The use of conditional probabilities in applications of Holland's theory

The hexagon of J. L. Holland (1973, Making Vocational Choices: A Theory of Careers, Englewood Cliffs, NJ, Prentice-Hall) is a useful heuristic device for predicting congruency and consistency among the six personality/environment types specified by his theory. One limitation of the traditional hexagon is the implicit bidirectionality: the hexagon displays a single distance between two types. People in applied areas may assume a symmetry which does not exist. Examples are given of situations in which a consistent asymmetry occurs; e.g., in the illustrative data presented, C (Conventional) types are more likely to have E (Enterprising) as a secondary interest than E types are to have C as a secondary interest. Implications of such asymmetries are discussed and suggestions made concerning counseling and other applications.     

Typing letter strings varying in orthographic structure

Subjects typed six-letter strings varying in orthographic structure. Lexical status, word frequency, position-sensitive log bigram frequency, and regularity of letter sequencing were systematically varied. Cumulative reaction times (RTs) of the keystrokes were adequately described by a linear function of letter position in the test string. Overall, words were typed faster than nonwords, and regular strings faster than irregular strings. Although the effect of log bigram frequency was not significant, this variable interacted with regularity and word frequency. Post hoc analyses of performance on each of the 200 letter strings revealed significant effects of the number of irregularities, log bigram frequency, and log word frequency. Transition times between successive keystrokes were significantly longer for illegal than for legal letter transitions. These results are similar to previous findings on the role of orthographic structure in the perceptual recognition of letter strings and provide a more complete analysis of context effects in typing.     

Acquisition and retention of control of instrumental behavior by a cue-signaling airblast: How specific are conditioned anticipations?

The conditioned state evoked by a CS that had been paired with an aversive airblast was assessed by superimposing the CS on baselines of instrumental responding. The first experiment used a shock avoidance baseline; CS-airblast pairings were administered on the baseline, with the shock avoidance schedule in effect. The CS that signaled airblast came, over trails, to accelerate shock avoidance responding. As further CS-airblast trials were administered, however, the acceleratory effect of the CS decreased, producing an inverted-U-shaped acquisition curve. A second experiment used off-baseline CS-airblast conditioning, and the CS was tested on both shock avoidance and water reinforcement baselines. After 20 CS-airblast pairings the CS accelerated shock avoidance and suppressed water-reinforced responding. After 10o pairings, however, the acceleratory effect on shock avoidance was much attenuated, although the suppressions of the water-reinforced behavior did not differ between 20- and 100-trial groups. Two further experiments examined retention, over a 45-day interval, of the attenuation of the CS's effects on shock avoidance. Over the retention interval, this attenuation disappeared. It was, however, reinstated by giving the animals “reminder” presentations of the airblast. These results are interpreted as representing systematic changes in the specificity of the conditioned state evoked by a Pavlovian CS.     

An investigation of various performance-based treatments with acrophobics

Five different performance-based treatments (participant modeling, participant modeling without therapist physical contact, modeling plus exposure, therapist-controlled exposure in vivo and rationale only) were compared to evaluate their relative effectiveness in the treatment of acrophobia. Ten subjects were assigned to each of the five groups. Avoidance behavior was assessed using a behavior test, self-report fear measures, heart-rate and self-efficacy expectation measures. Subjects were first submitted to two behavioral approach tests. These two pre-tests were administered 1 week apart, and no significant differences occurred between the evaluations. Analyses of variance for repeated measures at pre-test. post-test and follow-up revealed a significant improvement on all main outcome measures for the five groups. No significant differences among groups were observed. The total treatment time, which was also used as a dependent measure, did not yield any significant differences among treatment conditions. These findings have many implications. For instance, the need for induction aids, such as physical contact with the therapist and modeling, is questioned. Also, exposure per se whether therapist or self-controlled is shown to be effective in reducing avoidance behavior. Finally, the theoretical and clinical implications of these results are discussed.     

Spatial localization in children after changes in position

Five experiments investigated the young child's ability to retrieve a target after a change in the position of the child or the target. In Experiments I–IV 2- to 4-year-old children were rotated 90, 180, 270, or 360° about a stationary square table containing four identical hiding locations at each of the cardinal locations. The children tested performed this task significantly better than chance, but their errors reflected either their response biases in the absence of any information as to the location of the target, or the repetition of a response which had been successful in retrieving the target prior to the change in position. When the children were forced to respond rapidly, these errors increased significantly. In Experiment V a table top was rotated 90, 180, 270, or 360° in front of 3- to 10-year-old children. There were two cue situations. The child saw the rotation, or the child had to infer the rotation. Young children made errors of the types observed in Experiments I–IV. The ability to inhibit these errors increased with age. By 7 years of age performance was virtually perfect when the child could observe the change in position of the hidden object. The ability to infer the positional change developed more slowly and was good but not perfect at 10 years of age.     

Behavioral contrast and generalization across settings in the treatment of autistic children

Previous research on the generalization of treatment gains across settings has typically focused on the question of whether generalization occurs or does not occur. However, the experimental literature suggests another possibility: that behavioral contrast may occur in extra-therapy settings if the reinforcement procedures in the therapy setting are highly discriminable from those in other settings. Therefore, this investigation was designed to systematically assess whether: (1) a highly discriminable treatment procedure in one setting would produce a behavioral contrast effect in other unmanipulated settings; and (2) such contrast-like trends could be eliminated if initially different reinforcement procedures in two settings were subsequently made similar. The results for the eight autistic children who participated in this investigation showed that: (1) When very different reinforcement procedures (primary rewards or punishment in therapy settings, and no rewards or punishment in extra-therapy settings) were in effect, the children showed contrast-like behavior changes in the untreated extra-therapy settings; and (2) such trends in responding could be eliminated, resulting in generalization of treatment gains, if the reinforcement procedures were subsequently made relatively similar in the two settings, even if the procedures consisted essentially of noncontingent reinforcement.     

A serendipitous field experiment in job design

A longitudinal study over a 5-month period of changes in several jobs was conducted among 244 employees of a federal agency. Seventy-one employees at a single location constituted an experimental group in which the changes were made. An additional 173 employees at scattered field locations formed a comparison group. Data were obtained on perceptions of job content and a number of job attitudes. The data indicated a temporary positive influence of the changes in one set of jobs. People in a group of clerical jobs, however, experienced a “deenrichment” of their jobs as a result of the changes with an accompanying negative effect on their job attitudes and motivation.