Food-searching behavior of cats in a multiple-choice elimination problem

Twelve cats were individually exposed to a four-point elimination problem for 50 consecutive days. The problem for the animals consisted of choosing a series of different points where they found, and were allowed to eat, a piece of meat, without returning to any previously visited point. The order of elimination was not controlled in any way by the experimenter. Results indicated that cats were able to solve this problem. All subjects showed a strong tendency to make successive runs toward points situated as far apart as possible. Moreover, a relation was shown between performance and the tendency to follow this high divergence principle. This result is discussed in terms of subjects' ability to process information about the spatial characteristics of the experimental situation. This ability might in fact be related to the behavioral plasticity of animals in spatial problems according to the difficulty of the task.     

Use of first person pronouns as a function of increased objective self-awareness and performance feedback

A recent integrating formalation in social psychology, the Duval-Wicklund theory of “objective self-awareness,” has the core assumption that attention focused on the self is always aversive and, hence, avoided. While faced with either a TV camera or a mirror, and after they had received false feedback concerning their creativity, 98 undergraduates guessed at the meaning of foreign language pronouns, the unobtrusive dependent measure of the direction of the focus of attention. The standard Duval-Wicklund effect was replicated—more attention to self, that is, more first-person pronouns—in the “camera” or “mirror” than in the “no camera” or “no mirror” conditions. However, within the camera or mirror conditions, avoidance of self-focused attention occurred only after negative feedback.     

Factors within the 1969 SVIB for women and relationships to Holland's theory

The Basic Interest Scales (BIS) and the Occupational Scales (O-S) of the revised Strong Vocational Interest Blank for Women (TW 398) were assigned Holland codes, and component scores for the BIS and O-S were separately developed, intercorrelated, and evaluated along with standardized composite scores representing each of the 11 O-S Groups on the profile. The dimensionality of the BIS and O-S was similar, and similar in number to Holland's theory, but the components were only partially congruent. Some profile Groups provided relatively good representations of BIS and/or Occupational scale components, and the grouping of the O-S provided important information not otherwise readily available. Holland's dimensions are not uniformly represented in either the BIS or O-S, and despite some similarities, fundamental problems of compatibility appeared to exist in relating the structure of this instrument to Holland's formulations. Women's interests are in need of independent study.     

The distracting effect of material reward: An alternative explanation for the superior performance of reward groups in probability learning

To determine whether the distraction effect associated with material rewards in discrimination learning can account for the superior performance of reward groups in probability learning, the performance of 144 school children (preschool, second, and fifth grades) on a two-choice successive discrimination task was compared under three reinforcement conditions (material reward, marker, and knowledge of results). The two events in the task had different frequencies of occurrence, as in probability learning, yet they appeared in a constant order to make 100% payoff possible. The subjects in the reward and marker groups learned the task more slowly, and the nonlearners among them used stereotyped alternation patterns to a greater degree than subjects in the knowledge-of-results condition. These findings suggest that a distracting effect of material reward is present in probability learning and may explain the superior performance of reward groups typically found in probability learning studies.     

Effects of felt adequacy and opportunity to reciprocate on help seeking

This experiment was prompted by the belief that felt inadequacy and lack of opportunity to reciprocate act as deterrents to help seeking when help is needed. The experiment was conducted on 56 freshmen by modifying Greenberg and Shapiro's physical disability paradigm. Subjects were told that they could not meet the quota on a manual task but had done well (poorly) for persons similarly handicapped (by arm in sling). Later they learned that the electricity would be shut off in 2 hr (15 min), making it possible (impossible) to help the visually handicapped fellow worker later on a visual task. The hypothesis that felt inadequacy inhibits help seeking was fully supported, while the corresponding hypothesis regarding lack of opportunity to reciprocate received only partial support. There were no sex differences. The relevance of these data for embarrassment theory is discussed.     

Performance expectancies and affect associated with outcomes as a function of time perspective

An experiment was conducted to investigate the effects of time perspective on performance expectancies and the subjective evaluation of outcomes in regard to a task at which subjects had previously succeeded or failed. Prior research has produced conflicting findings on the subjective evaluation of positive and negative outcomes, but some of the research has dealt with tangible rewards and punishments while other work has been concerned with performance outcomes involving tasks with which subjects were unfamiliar. In the current study subjects first succeeded or failed on either an easy or difficult task. They then stated performance expectancies and made evaluations of the affect associated with success and failure in regard to performing the task again immediately, in 3 wk, or in 21 wk. Results indicated a significant decrease over time for both the satisfaction associated with passing and the dissatisfaction associated with failure. Performance expectancies were significantly higher for the testing period of 21 wk in the future than for either the immediate or 3-wk testing period, but this difference was evidenced only for subjects who initially passed the test.     

Covariation and temporal contiguity as principles of causal inference in young children

Four- to seven-year-old children observed a simple physical effect which could be attributed to either a consistent but noncontiguous covariate or a contiguous but inconsistent covariate. When there was a physical rationale for the temporal delay between covariate and effect, children attributed the effect to the consistent but noncontiguous covariate. In the absence of such a rationale, they attributed the effect to the contiguous but inconsistent covariate. It was concluded that neither consistent covariation nor strict temporal contiguity were essential aspects of causal inference for these children.