Cognitive processes in person perception: Retrieval of personality trait and behavioral information

The processes people use to retrieve information about another person's behavior and personality were investigated. Subjects viewed different lengths of segments from videotaped sequences of actors' behaviors. The subjects' reaction times to questions about the actors' behaviors and about personality traits were both an increasing function of the duration of the segment about which the questions were asked. These data were taken as an indication that people do, in general, carefully examine the contents of their memories in order to respond to questions about another person. In particular, an exhaustive serial search model was supported. Additional data and analyses demonstrated that relatively abstract trait terms usually were answered on the basis of the exhaustive search, while relatively specific trait terms were not. A two-stage process model was proposed to explain the differences in the results for the two types of trait terms.     

Depression in aphasic patients: Frequency, severity, and clinical-pathological correlations

Twenty-five hospitalized nonfluent, fluent, and global aphasic patients who were several months past the onset of their illness were compared for presence and severity of depression based on four psychopathological measures. The nonfluent aphasic patients had both greater frequency and severity of depression than the other two groups. CT scans showed that the global aphasic patients had the largest lesion size (volumetric) and showed a strong correlation between lesion size and degree of depression. In contrast, patients with fluent aphasias showed an inverse correlation between severity of depression and lesion size; among the nonfluent aphasic patients there was no significant correlation. Depression appears to be common in this population of hospitalized aphasic patients with chronic illness and nonfluent patients are the most depressed group within this population. The increased frequency and severity of depression in the nonfluent patients did not appear to be related to their overall physical or cognitive impairment; two possible mechanisms are discussed.     

A right-ear advantage for dichotic listening in bilingual children

A dichotic listening task was administered to two groups of right-handed Hispanic children enrolled in bilingual education classes. The younger group's mean age was 9:6, the older group's was 13:6. Two dichotic tapes were used, one in English, one in Spanish, consisting of 60 pairs of words per tape. The words were comparable across languages in terms of frequency, grammatical function, and phonetic composition. The results showed clear and equal right-ear advantages for both groups of subjects and for both languages. As expected, older children scored higher than younger ones, and performance on Spanish was better than on English. Neither of these effects interacted with the ear advantage, however. Ear difference scores did not correlate with proficiency in the second language (as measured by performance on the English tape), but there was a significant correlation (r = .58) between the degree of asymmetry in the two languages. These findings indicate that the left hemisphere is primarily (and equally) involved in processing both languages of bilinguals, and that this pattern appears to remain stable in development.     

Incentive shift in the rat following training to resist punishment

An incentive shift paradigm was used to test for the similarity of fear and frustration. In Experiment 1, rats trained to resist electric shock punishment showed neither a negative contrast effect nor any performance decrement when reward was shifted from 10 to one pellet. Experiment 2 replicated the basic findings of Experiment 1, but also showed that punishment training did not influence the magnitude of performance shift for animals receiving increases in reward magnitude. Finally, Experiment 3 additionally found that rats sensitized to punishment showed an increase in negative contrast effect. These results support the hypothesized functional similarity between conditioned fear and conditioned frustration with learned persistence or sensitivity to one generalizing to the other as suggested by Amsel's (1972) theory of persistence.     

Further test of a subjective probability model of social inference

Subjects read paragraphs suggesting that a fictitious person (O) either did or did not possess an attribute X. Then, they reported their beliefs that they would like O (P_L), that O possessed X (P_X), that O was intelligent (P_I) and that O was sarcastic (P_s). Other beliefs necessary to test the predictive accuracy of Wyer's subjective probability model of cognitive organization were also reported. The model accurately predicted P_L on the basis of beliefs about X (the attribute to which information about O directly pertained); this accuracy was greater than that obtained in an earlier study in which real persons were evaluated, and did not depend upon the favorableness of X. However, predictions of P_L based upon beliefs about O's intelligence overestimated obtained values, while predictions based upon beliefs about O's sarcasm underestimated these values; moreover, P_I and P_S were underestimated and overestimated, respectively, by beliefs about X. It was speculated that these discrepancies were due to temporary inconsistencies among beliefs resulting from the information presented which did not have time to be resolved before beliefs were reported. Changes in P_L, P_I, and P_S resulting from additional information about X were accurately predicted in all cases. Implications of the model for other formulations of social evaluation processes are noted.     

Block-design performance as a function of hue and race

The block-design subtest of the WISC was presented in two forms, the standard red/white and an alternative blue/yellow, to two groups of fourth- and fifth-grade children. Twenty black children and 20 white children performed the red/white task with no significant differences between their scores. Another 20 black and 20 white children performed the blue/yellow task showing a significant interracial difference. Within the group of black children there was also a significant difference between the red/white design scores and the blue/yellow design scores. It is proposed that genetically determined differences in the pigmentation of the fundus oculi account for these results.     

Evaluative and taxonomic encoding in children's memory

The experiments were conducted to investigate the development of evaluative and taxonomic encoding in children's memory. The task used was a modification of the Wickens short-term memory task in which subjects' recall of words is tested following a distraction task. The first experiment found that 11-year-old children, but not 8-year-old children, encoded words using the evaluative dimension of the semantic differential. In the second experiment, both 7- and 11-year-olds demonstrated the ability to encode words according to taxonomic categories. These findings were related to other recent work on the development of encoding in memory.     

Imitation as a function of response commonality,serial order,and vicarious punishment

The effects of response commonality, serial order of modeled responses, and vicarious punishment on young boys' recall and acceptance of 20 commodity prefereces of an adult were examined in a 2 (common dimension vs no-common dimension) × 2 (vicarious punishment vs no-vicarious consequences) × 2 (recall or acceptance test) × 5 (response-block) factorial experiment. As predicted, the presence of a common dimension resulted in improved recall of the modeled responses, vicarious punishment was more effective under common dimension than no-common dimension conditions, and a serial order effect for recall of the modeled responses was obtained. The overall pattern of results is discussed in terms of the conceptualization that imitation requires both that the observer (1) has acquired and retained the model's responses and (2) has been placed in circumstances which favor activating this learning into overt performance.     

Selective responding to the components of multiple visual cues by autistic children

Fifteen autistic and 15 normal Ss were trained to respond to a card containing two visual cues. After this training disctimination was established, the children were tested on the single cues in order to assess whether one or both stimuli had acquired control over their responding. The autistic children (12 of 15) gave evidence for stimulus overselectivity in that they responded correctly to only one of the two component cues. On the other hand, the normal children (12 of 15) showed clear evidence of control by both component cues of the training card. These results were consistent with previous studies, where autistics showed overselectivity when presented with multiple sensory input in several modalities. However, now autistic children appear to have difficulty responding to multiple cues even when both cues are in the same modality. These results were discussed in relation to the experimental literature on selective attention in normally functioning organisms.