Effects of fear of success on women's performance at masculine versus feminine tasks

The present study was designed to test hypotheses derived from Horner's theory concerning the effect of the sex-role orientation of the performance situation on the arousal of the motive to avoid success in women. The study compared the performance of women high and low in the motive to avoid success in a male-oriented and a female-oriented situation. It was found that women performed significantly better (p < .01) in the male-oriented than in the female-oriented situation, with this difference between conditions being greater for those women scoring high rather than low in the motive to avoid success (p < .05). These results are inconsistent with an inhibitory anxiety explanation of motive to avoid success. The possibility that the measure of this motive may in part be a measure of ability is discussed.     

Variables affecting subjective organization during posthypnotic amnesia

Subjects learned a list of unrelated words to a criterion of either two successive correct trials (standard criterion), or two successive correct trials plus five additional recall trials (extra criterion). The extra recall trials significantly increased the subjective organization of recall. In the extra criterion group, a posthypnotic amnesia suggestion and a nonhypnotic distraction task produced equivalent decrements both in the amount recalled and in the subjective organization of recall. In the standard criterion group, suggestion and distraction reduced the amount recalled, but not the subjective organization of recall. The implications of these findings for understanding the contradictory results of earlier studies of recall organization during amnesia are discussed. Implications for theories of hypnotic amnesia are also discussed.     

Personality and the effects of stress on recognition memory

The experiment examined the contribution of anxiety, extraversion, neuroticism, and psychoticism to recognition memory for pictures and words using a signal detection method. Independent groups of subjects performed a recognition memory task under one of four conditions (control, noise, threat, and reward) that was intended to capitalize on dispositions which characterize the personality dimensions. In an ego threat condition involving personal evaluation, introverts displayed a performance decrement relative to noise and reward conditions. Psychoticism was inversely related to performance in the noise and threat conditions and directly related in a reward condition. In general, J. A. Gray's (1981) model of anxiety and impulsiveness accommodates much of the data, but the mechanisms which mediate the influence of personality on memory performance are not clear.     

Understanding strategic interactions in television commercials: A developmental study

The purpose of this study was to introduce an assessment procedure designed to explain developmental differences in understanding television advertising messages. Goffman's sociological concept of the “strategic interaction” and “recursive thinking,” the social analogue of Inhelder and Piaget's analysis of formal operational reasoning, provided the conceptual framework for our experimental paradigm. Four commercials for children's food products containing strategic interactions between two siblings were shown to 84 children, adolescents, and young adults. Participants were assessed for their understanding of the actors' behaviors and thoughts and for their understanding of the intent and persuasive strategy of the advertiser. Results indicated effects for both grade and commercial structure. The implications of these findings for social-cognitive development and for policy affecting children and television advertising are discussed.     

The genetic context of perceptual imprinting: Canalization by stimulus preference

Recent data from various sources converge in pointing to constitutional constraints and genetic influences in behavioral development. What are the mechanisms that mediate such constraints and influences? Are they expressed through mechanisms of behavior acquisition and learning? Or are they expressed through genetically determined perceptual capacities and response propensities that guide behavior along species-typical and ontogenetically adaptive developmental trajectories? These alternatives are examined in the context of genetically and environmentally manipulated stimulus preferences and perceptual imprinting in Japanese quail chicks (Coturnix coturnix japonica). Data indicate that the genotype is a source of variation in unconditional stimulus preferences and that there are inhibitory and facilitative interactions between different unconditional preferences and also between unconditional and acquired preferences. Variations in stimulus-specific and stimulus-general learning may guide behavioral development in ways that are genetically preadapted, yet individually variable, and ontogenetically adaptive. Interpretation of data favors a synthesis of earlier psychological and biological concepts of canalization.     

Reciprocal heuristics: A discussion of the relationship of the study of learned behavior in laboratory and field

At the turn of the century, the initiators of laboratory study of animal learning advocated two very different approaches to the subject matter. Willard Small favored the investigation of learning in ecological settings appropriate to individual species. E. L. Thorndike treated the process of association formation in animals as a general one, best studied in situations distant from those to which subject species were adapted. The latter view dominated laboratory study of animal learning for 80 years. The consequent absence of ecological content from laboratory investigations of animal learning, together with recent expansion in knowledge of the behavior of free-living animals, has created opportunities for ecologically sound investigations of animal learning of the type first advocated by Small. Studies of taste-aversion learning, although introducing evolutionary issues into the study of animal learning, do not exemplify such an approach. Integration of field and laboratory studies of behavioral plasticity in animals requires a change in the methods used to select phenomena for analysis. Such integration does not often lead to identification of the behavioral processes underlying the development of particular behaviors observed in nature. Rather, its results are an increase in the variety of learning processes investigated in laboratory settings and enhanced understanding of the behavioral capacities of subject species.     

Stimulus configuration and valence-enhanced pecking by neonatal chicks

Valence-enhanced pecking occurs when hatchling chicks preferentially peck at releasing stimuli that have been assigned increased releasing power or valence. Enhanced valence is assigned by another releasing stimulus—here a “pecking” arrow. Pecking movements by the arrow have two separate effects: the stimulation or release of pecking by chicks and releasing valence enhancement, that is, pecking directed to particular stimuli. Exposure of chicks to the moving arrow yields pecking significantly increased over that accruing to a stationary arrow. A distinctive stimulus placed on the floor at the tip of the arrow, or, most effective, attached to the tip of the moving arrow, produces enhanced valence: pecking by observing chicks that is selectively increased to matching stimuli.     

The eyes have it: Young children's discrimination of age in masked and unmasked facial photographs

The ability of preschool children to discriminate age, and their use of information from different facial areas in this task, was investigated. Most 4-year-olds were able to rank sets of seven facial photographs into age order successfully. Subsequently, they were presented with facial stimuli in which different regions of the face were masked out. Masking of the eyes produced a marked performance decrement, and masking of the nose and cheeks a slight decrement, relative to masking of either the mouth and chin, or of the hair and neck. Possible explanations of the results are discussed, together with the verbal comments of the children on the cues they were aware of using.     

Managerial career stage and facets of job satisfaction

The purpose of the present study was to assess the relationship between a three-stage model of careers (establishment, advancement, and maintenance) and facets of managers' job satisfaction. Four hundred eighty-three managers responded to a questionnaire regarding the length of time they had been in their occupation and their satisfaction with various aspects of work. The results indicated that career stage moderated managers' satisfaction with all facets of work. Specifically, managers in the establishment stage were significantly more satisfied than those in the advancement and maintenance stages with five of the six facets studied. Further analyses indicated that the first year in the occupation accounted for the differences in satisfaction obtained in the three-stage model. The results are discussed in terms of the implications for the study of managerial careers and the need for consistency in the operational definition of career stages.