Individual differences in field articulation as a factor in language comprehension

Previous research has suggested that performance differences associated with field independence/field articulation (FA) reflect differences in the efficiency of a limited capacity “working memory” (WM) system. An information-processing analysis of language comprehension suggests the involvement of WM. This experiment tested the hypothesis that performance differences in a language comprehension task could be predicted on the basis of level of FA and the mediating role of WM. Three levels of memory load were established by varying the logical structure of sets of semantically related sentences which subjects were required to integrate. In the low memory load condition, there was no difference between high and low FA subjects on a test of integration (inference) and specific memory (recognition). In the high memory load condition, there was a decline in performance for low FA subjects on both inference and recognition. Other aspects of the results suggested that the breakdown in information processing, for low FA subjects in the high memory load condition, occurred during or shortly after initial encoding of the sentences.     

Multivariate relationships between measures of learning style and memory

Three self-report instruments assessing “learning style” were administered to 106 undergraduate students: the Inventory of Learning Processes, the Study Behavior Questionnaire, and the Learning Style Inventory. Performance measures on word list and prose learning tasks were also obtained using both immediate and delayed retention tests. Canonical correlation analysis of the pairs of learning style instruments indicated that there was a small to moderate amount of overlapped variance. Inspection of the canonical variates revealed that what overlap existed was generally due to a common factor related to the depth of processing conception of memory. No significant canonical correlations were obtained between any of the learning style instruments and word list retention measures. However, the Inventory of Learning Processes and the Learning Style Inventory each obtained one significant canonical correlation with the set of prose retention measures. There was little overlap between sets of retention measures derived separately from prose and word list tasks. The findings have implications concerning (a) the validity and equivalency of available self-report instruments assessing learning style, (b) the role of the learning task in studying individual differences in learning and memory processes, and (c) the assessment of “depth of processing” at the level of individual differences.     

Genetic and environmental influences on person-situation interactions

Genetic and environmental influences on person-situation and person-mode of response interactions for anxiety and for dominance were investigated in an adult twin sample. For anxiety, evidence of significant genetic variance was found for the person-situation interaction and the person-mode of response interaction. For dominance, evidence of shared sibling-environmental influences was found for the person-situation interaction. Sex differences in the patterns of findings were also examined. The data indicate that the factors influencing personsituation interactions vary depending on the specific trait studied, and the results provide empirical support for the “interactionist” hypothesis that an individual's behavior can be characterized by meaningful patterns of behavior across situations. In addition, the study illustrates that behavior-genetic research can be designed to address important theoretical questions about the nature of personality.     

Effects of displacing aggression by annoyed and nonannoyed subjects

Low hostility-guilt subjects were either annoyed or not annoyed by an experimental confederate and given the opportunity to (a) displace aggression against a second confederate in a memory task, (b) go through a similar task but not aggress, or (c) sit quietly for a comparable period of time. All subjects were subsequently allowed to aggress against their annoyer in a “creativity” task. While displacement following annoyance did not reduce physiological arousal, it did reduce the amount of subsequent aggression against the annoyer. Conversely, the expression of aggression in subjects who were not annoyed resulted in an increase in physiological arousal, but not in subsequent aggression. No significant relationships were found between physiological arousal and subsequent aggression.     

Occupational expectations and the hypothesis of increasing realism of choice

A two-wave analysis of the dynamics of occupational expectations in a rural youth panel generally failed to support the hypothesis of ‘increasing realism of choice.’ An analysis of four multiple regression equations indicated (1) that Black youth tended to lower their levels of occupational expectations over time and (2) that occupational expectations tended to vary with changes in occupational aspirations and educational expectations. However, family SEI, perception of occupational goal blockage, three measures of self image and change in perception of occupational goal blockage, were not found to be associated with the dynamics of occupational expectation. Two alternate explanations for the findings were presented.     

An analysis of Holland's interest types for women: A comparison of the Strong-Holland and the ACT vocational interest profile scales for women

The purpose of this paper was to examine the basic vocational interest dimensions of women. Two interest inventories designed to measure the six interest dimensions described by Holland (1966) were administered to 126 university freshman women. The correlations between corresponding scales of the two instruments was generally high and application of the spatial configuration analysis resulted in the expected circular ordering found in previous studies. The usefulness of the basic interest dimensions when counseling with women was discussed from a practical and a theoretical point of view.     

The reaction to frustration of middle- and lower-class children

Preschool age, white children from lower and middle socioeconomic backgrounds were exposed separately to the same operant analog of the Amsel “double alley” procedure. Two measures of responding, latency of press and pressing rate, were taken following frustration and reward of prior responding. The middle-class children responded slower, in both measures, on nonrewarded compared to rewarded trials, a reversal of the more frequently observed frustration effect (FE). The lower-class children, by contrast, showed the usual FE, shorter response latencies following frustrative nonreward. The FE was not observed with the rate measure. The obtained socioeconomic class difference in reaction to frustration was discussed in terms of the possible relationship to class differences in perceived locus of control of reinforcement. An alternative explanation relating the results to the maximizing vs response patterning behavior in three-choice probability learning tasks was also discussed.     

Prenominal adjective order and visual discrimination in children

Preschool and third-grade children heard prenominal adjective phrases describing an object. Each phrase contained an article, two adjectives and a head noun. The phrases were constructed with either normal or inverted adjective order. Either after a one second delay or immediately following phrase presentation, Subjects were shown pictures of two objects. One of the objects (target) depicted the object described in the noun phrase. The other object differed from the target along the dimensions of color, size, or both color and size. The Subject's task was to select the target object. It was predicted that adjective order would influence perceptual strategies used by the Subjects in the visual discrimination task. Analysis of response time scores showed that adjective order interacted with the relevant discriminative stimuli in the discrimination task. These results were interpreted as support for hypotheses that suggest that linguistic organization can constrain conceptual processing involving nonlinguistic information. The effects of the delay condition provided additional evidence for these hypotheses plus support for an arousal hypothesis.     

The acquisition of behavioral chains

The present investigation was designed to study some conditions which facilitate the acquisition of behavioral chains by young children. Three experiments were performed. In Expt I subjects were required to respond overtly to the internal components of the chain. In Expt II an aversive contingency was imposed following errors. In Expt III instructions were added at the beginning of training. The results supported the following conclusions: (a) Requiring subjects to mark and name the correct stimuli on each trial increased the accuracy of performance; (b) introducing time-out contingent on incorrect responses depressed the error rate; and (c) adding instructions concerning a pending change in the experimental task resulted in a lower error rate following withdrawal of the instructional stimuli.     

An opponent-process theory of motivation: III. Some affective dynamics in imprinting

The theory suggests that for immature precocial birds, the stimulation from an appropriate imprinting object innately arouses a primary effective process that is hedonically pleasant. The occurrence of this process automatically generates (via an opponent loop system) an opponent-process which is hedonically unpleasant. When the imprinting object is withdrawn, the primary process rapidly terminates, but the opponent-process persists, unopposed, for some time. By assuming that the opponent-process becomes stronger with its repeated (or prolonged) arousal, it is possible to account for many of the motivational factors in imprinting. These include: (1) the pattern of distress vocalization that occurs when an imprinting object is first presented to and then withdrawn from newly hatched ducklings, (2) the reinforcement and punishment effects that characterize imprinting, and (3) the priming effects that occur in the context of imprinting.