Why we are fairer than others

Subjects wrote lists of either fair or unfair things that they or others did. A pervasive tendency was found for subjects to associate themselves with fair behaviors and others with unfair behaviors. When different subjects rated samples of the written behaviors for fairness and frequency we found that fair behaviors were rated as more frequent than unfair behaviors and self-ascribed behaviors were rated as fairer than behaviors ascribed to others. These findings and others are shown to result from a tendency for subjects to perceive a stronger link between the fairness and frequency of their own behavior than between the fairness and frequency of the behavior of other people. A final analysis showed that the subcategories of unfair behavior that subjects associated with others were different from those associated with themselves.     

The effects of communication,resource feedback,and identifiability on behavior in a simulated commons

This study examined the effects of communication, feedback, and identifiability on behavior in a simulated commons. To do this, 64 mixed-sex groups of four introductory psychology students participated in a commons dilemma simulation for 50 trials or until the group exhausted the commons pool. Half of the groups played under a free communication condition, while the other half were prohibited from communicating. Half of the groups in both communication conditions received visual feedback about the amount of the commons' resource (money) which remained after each trial while the other half received no feedback. Finally, half of the groups in each of these four conditions were made highly identifiable by the use of the name tags and feedback about the choices of each player. The remaining groups were assigned to a low identifiability condition in which no name tags were used, no feedback given and group members were separated by wooden dividers to prevent visual contact. Results showed that groups having the opportunity for resource feedback or for communication achieved greater total money harvests and maintained the commons for a greater number of trials than groups having neither. As expected, the largest totals and longest commons maintenance were achieved by groups having both. Identifiability had no influence on the length of commons maintenance except when there was neither resource feedback nor communication opportunities. When both were unavailable, groups in the high identifiability condition harvested more money and maintained the commons longer.     

Desiring and expecting to work among high school girls: Some determinants and consequences

The effects of mother's and father's work status and of social-psychological intervening variables on high school girls' orientation to the labor force are examined. The dependent variables are separate indicators of whether the girls want and whether they expect to have an occupation. In these data from 1965, a log linear analysis shows that whether the mother worked was the major background influence on the dependent variables; father's occupation had no significant independent effect. In addition, two “ideological” variables, the girl's identification with the mother and beliefs in individual achievement, strongly influenced the dependent variables, in a way that did not merely mediate the background effects. Finally, some consequences of wanting and/or expecting to work are examined, and it is argued that the choice of career pattern (housewife versus paid employment) was a central one in girls' attitudinal structures.     

Self-control and choice in humans: Effects of video game playing as a positive reinforcer

Participants chose between reinforcement schedules differing in delay of reinforcement (interval between a choice response and onset of a video game) and/or amount of reinforcement (duration of access to the game). Experiment 1 showed that immediate reinforcement was preferred to delayed reinforcement with amount of reinforcement held constant, and a large reinforcer was preferred to a small reinforcer when both were obtainable immediately. Imposing a delay before the large reinforcer produced a preference for the immediate, small reinforcer in 40% of participants. This suggested a limited degree of “impulsivity.” In Experiment 2, unequal delays were extended by equal intervals, the amounts being kept equal. Preference for the shorter delay decreased, an effect that presumably makes possible the “preference reversal” phenomenon in studies of self-control. Overall, the results demonstrate that video game playing can produce useful, systematic data when used as a positive reinforcer for choice behavior in humans.     

Effects of perception versus imagery on later recognition of visual patterns.

Three experiments were conducted to determine the role of imagery in aiding memory for visual information and to compare its effectiveness relative to direct perception. Subjects engaged in orienting tasks in which they had to decide whether the second of two sequentially presented meaningless patterns was a part of the first. They later received unexpected recognition tests for the original drawings. Increasing the interval between patterns by adding an extra post-stimulus period for imaginal processing improved later recognition scores. Experiments comparing continued perception with an equal blank interval suggested that periods of direct perception and of imagery are about equally effective in promoting memory. The results are discussed in the frame work of Craik and Lockhart (1972) with regard to type I and type II processing, and in the light of Neisser's (1967) view on imagery and perception.     

Mirror,mirror on the wall … Comments on the chimeric face task used by Roszkowski and Snelbecker (1982)

A critique is presented of the chimeric face task used as a measure of cerebral laterality by M. J. Roszkowski and G. E. Snelbecker (1982, Brain and Cognition, 1, 404–409). Problems arise because the faces used are not true mirror images of each other, but in fact differ in facial details. Data are presented to illustrate that the earlier results are not caused by cerebral laterality but by the fact that the two drawings are not equally happy—even when placed in the same left-right orientation.     

The effects of muscle relaxation and stress on the blood pressure levels of normotensives

Shoemaker and Tasto (1975) found that progressive muscle relaxation lowers the blood pressure levels of essential hypertensives to within a normal range under laboratory conditions. As a sequel to this study the effects of muscle relaxation and stress on the blood pressure levels of normotensives were studied. One group was taught relaxation, one group was stressed, one group read, and one group did nothing. Blood pressure measurements taken immediately after the completion of these tasks indicated that muscle relaxation does not lower the blood pressure levels of normotensives but that stress significantly raises both the systolic and diastolic levels.Level of arousal can, at least in one sense, be viewed as occurring on a dimension defined by extreme anxiety at one end and extreme relaxation at the other. Research on the physiological correlates and/or defining properties of arousal has produced inconsistent and equivocal results. Little work has been done relating blood pressure levels to arousal, however. Shoemaker and Tasto (1975) found a consistent and predictable drop in the blood pressure levels of essential hypertensives as a result of progressive muscle relaxation. In their study those subjects with the highest blood pressure levels showed the greatest drop while those with moderately high levels showed moderate drops and those with the lowest levels (yet still above normal) showed the least amount of change. The amount by which blood pressure dropped as a result of progressive relaxation was positively correlated with the pretreatment level of blood pressure. The result of progressive relaxation was to lower blood pressure levels to within a normal range, with all subjects appearing to approach a lower asymptotic level. Because of the consistent picture which began to emerge, the question arose as to whether blood pressure might be a reliable physiological correlate of the relaxation-anxiety dimension.The more specific questions emanating from this issue were: what effect does progressive relaxation have on the blood pressure levels of normotensives; what effect does stress have on the blood pressure levels of normotensives; and, what effect does stress have on the blood pressure levels of essential hypertensives? Since we could not immediately foresee the benefits that would outweigh the potential harm that might arise by placing hypertensives under stress, this study was limited to addressing the first two questions.Since the blood pressure levels of normotensives are probably at an optimal level for the physiological functioning of the organism, lower levels would be physiologically nonadaptive. and thus progressive relaxation should not lower the blood pressure levels of normotensives as it does those of essential hypertensives. On the other hand, if the elevated blood pressure levels of essential hypertensives are at least in part the result of a stress reaction, it would be expected that the blood pressure levels of normotensives might rise under stress conditions.     

Role of referent concreteness in the acquisition of passive sentence comprehension through abstract modeling

The present experiment tested the hypothesis that development of syntactic comprehension through verbal modeling is enhanced by referent concreteness as a contextual influence. Young children heard a model narrate a series of events in passive form while the model either performed the corresponding activities, showed pictures portraying the same activities, or displayed no referential aids. In accord with prediction, verbal modeling with enactive referents produced higher levels of comprehension of passives than modeling with pictorial referents or modeling without referential aids. Modeling with pictorial referents and modeling without referents did not differ in overall efficacy. However, modeling alone produced results that were less consistent across different measures of comprehension. Children who lacked understanding of passives were more dependent on concrete referents than those who had some initial comprehension of the linguistic form. The results suggest that verbal modeling with pictorial referents and verbal modeling alone facilitate comprehension of passives, whereas verbal modeling with enactive referents promotes learning. Findings of a supplemental experiment reveal that the effects of verbal modeling on comprehension are enhanced when syntactic forms occur in a meaningful verbal context.     

Modes of information integration and Piagetian measures of concrete operational thought

The purpose of the study was to investigate the relationships between modes of information integration and performance on a variety of Piagetian concrete operational tasks. The sample consisted of 180 6- to 8-year-olds. Factor analysis of the Piaget tests revealed five interpretable factors: conversation of substance—equality, conservation of substance— inequality, conservation of number, class inclusion, and matrices. Factor analysis of the marker tests for information integration revealed two factors: simultaneous and successive. All the Piaget measures, with the exception of class inclusion, were related to the simultaneous factor. Class inclusion was weakly related to the successive factor.