Knowing,feeling, and liking a psychophysiological study of attraction

Skin conductance and heart rate were recorded during verbal exchanges in which subjects were either agreed or disagreed with on a variety of issues. The manipulation of attitude similarity had significant effects on interpersonal attraction, perceived competence, and skin conductance, but not on heart rate. Disagreement produced higher skin conductance than agreement, and speaking was more arousing than listening. The correlations between arousal and attraction showed that heightened arousal was associated with both attraction toward agreers and dislike toward disagreers. As predicted, the linear relationship between attitude similarity and attraction increased in slope (0.00, 3.75, 8.75) with increasing levels of conductance (low, medium, high). The failure of subjects to prefer agreers to disagreers under conditions of low arousal suggests that information without affect does not influence attraction.     

Judgments of recency for long sequences of pictures: the absence of a developmental trend

Recency judgments were examined for four groups (N = 40 per group) aged 7, 8, 10, and 18 years. The Ss were required to choose either the near or far item on a series of test pairs embedded within a long sequence of single inspection items. No age effects were found. Performance was more accurate the longer the separation between the original presentation of the two test items and the shorter the lag from the most recently presented item to the test. Implications for general and developmental theories of memory were discussed. The data supported the hypothesis that tasks, which do not require deliberate mnemonic strategies, are not developmentally sensitive.     

Paired-associate learning by normal children and retardates with relevant redundant compound stimuli

During daily sessions four first-grade boys each played a two-choice marble dropping game. When one colored light was presented a plain token was dispensed as soon as S dropped a marble, and when another light was on a token with a hole in its center was delivered. During choice trials that were interspersed among single-color trials S had to choose one of the two different colored holes. At the end of each session S traded tokens with holes for pennies and then turned in the remaining plain tokens which were not exchanged for money. After S had developed a preference for the response that earned the tokens with holes (tokens that were backed up with pennies) E instructed S to try to get as many plain tokens (unexchangeable tokens) as he could. All Ss immediately switched to the response that earned unexchangeable tokens but as soon as E left they returned to choosing the backed up response. When the adult reentered, Ss again chose to work for unexchangeable tokens. Two different Es (male and female) served and the instructions of each were effective in controlling responding as long as the adult was present, except for one S who did not respond to one E, but did respond as described for the other.     

Acquisition of spatial antonym pairs

Twenty-eight children (mean age 4.3 yr) were tested for comprehension of spatial antonym pairs with arrays which contained four objects representing both members of two antonym pairs. The results showed that: (a) the most common error was to point to an object representing the same polarity (marked-unmarked) as the word requested; (b) there was not a high degree of confusion within antonym paris; (c) unmarked antonyms tend to be acquired before marked antonyms; and (d) the order of acquisition of the pairs was: tall-short, long-short, high-low, thick-thin, deep-shallow, wide-narrow. The results were interpreted as supporting a modified semantic-feature hypothesis, in which polarity is acquired before dimension.     

Acquisition and retention of control of instrumental behavior by a cue-signaling airblast: How specific are conditioned anticipations?

The conditioned state evoked by a CS that had been paired with an aversive airblast was assessed by superimposing the CS on baselines of instrumental responding. The first experiment used a shock avoidance baseline; CS-airblast pairings were administered on the baseline, with the shock avoidance schedule in effect. The CS that signaled airblast came, over trails, to accelerate shock avoidance responding. As further CS-airblast trials were administered, however, the acceleratory effect of the CS decreased, producing an inverted-U-shaped acquisition curve. A second experiment used off-baseline CS-airblast conditioning, and the CS was tested on both shock avoidance and water reinforcement baselines. After 20 CS-airblast pairings the CS accelerated shock avoidance and suppressed water-reinforced responding. After 10o pairings, however, the acceleratory effect on shock avoidance was much attenuated, although the suppressions of the water-reinforced behavior did not differ between 20- and 100-trial groups. Two further experiments examined retention, over a 45-day interval, of the attenuation of the CS's effects on shock avoidance. Over the retention interval, this attenuation disappeared. It was, however, reinstated by giving the animals “reminder” presentations of the airblast. These results are interpreted as representing systematic changes in the specificity of the conditioned state evoked by a Pavlovian CS.     

The role of perceived physiological activity in affective judgments

This study assessed the physiological and cognitive effects of Valins' (Valins, S. Journal of Personality and Social Psychology, 1966, 4, 400–408) false heart rate procedure. Twenty-two male subjects were exposed to two feedback conditions during which measures of actual heart rate and skin conductance were obtained. In each condition, eight slides of nude females were presented; some slides were associated with false heart rate increases, while for other slides the feedback remained stable. In one condition, subjects were told that the heart rate was that of another subject; in the other condition, subjects were told that the feedback was their own heart rate. In both conditions, subjects judged the attractiveness of the slides from their own point of view and from the point of view of the other subject. Slides associated with false heart rate increases were rated as more attractive than stable slides when subjects (1) heard their own heart rate and rated their own attraction; (2) heard the other subject's heart rate and rated their own attraction; and (3) heard the other subject's heart rate and rated the other subject's attraction. Skin conductance responses and actual cardiac decelerations were greater when subjects heard what was allegedly their own heart rate and when the slides were accompanied by apparent cardiac acceleration. However, these actual physiological responses did not play a causal role in relation to the affective judgments. Instead, the relationship between perceived physiological changes and feelings of attractiveness was mediated by cognitive processes associated with informational and directive influences of the feedback.     

The construct of general intelligence

The construct of general intelligence is discussed in a number of different contexts. The fundamental empirical basis for it is the positive trend among the smallest correlations among cognitive measures. Differences among factor models which recognize this in different ways are discussed. Evidence for the general factor in intelligence is also found in the difficulty in finding evidence for differential validity of tests from one criterion to another. Performance on Piagetian tasks reflects mainly general intelligence. Individual differences in aural comprehension of language anticipate later individual differences in intellectual development. Selective forces which produce differences among schools operate largely on the general factor. To the extent that there is a genetic contribution to individual differences on cognitive tests, it appears to be to the general factor variance. Social class differences among whites appear to be largely on the general factor, but black-white differences require other dimensions. Although the general factor is, in a sense, real, it is not interpreted as an entity within the organism. Instead it is an abstraction resulting from the many genes, the many environmental pressures, and the many neural structures involved in the wide variety of human behaviors which can be labelled cognitive or intellectual.