks per burst, number of bursts emitted, and interburst interval time. The feedback from sucking which acted as reinforcement was concluded to be response density. Sucking was modified by changes in pausing behavior, including response latency and pauses between bursts of sucks. The number of sucks per burst also showed a significant change under certain conditioning arrangements.     

Involvement and response language effects in attitude scaling

An analytic procedure was developed for separating the effects of involvement from the number of response language categories the subject employs in judging a set of sentence stimuli. The procedure treats category usage as an independent variable and an aspect of the subject's response language. Category usage was shown to have significant influence on several attitudinal judgment processes: Informational complexity, mean judgment functions, and a successive intervals analysis testing Thurstone's assumption of the effect of involvement on equal category spacing. The decrement in scale responding typically associated with involvement is shown to depend on category usage operating either singly or in interaction with involvement. Some tentative conclusions about category usage as a response language variable are discussed.