Group differences in intelligence and speed of information-processing

Three samples of different levels of mental ability, but each of average or above- average intelligence, were administered a battery of reaction time test which measure the speed with which persons can execute various elementary cognitive processes. Discriminant analyses revealed significant differences between the groups in reaction times and intraindividual standard deviations, and univariate analyses indicated that higher ability groups tended to obtain significantly faster mean reaction times and to show significantly less intraindividual variability than lower ability groups. Groups which differed the most in mental ability differed to the greatest extent on the more complex reaction time tests but this pattern was reversed for groups which were relatively close in mean IQ. Generally, the results support the hypothesis that speed- of-processing is an important factor unferlying intelligence, but a number of puzzling findings indicate the need for continued research in this area.     

A measure of agreement for use with the Holland classification system

A measure of agreement for partially ordered data is suggested that makes use of the k categories with the highest ranks, the ranks of the remaining categories being disregarded. The proposed measure is applied to the Self-Directed Search in order to evaluate its agreement with occupational preference. Other forms of agreement in the Holland classification system can also be assessed by the proposed measure. Examples are congruence and husband-wife and counselor-client agreement.     

Concept learning,memory and transfer of dot pattern categories

In the first experiment, subjects rated the similarity of a sample of pairs of random dot patterns generated from 3 prototypes consisting of either 4, 6, or 9 dots. The results of the experiment tended to confirm the structure imposed on the patterns by the construction method. In the second experiment, subjects learned to classify random patterns generated from 2 prototypes with either short or long interprototype distance and consisting of either 4, 6, or 9 dots in a traditional concept identification task. After acquisition, memory for old and new distortions and the prototype, which was not presented during learning, was assessed. The tendency to call a pattern “new” increased with the distance between the pattern and its prototype. In a subsequent transfer test, all subjects saw patterns of either 4, 6, or 9 dots. Performance was above chance and the transfer from larger to smaller patterns tended to be greater than the transfer from smaller to larger patterns. This is consistent with a process of schema formation based on features common to most exemplars of the category. The results are discussed in relation to several theories of concept learning and schema abstraction.     

An empirical investigation of self-esteem as a composite construct

Three measures of chronic self-esteem, plus four measures developed to assess situational components of self-esteem (task-specific self-esteem and social self-esteem), were administered to 238 undergraduates at a large, urban university and a community college in the southeastern United States. Evidence for a composite construct of self-esteem was found. Results also indicate task-specific self-esteem correlates as high as .42 (p < .01) with chronic self-esteem and as high as .76 (p < .01) with social self-esteem. Task-specific self-esteem was found to be a better predictor of grade point average than chronic or social self-esteem. Suggestions are made for further research on the situational components of self-esteem to extend current findings.     

Integrating vocational interest inventory results and expressed choices

Though many studies have examined the predictive power of expressed choices versus that of measured interests, fewer have been concerned with the relationship between the degree to which choices and interests agree and later persistence in an expressed choice. This study explored that relationship, using longitudinal data for 7706 college students and 1372 employed persons. Four levels of congruence between expressed choice and measured interests were identified. Results indicated that persistence in an expressed choice increases systematically as congruence between choice and interests increases. Implications for counselors are noted.     

The effects of ethanol intoxication on phobic anxiety

Behavioral conceptions of alcohol abuse often include the hypothesis that drinking behavior is a negatively reinforced operant, with ethanol intoxication viewed as alleviating aversive environmental and internal states. This hypothesis has not been confirmed or refuted by previous studies which employed mild stressors and limited assessment methodology. In the present experiment, 22 patients with severe phobias approached their phobic animal under two consecutive conditions—first while sober and second after drinking either a placebo or an intoxicating dose of ethanol. The severe anxiety induced was assessed behaviorally, physiologically and by the patient's self-report of fear. The intoxicated patients did not experience decreased anxiety, tachycardia or avoidance, compared to the placebo group. These results have clinical implications and suggest the need to reconsider tension-reduction theories of alcohol abuse.