Visual and verbal modes of information processing and their relation to the effectiveness of cognitively-based anxiety-reduction techniques

This study examined the interaction between preferred modes of information processing (visual and verbal) and two cognitively-based anxiety-reduction techniques. One technique was based on the use of images as a coping strategy while the other employed a self-instructional approach. Thirty-six subjects reporting high levels of dental fear were assigned to one of three groups (two types of treatment and a no-treatment control). One-half of the subjects in each group had been identified as preferring the visual mode of information processing while for the other half the verbal mode was preferred. After treatment, subjects viewed an anxiety-inducing videotape depicting a visit to the dentist. Results indicated that, while both treatments were significantly effective in reducing self-reports of discomfort while viewing the videotape, there was no significant interaction between the type of treatment and preferred cognitive mode. The results were interpreted as indicating that treatment may override individual cognitive styles. Furthermore, the data suggested that the normal individual has the ability to adapt to divergent and non-preferred forms of information processing.     

The effect of self-recording and social reinforcement components of parent training programs

This investigation attempted to assess the effectiveness of two components of parent training programs: (1) the effect of a self-behavior management project prior to intervention with deviant child behaviors, and (2) that of social reinforcement from peers and the consultant. Four groups of parents were exposed to a basic training program and were measured on their success in an intervention program in the inappropriate behavior of their children (ages 7–9 years). Two groups of parents were requested to do a self-modification program prior to the intervention with deviant child behavior; two groups did a child intervention program without a self-management project. One group in the self-management and one group without self-management received verbal social reinforcement from peers and the consultant during interventions. Results obtained indicate that the parent group whose training involved a self-behavior management project prior to intervention with their child's inappropriate behavior and verbal social reinforcement achieved a significantly greater reduction of these behaviors when compared to the groups where either self-management of social reinforcement was used.     

Children's strategy preferences for resolving contradictory story information under two social conditions

This paper attempted to examine how children, when confronted with a literary implicature, resolve this implicature under two types of social conditions. More specifically, this paper identified five types of strategies which people employ to resolve text anomalies arising when old information in a story setting is incompatible with new information in a story ending. Two experiments demonstrated that third graders (8.4 and 8.6 years) and sixth graders (12.5 and 12.8 years) consistently selected certain strategies for resolving old and new, empirical and value, contradictory information. Although third and sixth graders demonstrated a similar strategy preference for resolving contradictory old and new information in formal conditions, the principal difference was that third graders modified old information to fit new information while sixth graders modified new information to fit old information. In contrasting the formal and informal conditions, third graders shifted their strategy preferences so as to minimize the amount of text restructuring in the formal condition; sixth graders, on the other hand, shifted their strategy preferences so as to maximize the amount of text restructuring in informal conditions. These findings suggest that story schema structures are more interpretive than story grammar psychologists presently assume.     

Aversive CS control of instrumental avoidance as a function of selected parameters and method of Pavlovian conditioning

Effects of aversive CSs upon dogs' instrumental avoidance responding were assessed as a function of the Pavlovian conditioning parameters using off-baseline (Experiment 1) and on-baseline (Experiment 2) conditioning procedures. In each experiment, three UCS intensitites (2, 6, and 10 mA) were crossed factorially with two CS-UCS intervals (10 and 90 sec) yielding six groups. After 4 days of conditioning, the CS-produced effects on avoidance were determined primarily by an interaction between Pavlovian procedure (off- versus on-baseline) and UCS intensity. With off-baseline conditioning, CS-produced facilitation of avoidance was an increasing function of the UCS intensity. However, with on-baseline conditioning, only the CS paired with weak UCS facilitated avoidance, and the CS paired with the strong UCS suppressed responding. This reversing parametric function poses problems for two-process motivational theories of avoidance.     

The sensory basis of avoidance responding in the rat : Relative dominance of auditory or visual warning signals and safety signals

Three experiments determined the relative degree of stimulus control exerted by the elements of a compound auditory-visual stimulus when this stimulus was presented in various temporal relationships to a barpress avoidance response. When the compound discriminative stimulus for barpress avoidance responding consisted of onset of white noise and onset of either light or darkness, the white noise always exerted dominant control. When the compound discriminative stimulus consisted of offset of white noise and onset of light, neither element controlled avoidance responding. On the other hand, when a barpress avoidance response produced a compound feedback stimulus consisting of onset of white noise and onset of either light or darkness, the visual element always exerted dominant control. When the compound feedback stimulus consisted of offset of white noise and onset of light, both elements exerted stimulus control.