The interval between the CS and the UCS as a determiner of generalization performance

Rats were trained in a conditioned taste aversion paradigm in order to determine whether a trace interval between the conditioned stimulus (CS) and the unconditioned stimulus (UCS) would result in the forgetting of stimulus attributes. Accordingly, subjects were conditioned with milk (CS), given either an immediate or a delayed injection of lithium chloride (UCS), and tested 48 h later with either milk or chocolate milk, a generalized flavor. The rats conditioned immediately following the presentation of the CS avoided milk more than chocolate milk, indicating discrimination between the two flavors. Those conditioned after a trace interval avoided both flavors equally, suggesting a loss of stimulus attributes of the original CS. Delay rats, however, still exhibited substantial learning when compared with controls not experiencing the UCS. These results allege a role for the forgetting of stimulus attributes during a trace interval in addition to following a complete learning episode.     

The influence of negative advertising frames on political cynicism and politician accountability

This research examined the influence of negative political advertising frames on the thoughts and feelings people generate in response to campaign advertising. Preparing and conducting this investigation involved the use of a multiple‐method strategy. Content analysis identified two advertising frames (i.e., candidate theme and ad hoc issue advertisements) and two experiments separately induced political cynicism and politician accountability. Three hundred and sixty people participated in the experimental studies, in which they read and responded, using a thought‐listing technique, to candidate theme or ad hoc issue negative advertisements. Results demonstrated that participants were more likely to generate cynical comments and hold politicians accountable for the country's ills when reading candidate theme advertisements than ad hoc issue advertisements. The results indicate that this contributes to a political climate of cynicism and may function to erode the electorate's overall trust in government.     

An exploration of adolescent emotional intelligence in relation to demographic characteristics

Emotional intelligence (EI) was measured in 200 youth ages 16-19. EI scores were compared to demographic characteristics of the individuals (age, sex, household income, parents' level of education, and location of residence). Findings indicate that EI levels were positively related to females, parents' education, and household income. The study did not show significant relationships between adolescent EI and location of residence or age. EI scores were significantly different between females and males, with females reporting higher EI levels. A one-way ANOVA showed no significant differences between EI scores and age, location of residence, and household income. Significant differences were found based upon EI scores for parents' education; as they increased, so did EI levels. In a linear regression model, with demograpics as the independent variables and EI as the dependent variable, father's education and sex were both predictors. The results will guide future studies to determine the factors behind adolescent El formation and development.     

Leadership emergence in task groups with egalitarian gender-role expectations

Although they differ in their explanations of the antecedents of gender-role expectations, gender role and expectation states theories agree that mixed-sex and initially leaderless task groups will confirm these expectations by selectively reinforcing male task participation and leadership emergence. Based upon this assumption held in common by the two theories, we hypothesized that groups whose members expressed significantly egalitarian gender-role expectations would reinforce male and female task participation and leadership emergence impartially. Analysis of data from 31 mixed-sex groups whose members expressed significantly egalitarian gender-role expectations, and who were racially and ethnically homogeneous, found that males participated more in group discussions and were more likely to be selected as task leaders. Male advantages were explained only partly by token effects and their advantages in task resources. Implications are suggested for theories of male and female role performance in initially leaderless groups.     

Social dominance orientation and opinions about what is America's most serious social problem

This study tested whether a measure of Social Dominance Orientation was associated with opinions about America's most serious social problem. 150 undergraduates enrolled in social problems classes responded to the 14-item scale and to an open-ended question, "In your opinion, what is the most serious social problem in our country today?". Analysis shows that mean scale scores differed significantly across social problem responses. Correspondence analysis, plotting association between scale scores and social problem responses, was interpreted as support for social dominance theory. Higher scale scores were associated with problems of crime and negative values and lower scores with problems of education and racism.