Training cooperation in the Prisoner's Dilemma

Female Ss' choices in two types of mixed-motive game situations were used to select Ss who had predominantly Own Gain and Ss who had predominantly Relative Gain goals. On the basis of simple reward notions, it was predicted that the former but not the latter would change from competitive to cooperative responding in decomposed Prisoner's Dilemma game situations when interacting with a conditionally cooperative other. Corresponding yoked controls were not expected to become cooperative. The availability of social comparison with an outcome which was smaller than the mutually cooperative outcome but larger than the mutually competitive out-come was expected to lead Own Gain Ss to more rapid learning of cooperation but not to affect the responses of corresponding yoked controls or of Relative Gain Ss. A 2 × 2 × 2 × 5 factorial design was used in which the factors were goal orientation (Own Gain vs Relative Gain), strategy of the other (conditionally cooperative vs yoked control), the availability vs unavailability of the social comparison, and trials. The results strongly supported each of the expectations. The results were discussed in terms of how the operation of the reward mechanism would be affected by the operation of some other social psychological processes.     

Attribution of responsibility: A theoretical note

Research on factors influencing attribution of responsibility has resulted in inconsistent and inconclusive findings. A theoretical analysis suggests that Heider's levels of causality represent two dimensions underlying attribution of responsibility. It is suggested that conflicting findings result from failures to control at least one of these two dimensions.     

Sources of visual field interference in children and adults

Subjects at three grade levels, third, sixth, and college (8, 11, and 20 years of age, respectively), were asked to identify briefly presented words accompanied by either words or letter strings in the same or opposite hemifield. Results indicated two sources of visual field interference, one relating to the presence of alphanumeric information elsewhere in the visual field and the second concerning the meaningfulness (lexical identity) of that information. The former showed a decrease in importance with age, and the latter an increase. Results were discussed in terms of the development of selective attention and hemispheric interaction.     

The use of categorial organization: Not an all-or-none situation

Second and fifth graders memorized each of two lists of words that differed in category representativeness. In addition, they received one of three memory instructions: standard free recall, repetition, or categorial processing. Recall performance was about equal for standard vs repetition, and both were lower than category processing, especially with the highly representative items. Age did not enter this interaction, so it is concluded that at both age levels, the accessibility of categorial information influences children's use of it. This suggests multiple types of possible production deficiencies.     

Studies in observational paired-associate learning: Informational,social, and individual difference variables

Four experiments examined the relative importance of informational (proportion of correct responses and kinds of errors emitted by a model), social (model competency, sex of model, video vs. audio taped model), and individual difference (sex of subject, grade) variables in observational paired-associate learning. In Experiments I–III, vicarious subjects received cycles of study-model-test trials, while direct subjects were given the same sequences with intervening test or stimulus familiarization trials. In Experiment IV, vicarious subjects received cycles of study-test-model-test trials, while direct subjects received the cycles with a test trial replacing the model trial. No confirmation was provided on test and model trials. Whereas the effects attributable to social and individual difference variables were generally negligible, mere accuracy of the model's responses repeatedly covaried with performance on the last test trial of each cycle. Conditional analyses established that (1) vicarious facilitation is comparable across cycles and localized in items responded to incorrectly on immediately preceding test trials, and (2) observers learn fewer incorrect than correct model responses. Vicarious groups performed at reliably higher levels than direct subjects on model correct but not incorrect items. The results strongly suggest a close correspondence between direct and vicarious verbal learning principles and mechanisms.     

On signalling that it's your turn to speak

The operation of a “speaker-state signal” in two-person, face-to-face conversations is hypothesized. Display of this signal by an auditor appears to indicate, among other things, that he is claiming the speaking turn, differentiating this action from a “back-channel behavior” by which he merely acknowledges some portion of the speaker's message. The signal also appears to play a part in the resolution of situations in which both participants simultaneously claim the speaking turn. The signal is defined as the display of at least one of a set of four behavioral cues, two in paralanguage and two in body motion.     

“Generalized imitation” on a nonimitative task: Effects of modeling and task history

Two experiments investigated characteristic generalized imitation procedures on a nonimitative successive visual discrimination task. In Experiment I, no discriminative behavior was obtained though a number of procedures designed to enhance discrimination were employed. The introduction of a differential modeling procedure after nine or 10 sessions of nondifferential performance was ineffective in producing differential responding for three of four Ss. In the second experiment, the differential modeling procedure was introduced as an initial manipulation and was successful in establishing discriminative performance in all Ss. After several sessions of differential responding, the observation of a model performing nondifferentially was relatively ineffective in altering the pattern of responding. These results suggest (1) that modeling may be functional in altering a S's behavior depending on what point in the procedures the manipulation is introduced and (2) that certain procedural variables may define a functional response class characterized by the failure to develop discriminative responding.     

Consistency and modification of judgment

In an investigation of minority influence, it was predicted that a consistent preference for paintings based on nationality by a confederate would cause previously neutral subjects to increase their preference in the direction of this minority viewpoint. Further, it was predicted that ethnic origin of the confederate could be seen as a biasing factor which could diminish influence. Four naive subjects were paired with one experimental confederate who was presented as being of either Italian, German, or unknown ethnic origin. On every trial, subjects were asked to indicate their preference between two paintings, one labeled “Italian” and the other labeled “German.” Labels were actually assigned at random. The confederate consistently chose the Italian or the German paintings on every one of the 19 trials. Results indicate that Control subjects rather than being neutral, exhibited a preference for the Italian paintings. Further, the presence of a confederate who took a consistent standard, whether it was Italian or German, had the effect of making subjects significantly more pro-German (or less pro-Italian) than the control group. The findings are explained on the basis that the German position was actalternative minority position, whereas the Italian position was actually an extreme of the majority position. While the former situation leads to minority influence as predicted, the latter situation appears to have polarized subjects. An alternative in terms of a norm of fairness is suggested, also.