Social skills: A review of cognitive-behavioral training procedures with children

Thirty-one studies utilizing cognitive-behavioral procedures to train social skills were reviewed. The review was organized around six methodological issues: (a) age of subjects; (b) training procedures; (c) outcome measures; (d) research design; (e) evidence for generalization; and (f) social validation. Suggestions for future applied research are discussed, such as investigations regarding developmental changes in socially skilled behavior, increased use of multiple dependent measures, more intensive programming for generalization, and the establishment of the social importance of the effects of social skills training programs.     

Protestant ethic endorsement and the fairness of equity inputs

Two studies are reported which show how endorsement of the Protestant ethic is related to the perceived fairness of using various equity inputs. In Experiment 1, male undergraduates scoring high and low on the Protestant Ethic (PE) Scale made salary decisions for hypothetical workers who differed with respect to their performance quantity and duration. High PEs paid workers in proportion to their total productivity by taking into account both quantity and duration. However, low PEs ignored differences in quantity by paying workers the same amount, but did pay in proportion to duration. In the follow-up study, high PEs reported that it is fairer to base reward on performance when differences are attributable to internal causes than external causes, while the reverse was found for low PEs.     

A model for the behavioral assessment of behavior disorders in children: Measurement considerations and practical application

School psychologists have traditionally experienced difficulty in assessing children referred to them for behavior disorders. Given this reported difficulty, a behavioral assessment model is proposed which specifies three types of assessment information: direct observations, rating scale data, and interview data. Characteristics of these three types of assessment information are discussed, along with recommendations for their use. Two psychological models are suggested to guide school psychologists through the assessment process. Bergan's behavioral consultation model is recommended for securing valid and reliable interview and observational data, and Campbell and Fiske's multitrait-multimethod model is proposed as a means of logically integrating behavioral assessment information. The notion of convergence or agreement between dissimilar assessment methods is discussed.     

Effects of varied response modes upon dichotic consonant-vowel identification latency

Reaction times for two right-handed subjects who received 6000 trials of dichotic stop-vowels were obtained under response conditions involving the left hand, right hand, and neck muscles. Results indicated latencies were shorter (150+ msec) when targets were presented to the right rather than the left ear. Large and stable differences in latencies remained invariant with the mode of response. Reaction times did not vary as a function of the target's place or manner of articulation. The relationship between obtained measures of latency and percentage correct ruled out speed-accuracy trade-offs as a source of the obtained differences in latencies.     

Free recall in boys of normal and poor reading levels as a function of task manipulations

Free recall of reading disabled boys, ages 9 to 11 years, was compared with that of boys showing no reading difficulty. During a baseline trial, poor readers recalled less items and tended to show less recall organization than normals. Recall and category clustering in a second trial were highest following a manipulation designed to produce semantic encoding of items and lowest when children were required to focus on items' physical features. In a condition requiring free sort prior to recall, reading disabled boys failed to organize or study as effectively as normals. Rather than lacking the ability to use semantic relations as a strategy for grouping items, the reading disabled had difficulty in spontaneously generating effective study techniques.     

The “lag effect” in dichoptic viewing

Ten subjects were asked to report both of two different consonant-vowels (CVs) presented to the same foveal area, but in different eyes (“dichoptically”). Stimuli were presented at stimulus-onset asynchronies (SOAs) ranging from 0 to 150 msec in 25-msec steps. Correct identifications were significantly depressed for the eye receiving the leading stimulus at SOAs of 25 to 75 msec. Monoptic data from three subjects indicated no significant reductions in correct identification as a function of SOA. The dichoptic results can be understood in terms of current theories of visual backward masking and are similar to the “lag effect” observed with dichotic listening to speech stimuli. Similarity of results for the two modalities suggests a similar “two-process” explanation may underlie both phenomena.     

Strategic encoding and retrieval processes in verbal recall among middle-aged and older adults

The authors used an analysis of individual differences to examine the role of executive control in strategic encoding and retrieval in verbal recall. Participants enrolled in the Louisiana Healthy Aging Study completed measures of working memory (WM), cognitive status, vocabulary, and free recall of words. Indices of clustering in free recall were calculated to permit inferences on strategic encoding and retrieval processes. We hypothesized that WM would be more strongly associated with strategic encoding and retrieval metrics than vocabulary based on the assumption that successful remembering requires executive control in WM. Regression analyses, together with a variance portioning procedure, confirmed that WM had comparable levels of unique and shared variance with the strategic encoding and retrieval metrics, and both exceeded vocabulary. Theoretical and clinical implications of these data are considered, with the suggestion of future research in lifespan samples as opposed to exclusively young adult or older adult samples.     

Is there a disposition to avoid the fundamental attribution error?

Two studies investigated the possibility that personality variables might relate to the magnitude of the cognitive attributional error. In the first, participants received either a pronuclear or anti-nuclear weapons essay, and were asked to rate the writer's personal beliefs (attitude attribution). As expected, certain Myers-Briggs Type Indicator indices of cognitive processing preferences did not predict variations in attribution in the Choice condition, but did so in the Constraint condition. In the Constraint condition, subjects expressing the Intuitive Thinking preference showed no significant attributional error (i.e., no tendency to rate in line with essay content). Other subjects in this condition showed the usual attributional error. These findings were generally replicated in the second study, which used the Constraint condition only. The Self-Monitoring scale was added as a predictor; it did not relate to the attributional error. It was suggested that measures of cognitive processing style may be more relevant to attribution than the various measures of sensitivity to environmental variation.     

Group vs individual equity judgments: Is there a polarization effect?

Two-hundred male undergraduates, individually and in groups of five, divided a fixed reward between two performers with unequal inputs under conditions in which they either expected or did not expect future interaction with recipients. Individuals who anticipated future interaction with recipients divided the reward equally, while groups divided the reward equitably. When interaction was not expected, individuals divided the reward equitably by discriminating between recipients, while groups made more extreme discriminations (the group polarization effect). Experiencing group discussions made individuals more confident in the fairness of their subsequent allocations. The results are discussed in terms of the social and informational influences of groups on allocation decisions.