Individual differences in immediate serial recall: A matter of mnemonics?

Normal adults differ in a fairly general immediate serial recall ability which is commonly assessed on individual IQ tests. Two experiments tested the role of rehearsal, grouping, and chunking strategies in producing such individual differences. The general approach was to limit interindividual variation in the application of these mnemonics and observe the effects on individual differences in recall. This was accomplished by (1) presenting items too fast to allow variation in rehearsal strategy and (2) requiring all subjects to group and chunk items in the same way. Both manipulations affected average recall, but neither one affected the size or order of individual differences. It was concluded that immediate serial recall differences between normal adults are largely a consequence of something other than differences in rehearsal, grouping, or chunking strategies.     

Habituation during exposure treatment: Distraction vs attention-focusing

To investigate the effects of distraction and attention-focusing during in-vivo exposure to feared stimuli, the responses of 16 obsessive-compulsives with washing rituals were studied. A cross-over design was employed in which 6 of the subjects underwent exposure with attention focusing on the first day followed by exposure with distraction on the second day. The remaining subjects received the reverse order. Habituation of both heart rate and subjective anxiety was observed under both conditions, the rate of habituation tending to remain constant throughout the 90-min exposure. Greater between-session habituation and greater synchrony between the psychophysiological and the subjective measures of anxiety was observed when attention-focusing preceded distraction. Since habituation and synchrony have previously been found to be positively related to treatment outcome, the present results suggest that treatment by exposure to feared stimuli may be more effective if attention-focusing is promoted.     

Evaluation of social competence training in the schools

A social competence program for high risk children is described and evaluated in this paper. Advanced undergraduates majoring in psychology used interpersonal problem-solving techniques to work with 32 maladapting first through third graders who were seen on a small group basis. The intervention program was conducted for 14 weeks. Compared to a control group of 32 children, results indicated that children in the program made siginficantly greater gains in classroom adjustment as rated by teachers. Additionally, socimetric status served as a criterion for evaluating program effectiveness. Results demonstrated that children who participated in the social competence training made significantly greater gains in peer acceptance as measured by a brief sociometric questionnaire than the controls. The implications of these findings and the methodological limitations of the study are discussed.     

The effects of unipolar sex-role identities and situational determinants on components of fear of success

In the present study the relationship between unipolar models of sex-role identity (i.e., the degree to which a person perceives him/her self as relatively masculine and/or feminine) and situational cues (i.e., females engaged in successful activities which vary in their sex-role appropriateness) on fear of success was investigated. An alternative, objective measure of fear of success was employed which generated 16 variables thought to reflect various theoretical and empirical components of the motive to fear success. These variables dealt with personal attributes of the successful characters, reasons for their success, and possible consequences of their success. It was found that situational rather than psychological variables are of greater importance in affecting female response to female success. However, there was some support for the notion that general diffusion of sex-role identity (undifferentiated sex-role identity group) rather than high femininity may be related to avoidance of success.     

Cleaning the plate: food left by overweight and normal weight persons.

The amount of food left on trays after a clinner meal in a university cafeteria was measured for 146 persons. Half of the subjects were overweight and half were normal weight. Overweight women left significantly less food on their trays than did women of normal weight. Among men, the overweight also left less food but the difference did not reach significance. These findings suggest that food left over must be measured in estimating food intake from food choice, that behavior therapy injunctions to leave food on the plate are justified, and that obesity may be, at least in part, a result of learned patterns of behavior.     

Sex differences in the frequency and functions of fantasies during sexual activity

A questionnaire about the frequency and effects of different thoughts during heterosexual activity was returned by 66 females and 75 males in a random sample of college undergraduates and graduate students. A high response rate (91%) was obtained, and the male and female respondents were shown to be generally similar in sexual experience. Frequency data confirmed an earlier study of the same population in finding that, during sexual activity, males think more about past sexual experiences and ongoing behavior, while females think more about imaginary experiences. Effects data indicated that these frequency differences occur because females use fantasy more than males to increase arousal, to decrease anxiety about sexual activity, to compensate for less-than-ideal sexual experience, and to enhance even a satisfactory experience. Males, in contrast, use thoughts of real experience more often than females to increase arousal and to control and direct sexual activity.     

Infant visual responses to pattern: Which metric perdicts best?

Visual fixations were recorded in newborn, 4-, and 8-week old human infants as they scanned displays that varied along several dimensions. These displays were designed to evaluate four metrics that have been theorized to control infant visual preference: Contour length, size, number, and a new metric, CVAL, based on Contour Variability, Amount, and Location. This latter metric reflects characteristics of the visual system that other metrics ignore. Both contour length and CVAL separately accounted for approximately 95% of looking-duration variance, a much larger portion than the other metrics considered; however, CVAL accounted for more looking variance than contour length when the number of lines and contour length were deconfounded, and uniquely accommodated a large orientation effect. Finally, several predictions were confirmed about characteristics of visual scanning. Retinal structure and natural scanning dispositions should be considered in accounts of infants' reactions to visual stimuli.