Sex stereotypes in Norway revisited: 1977–87

In 1977 sex-trait stereotypes in Norway were measured at the young adult level and at the level of five-year-olds. At the young adult level the Adjective Check List was used, and the results were analysed according to an affective meaning scoring system, and a scoring system based on Transactional Analysis. The instrument used for children was a picture-story technique (Sex Stereotype Measure II). Persistence and change in sex-trait stereotypes were examined by replicating the study in 1987. Quantitatively, young adults' sex-trait stereotypes seemed to have changed little during the last decade, but qualitative analyses indicated that stereotypes have changed in the direction of greater favourability, activity and strength towards women and in the reverse direction towards men. The children in the 1987 sample expressed less stereotype knowledge than children in the 1977 sample concerning traits which traditionally have been ascribed to men.     

Separate memory laws for recall of performed acts?

The present study was inspired by an experimental report by Cohen (1981). where recall of subject performed minitasks was demonstrated to give serial position curves without primacy effect. The question raised was whether this deviation implied the formulation of new memory laws. Eight new experiments were conducted. Two of them replicated Cohen's observations; one with concretely performed acts, and one with symbolically performed acts. A third experiment examined recall of proposed, nonperformed acts, with results similar to those found in the other minitask experiments. Four experiments studied the effect of visually imagining act performance, again with results which demonstrated the existence of interesting similarities between the different types of act recall. Several of the experiments explored the role of self-involvement and task familiarity, and the last experiment was specially designed to test a task-difficulty hypothesis. The results were discussed in terms of a representation-system theory, a nonstrategic lack-of-rehearsal interpretation, and in terms of a general problem-solving account. None of these theories were found, all observations taken together, to have been clearly supported or clearly disproved, and more evidence was therefore deemed necessary before new memory laws need to be postulated.     

Procedural dependence in action memory: Effects of verb form and individual vs group conditions

Two experiments explored whether the magnitude of the enactment effect in action memory (i. e., higher recall with motor than with non-motor encoding) may depend upon the use of individual or group testing procedures. Nonmotor encoding instructions, requiring the subjects to listen to orally presented action items, were compared to instructions which also required enactment. With encoding treated as a within-subject factor, the observations failed to reveal any significant difference between individual and group testing. With encoding treated as a between-subject factor, the results showed an interaction between test and encoding conditions, such that an enactment effect was found only with group testing. Different support value for auditory cues in group and individual test situations was assumed to account for this difference. In a third experiment the indicative and imperative verb forms were compared. An interaction was observed, showing that in Norwegian, enacted verbs were remembered better when presented in the indicative than in the imperative. No corresponding difference was found under non-enactment conditions. For this finding, a social interaction interpretation was offered.     

What does it take for context to support action memory?

Previous research on the relation between context and action memory has given ambiguous results. Some experiments have found positive context effects, whereas other experiments have failed to demonstrate a context effect in action memory. Under nonmotor encoding conditions orderly action-locus pairings have been found to yield better recall than random pairings, this not being the case with motor encoding (Helstrup, 1989 a ). Three new experiments explored whether memory for loci could be linked with memory for action–using modified replications. The first experiment provided item-specific reasons for the action-locus connections, whereas the second experiment used a whole-list relational context task. Both experiments indicated that contexts can influence action memory also under enactment conditions, with strongest effect for whole-list contexts. The third experiment demonstrated how a positive context effect can be removed when the functional value of whole-list relational support cues is reduced.     

Presence and absence of serial position effects in short-term memory

The nature of serial position effects was examined with a method based on pooled observations. With standard list presentation procedures, primacy and recency effects in short and long-term memory were observed. When learning operations were directed away from end positions, by changes in presentation rate, by within-list repetitions, by focusing instructions, and by differential grouping of list items, the usual serial position pattern was found to be affected in several ways, primacy and recency effects often being absent. Attempts to create anchor points and to ascribe serial positions verbally, were generally found to favour recency over primacy effects. Taken as a whole, the results, all of them based on recall of lits given a single presentation, indicated that position phenomena are more easily influenced by functional than by structural factors. The findings were explained in terms of a two-stage conception of serial learning, doing without specific storage assumptions.     

Acquisition of inflection-like rules in concept-formation tasks

The learning of inflection-like rules was examined in experimental situations designed as concept-formation tasks. Nonsense words with prefix, stem, and suffix positions were used to form word expressions in an artificial miniature language. The inflection rules, besides separating word segments, served to relate the word segments to a reference field. The results suggest that words are learned component by component, the learning process being affected by factors like position and distinctiveness of word parts, of stimulus presentation, and kind of strategy used. The acquisition of inflection rules is a function of feedback types, modes of presentation, and presentation of combined vs. discrete word parts. Inflection rules are learned in much the same way as word meanings. With complex rules the task is difficult, the acquisition process slow, and the general rule comprehension low. However, the findings indicated that also complex rules may be learned in concept formation situations. As an explanation of language learning in concept-formation situations, a two-stage model was set forth.     

A Norwegian version of the Obsessive‐Compulsive Inventory–Revised: Psychometric properties

Solem, S., Hjemdal, O., Vogel, P.A. & Stiles, T.C. (2010). A Norwegian version of the Obsessive‐Compulsive Inventory–Revised: Psychometric properties. Scandinavian Journal of Psychology 51, 509–516. The aims of this study were to test the psychometric properties of the Norwegian version of the Obsessive‐Compulsive Inventory–Revised (OCI‐R). The study included a student/community control sample (N = 1167) and a clinical sample (N = 72) with a diagnosis of obsessive‐compulsive disorder (OCD). The results indicated a good fit for the six‐factor structure of the OCI‐R. The mean scores and standard deviations were similar to that of studies from other countries as was the internal consistency. The OCI‐R scores were significantly higher in the OCD sample compared to the control sample. All the subscales, except hoarding, were significant predictors of obsessive‐compulsive severity, and the OCI‐R subscales seemed to be in agreement with the different subtypes of OCD according to DSM‐IV. The OCI‐R showed meaningful correlations with measures related to obsessive compulsive symptoms. As expected, it showed the strongest correlation with the Yale‐Brown Obsessive Compulsive Scale, followed by measures of worry, anxiety, and depression. In summary, the Norwegian OCI‐R showed adequate psychometric properties suggesting it could be a suitable measure of obsessive‐compulsive symptoms.     

Residual function in cortically blind hemifields

Abstract.— Identification of figures presented in, outside and across hemianopic areas was tested on three brain injured patients by using a tachistoscope technique. It was found that the portion of a stimulus falling in the intact hemifield may facilitate the detection of a contralateral portion in the cortically blind hemifield, otherwise neglected when presented alone. This is in agreement with observations from an afterimage study (Tojussen, 1977), also suggesting that interhemispheric interactions in man are organized with a mirrorsymmetric topography. It is proposed that some previous observations of completion of bilaterally symmetrical patterns across hemianopic areas may be explained in terms of analogous interactions.     

Affective Forecasting: Predicting and Experiencing Satisfaction With Public Transportation1

Affective forecasting in public transport was investigated in 2 studies. Study 1 revealed differences in satisfaction between users (n = 870) and non‐users (n = 137). Users were more satisfied than were non‐users with regard to reliability and safety, as well as with regard to overall satisfaction. It was also found that non‐users mispredicted their satisfaction with public transport. Study 2 revealed that habitual car users (n = 106) reported greater satisfaction after using public transport for 1 month than they had predicted initially, which provided additional support for the hypothesis that habitual car users would mispredict their satisfaction with public transport. Satisfaction with public transport also increased in comparison with a random sample of car users (n = 63).     

Nature reversed: Diminishing intensity of the maternal call affects approach behaviour of chicks

Skinner (1974) suggested that ducklings could be taught to move away from an imprinting object provided the natural consequences of approach behaviour was reversed. We constructed an apparatus in which approach behaviour toward an audio-visual stimulus caused reduced amplitude of a maternal call, whereas movement away caused an increase in amplitude. Chicks (Experiment 1) trained in this apparatus approached the training stimulus, but to a lesser degree than chicks exposed to calls of constant amplitude. Highly active experimental chicks kept a larger distance to the stimulus than passive chicks. Thus the reversal of the natural consequences of approaching influenced filial behaviour. However, a training period of three hours did not influence approach behaviour in the direction predicted by Skinner (1974). A second group of chicks (Experiment 2) which could increase the call amplitude by moving in one direction without being able to localize the sound source was more influenced by the amplitude gradient than Experiment I-chicks.