The development of orientation categories between 2 and 4 months of age

Recent research has indicated that infants are capable of responding to stimuli in a manner indicating that they categorize them. Infant perception of orientation was examined within a framework of categorization. In one experiment, it was shown that 4-month-old infants generalized habituation from one range of oblique grating stimuli to another, consistent with the interpretation that any two oblique stimuli were perceived as more similar than a vertical and an oblique. Four-month-old infants' generalization was not due to a simple inability to discriminate between obliques (Experiment 2) so the results of Experiment 1 reflect in large part true categorization behavior and not categorical perception. Results for 2- and 3-month old infants suggest that "vertical" serves as a reference stimulus in infant orientation perception such that gross distinctions between vertical and nonvertical precede the development of the "oblique" category. The category boundary between oblique and vertical did not successfully predict better between-than within-category discrimination in 4-month-old infants (Experiment 3) under the conditions of these experiments.     

The role of plausibility in influencing environmental attributions

The aim of the study was to examine how plausibility influences attributions about the cause of perceived arousal. Subjects watched one of three arousing (humorous, sexual, aggressive) or a nonarousing televised program under conditions of appropriate or inappropriate interpersonal spacing. The subjects then completed a questionnaire indicating how crowded they felt and rating the movie on a number of dimensions. The results indicated that under close interpersonal distances, subjects felt less crowded while watching the arousing movies than while viewing the nonarousing movie. There were no differences in the experience of crowding between the movie conditions under the far interpersonal distance conditions. In addition, subjects rated the arousing movies as more arousing under close as opposed to far interpersonal distance conditions. Further, the humorous movie was viewed as more funny, and the violent movie was rated more violent under the close as opposed to the far conditions. Finally, there was a tendency to enjoy the arousing movies more under the close conditions, while the reverse effect was found for the nonarousing movie. It was argued that the arousing movies reduced the experience of crowding under close interpersonal conditions because subjects attributed their arousal to the movies rather than to the spatial restrictions. It was further suggested that the results showed that individuals will attribute their arousal to salient stimuli in their environment that could plausibly be sources of arousal. The results not only offer support for an attribution model of crowding, but they also show that depending on the individual's attribution, spatial conditions that can give rise to crowding may increase enjoyment of events in the environment.     

Student characteristics and motivational and process factors in relation to styles of career development

In this study student background characteristics and certain personological characteristics, including motivations for schooling and types of learning strategies employed, are investigated in relation to affective and cognitive aspects of adolescent career development. A Career Development Inventory, Learning Process Questionnaire, Word Knowledge test and General Information Questionnaire (addressing demographic and career decision-making topics) were administered to national random samples of 14-year-old and grade 11 students. Canonical correlation analyses distinguished at least three styles of career development (possibly four), and associations with student characteristics suggested the motives and strategies that might plausibly enter into the various modes.     

Achievement orientation,attainment values,and women's employment

This study examines age variance in the relationship of women's achievement needs and values to their participation in paid employment. The study group is a cross-sectional, nonprobability sample of 1120 women, ages 22–64, who contacted the Center for Continuing Education of Women at a major midwestern university. Three findings predominate: (1) Compared to general achievement orientation, the specific values attached to attainment through career and family are stronger predictors of employment status. (2) Degree of participation in paid employment is related positively to career values, and negatively to family values. (3) Career values, alone, are the best predictors of employment status among women aged 45–64, while a combination of career and family values best predicts employment among women aged 22–34 and 35–44. The findings suggest that women's labor force participation is partially a function of the interaction between career and family task demands and values.     

Causes of young children's confusion of same and different

Three experiments are reported that explore 3-year-olds' and adults' understanding of the words, same and different. In the first, 3-year-olds selected a bead that was “the same color as” or “a different color from” a target bead. In the second, 3-year-olds selected a bead that was “the same in some way as” or “different in some way from” a target bead. Contrary to results reported previously, the majority of consistent responders chose a bead identical with the target in response to the different instruction in both experiments. The rates of both incorrect different responding and incorrect same responding were greater in Experiment II than in Experiment I. In Experiment III, adults chose objects that were “the same as” or “different from” a target; unlike the children, they never chose a target-identical object in response to different instructions. It is argued that children and adults treat same and different differently, and that children's task performance is influenced by three factors: semantic, pragmatic, and nonlinguistic.     

Causal attributions for behaviors consistent or inconsistent with an actor's personality traits: Differences between those offered by actors and observers

The present research was designed to investigate differences in the attributions offered from the actor's perspective and the observer's perspective. It was predicted that causal attributions for behaviors inconsistent with an actor's personality traits would be more situational when offered from the actor's perspective than when offered from the observer's perspective. In contrast, it was predicted that causal attributions for behaviors consistent with an actor's personality traits would be more dispositional when offered from the actor's perspective than when offered from the observer's perspective. Consistent with these hypotheses, extraverts explained introverted behaviors and introverts explained extraverted behaviors more situationally from the actor's perspective than from the observer's perspective. Furthermore, extraverts explained extraverted behaviors and introverts explained introverted behaviors more dispositionally from the actor's perspective than from the observer's perspective. These differences in the attributions offered by actors and observers were attenuated but not eliminated when attributors had access to useful situational information with which to apply the discounting principle.     

A case report on the use of flooding in stuttering therapy

The last several years have seen the development and use of anxiety-reduction procedures in stuttering therapy. Among these types of methods, systematic desensitization and reciprocal inhibition have been employed almost exclusively. Emotional de-conditioning by means of flooding or implosive techniques has been attempted far less often. This article presents a case report on the utilization of the flooding tactic. Results are offered and discussed relative to the question of whether the elimination of anxiety is a realistic goal in therapy. The suggestion is offered that what many stutterers may really need to develop is the ability to generate fluency-enhancing behaviors in spite of the presence of heightened emotionality.     

The effects of strategy—Monitoring training on children's selection of effective memory strategies

Second grade children were given training in general principles of strategy monitoring prior to being exposed to differentially effective acquisition strategies in a memory task. The results showed that even though both experimental and placebo control groups could assess when they remembered better, more experimental than control children attributed performance differences to their strategic behavior and then selected the more effective strategy on a forced-choice trial. These findings indicate that instruction in general memory-monitoring principles is sufficient to effect a change in strategy usage. The study therefore provides direct experimental support for the presumed relationship between metacognitive knowledge and subsequent strategy use.