The Missouri Children's Picture Series: Correlates of the aggression scale in normal fourth-grade males

Missouri Children's Picture Series (MCPS) Aggression scale scores and four more traditional measures of aggression were intercorrelated for 40 normal fourthgrade boys. Results indicated that the MCPS Aggression scale must be viewed as a highly specific instrument which has little if any usefulness in a public school setting. In addition, the failure of the five aggression measures to be interrelated significantly suggests that aggression may be a highly situational response, with children varying in the modality through which they are able to express aggressive feelings and motives.     

Subjective evaluations of employer attributes by administration students

The paper is an application of the conjoint measurement methodology. An exploratory study was conducted of the trade-off relationships among four organizational attributes—dynamism, societal concern, functional/administrative emphasis, and relative size—as they relate to the selection of an employer by students of administration. Preference ranks of 36 employer concepts obtained from 86 graduate students of business, public, and hospital administration were analyzed according to the additive conjoint measurement model yielding implicit rank-ordering of the four organizational attributes as choice criteria. Irrespective of the program of study, dynamism and societal concern emerged as the most important determinants in employer selection, but differences existed among programs, year of study, and explicitly vs implicitly elicited weights.     

Immediate and delayed recognition of visual stimuli in poor and normal readers.

The present study investigated the hypothesis that specific reading disability is attributable to inadequate visual memory. Previous research had demonstrated that poor readers sustain no basic dysfunction in visual perception, but there was need to evaluate the possibility that deficiencies in letter and word recognition result from disorder in long-term visual storage. Adopting a format employed in a previous study, randomly arranged Hebrew letters were presented to poor and normal readers unfamiliar with Hebrew, and both groups were asked to demonstrate retention for these stimuli on three separate occasions: immediately after initial presentation, 24 hours later and 6 months later. As a control measure, the performance of the non-Hebrew subjects was compared with that of normal readers familiar with Hebrew letters. It was found that retention in the non-Hebrew groups was equivalent under all of the temporal conditions, but the performance of both was poorer than the Hebrew groups under the immediate and 24-hour conditions. However, none of the reader groups differed in the case of retention after a 6-month delay period. It was concluded that deficient visual memory is an unlikely source of specific reading disability, and alternative explanations of the disorder were considered.     

Abortive responding during punishment of bar holding

A continuous chain of homogeneous responding was established in rats by training animals to hold a lever down for 10 sec or longer before releasing it for food reinforcement. When criterion releases were subsequently punished, completed holding chains were greatly suppressed, aborted chains increased markedly, while the rate of chain initiations remained unchanged.     

Forgetting in retarded and nonretarded persons under conditions of minimal strategy use

Short-term memory processes of mentally retarded (mild, moderate, and severe) and nonretarded persons were compared in a delayed matching-to-sample task that minimized the use of verbal rehearsal. In addition to trials with delays up to 20 s, the inclusion of trials on which the sample and comparison stimuli occurred simultaneously made it possible to isolate memory and discriminability. Forgetting was most pronounced between the simultaneous and 0-s conditions, and nonretarded subjects forgot less than retarded subjects between these conditions. There were no group differences beyond the 0-s delay. Ease of strategy use failed to account for individual differences, and reported strategy use was not related systematically to performance. These findings are incompatible with the hypothesis that normal-retarded differences occur only on tasks involving effortful cognitive strategies. Differences between nonretarded and retarded groups in this study may be due to a failure in automatic encoding processes in retarded persons.     

Effects of socialization on the physiological detection of deception

Effects of socialization on the physiological detection of deception using the control question test (CQT) were explored in three mock crime experiments. Subjects were 168 volunteers from criminal, community, and college student populations. Socialization was measured by the Socialization (So) scale of the California Psychological Inventory. All subjects were given a CQT using standard field techniques. The physiological data were blindly evaluated by a semiobjective field scoring technique and previously developed discriminant function. There were no effects of socialization on the accuracy of classification by the semiobjective field scoring or the discriminant function. A modest negative relationship was found between socialization scores and differential reactivity in the CQT as indicated by correlations with the semiobjective (r = −.22) and discriminant scores (r = −.17). It was concluded that socialization is not an important variable for field applications of the CQT.     

Eliminating selective stimulus control: a comparison of two procedures for teaching mentally retarded children to respond to compound stimuli

Selective stimulus control occurs when behavior fails to come under control of all characteristics of a compound stimulus after discrimination training. Two different assessment procedures, one used in prior research and the other incorporating incorrect stimuli (S - 's) which differed minimally from the correct stimulus (S+), were used to detect stimulus control deficits characteristic of selective stimulus control. The efficacy of two training procedures in eliminating selective stimulus control observed with three trainable mentally retarded children was evaluated in Experiment 1. A training procedure using S - 's that were minimally different from the S+ was designed to reduce the probability that stimulus discriminations could be based on stimulus characteristics other than experimenter-specified characteristics defining the S+. This procedure proved more effective in preventing and eliminating selective stimulus control as measured by both assessment procedures than an alternate discrimination training procedure that failed to impact the more stringent measures of selective stimulus control. Experiment 2 indicated that these improvements in stimulus control were not a function of varying degrees of difficulty between stimulus sets or of a prior history of discrimination training with the less effective training procedure. The need for better assessment procedures to detect selective stimulus control and suggestions for further improvements in discrimination training procedures are discussed.     

A developmental study of attention to auditory and visual signals

Three experiments tested for developmental changes in attention to simple auditory and visual signals. Subject pressed a single button in response to the onset (Experiment 1) or offset (Experiment 2) of either a tone or a light. During one block of trials subjects knew which stimulus would come on or go off on each trial (precue condition) whereas during the other block of trials no precue was provided. In both experiments subjects as young as 4 years old responded more rapidly with precues, indicating that they were able to allocate their attention to the indicated modality. Experiment 3 utilized a choice reaction paradigm (in which subjects pressed different buttons in response to the onset of the light and the tone) in order to examine their attention allocation when no precues were provided. It was found that the adults and 7-year-olds tended to allocate their attention to vision rather than audition when no precue was provided. The results with the 4-year-olds were not entirely consistent, but suggested a similar biasing of attention to vision on their part as well.