Correction to Rotton, Tikofsky, and Feldman.

Reports an error in the original article by Rotten et al (Journal of Applied Psychology. Vol 67(2) Apr 1982, 230-238). The receipt date was incorrectly listed as May 11, 1982. The article was actually received on May 11, 1981.(The following abstract of this article originally appeared in record 1982-20688-001) In Exp I, 42 Ss (mean age 30.4 yrs) tracked a moving target and monitored lights after receiving sublingual drops that contained either water, sodium nitrate (4.5, 45, 450, or 4,500 ppm), or sodium fluoride (.1, 1, 10, or 100 ppm). Dosage levels equaled, exceeded, or fell below those of municipal waters. In Exp II, 20 females performed this task after receiving sublingual drops of the same test substances in a repeated measures design; dosage levels equaled or exceeded levels found in municipal waters by 100 or 500 times. Neither type nor amount of chemical affected primary task performance; however, after receiving sublingual drops in Exp I, Ss paid less attention to lights on their right. In Exp II, Ss made more errors and had longer response latencies after they received moderate and very high concentrations of test substances. It is concluded that challenge testing is a safe but effective technique for provoking and studying reactions to chemicals when combined with a sensitive measure of sensorimotor performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Behavioral Effects of Chemicals in Drinking Water": Correction to Rotton, Tikofsky, and Feldman.

Reports an error in the original article by Rotton et al (Journal of Applied Psychology. Vol 67(2) Apr 1982, 230-238). It was erroneously stated that stock solutions contained 45 g/l and 225 g/l of sodium nitrate in Experiments 1 and 2, respectively. Actual levels were 10 times less (i.e , 4.5 and 22 5 g/l). (The following abstract of this article originally appeared in record 1982-20688-001.) In Exp I, 42 Ss (mean age 30.4 yrs) tracked a moving target and monitored lights after receiving sublingual drops that contained either water, sodium nitrate (4.5, 45, 450, or 4,500 ppm), or sodium fluoride (.1, 1, 10, or 100 ppm). Dosage levels equaled, exceeded, or fell below those of municipal waters. In Exp II, 20 females performed this task after receiving sublingual drops of the same test substances in a repeated measures design; dosage levels equaled or exceeded levels found in municipal waters by 100 or 500 times. Neither type nor amount of chemical affected primary task performance; however, after receiving sublingual drops in Exp I, Ss paid less attention to lights on their right. In Exp II, Ss made more errors and had longer response latencies after they received moderate and very high concentrations of test substances. It is concluded that challenge testing is a safe but effective technique for provoking and studying reactions to chemicals when combined with a sensitive measure of sensorimotor performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Expectations for success on effort-determined tasks as a function of incentive and performance feedback.

Conducted 2 experiments to investigate an attributional analysis of the consequences of perceiving one's effort as stable, as opposed to unstable, on future performance expectancies. In Exp I, 32 male undergraduates were told that performance on the experimental tasks was purely effort determined; they expected a monetary incentive for good performance on half the tasks and received preprogrammed feedback that their performance was either variable or consistent. In Exp II, both 45 male and 51 female Ss believed the tasks were either effort or ability determined and received variable or consistent feedback; incentive was operationalized as the level of task interestingness. As predicted, Ss who believed performance was effort determined and received variable feedback had higher expectations for performance on a later task when its incentive value was high than when it was low. Ss receiving consistent feedback did not differ in their expectations, regardless of the incentive value of the task. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bizarre imagery: The misremembered mnemonic.

Conducted 2 experiments with 56 undergraduates to measure the effects of bizarre imagery and image interaction on the brief and long-term memory of word pairs. Ss in Exp I performed an incidental learning task and were administered free- and cued-recall tests either 5 min or 1 wk after the task. Ss in Exp II received more intensive training in the learning task and completed 2 cued-recall tests in the same session and another cued-recall test 1 wk later. In both experiments, bizarre imagery did not improve memory more than plausible, interactive imagery. The degree of interaction in the image was a strong determinant of cued-recall performance at both retention intervals. Most Ss in Exp II believed that they had remembered more bizarre than plausible pairs, even though this was clearly not the case. Possible reasons for the acceptance of the notion that bizarre imagery improves memory are discussed. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Processing of information in iconic memory: Differences between nonretarded and retarded subjects.

Compared iconic memory processes of 17 undergraduates and 18 retarded Ss (primarily aged 18–28 yrs; IQ 56–77) in 4 experiments. In Exp I, a partial report paradigm was used in which 6 retarded and 6 undergraduate Ss were presented 6 pictures under 4 intervals (0–500 msec). In Exp II, using 5 Ss in each group the same procedure as in Exp I was used but letters as well as pictures were included. Results show that although overall performance for retarded Ss was poor, they did better with letters than with pictures—a reverse of the finding with undergraduate Ss. In Exp III, 2 retarded Ss were given extended practice and incentive to perform well. Asymptote was reached in 10 days but never equaled performance of unpracticed undergraduates. In Exp IV, using 5 Ss in each group, information load was varied from 1 to 4 items, and a masking stimulus was used to interrupt processing following 6 intervals that lasted up to 250 msec. Results show that (1) there are quantitative differences between intelligence groups in iconic capacity; (2) retarded Ss process information more slowly, a difference that increases with increasing information load; and (3) there are substantive structural differences in iconic memory of retarded and nonretarded Ss. (35 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Awareness of prior success or failure: A critical factor in task performance.

Exp I, with 36 undergraduates, determined the effects of 2 levels of history of success (high or low) and the presence or absence of an audience on task performance. Results show that after prior failure, alone Ss performed significantly better than audience Ss, although after prior success, the performance of alone and audience Ss did not differ. These results counter K. J. Good's (1973) results, since his experiment produced a social facilitation effect after prior success, not after prior failure. Performance differences were probably due to differences in audience awareness. In the present experiment, the audience was presumably unaware; whereas in Good's experiment, the audience was presumably aware of S's prior performance level. Exp II (60 Ss) tested the merits of this explanation. Ss with a history of success or failure performed either alone or in 1 of 2 audience manipulations. Ss were told that the audience was either aware or unaware of their prior performance level. Results support the hypothesis. It is argued than an audience can affect the type of standard that an S uses to evaluate performance and that the quality of an S's performance is a function not only of the criterion but also of S's expectation of meeting the criterion (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Anchoring, efficacy, and action: The influence of judgmental heuristics on self-efficacy judgments and behavior.

Two experiments addressed relations between judgmental processes and action by examining both the impact of the anchoring/adjustment heuristic on judgments of performance capabilities and the subsequent impact of these self-efficacy judgments on behavior. In Exp I, 62 undergraduates judged their capabilities for performance on a problem-solving task after exposure to ostensibly random anchor values representing either high or low levels of performance. Ss in a control condition received no anchor values. Anchoring biases strongly affected self-efficacy judgments. High-anchor Ss evidenced the highest judgments of their capabilities and low-anchor Ss the lowest judgments. Ss then performed the task. Differences in task persistence paralleled the differences in self-efficacy judgments, with high-anchor Ss displaying the highest level of task persistence. Exp II, with 23 high school students, replicated these results. In both studies, self-efficacy was predictive of both between-group differences and variations in performance within the anchoring conditions. (36 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mind over matter: Perceived success at psychokinesis.

Four experiments with 212 undergraduates showed that Ss' estimates of success on a psychokinetic (PK) task were independent of actual performance. In Exp I, Ss given a positive introductory set or no set about PK evidenced more illusory control than Ss given a negative set. In Exp II, both degree of general belief in psychic phenomena and the number of practice trials that Ss received influenced performance estimates, with high believers who received 10 practice trials providing the highest estimates and low believers who received 1 practice trial the lowest. In Exp III, Ss actively involved with the PK task judged their performance more positively than passively involved Ss. Exp IV showed that when they were actively involved in the task, Ss with an internal locus of control (Rotter's Internal–External Locus of Control Scale) gave higher estimates of their success than Ss with an external locus of control. When passively involved, internals and externals did not reliably differ in their estimates, but their estimates were lower in those of active/internals. Results support E. J. Langer's illusion-of-control theory and highlight the importance of general psychic belief and locus-of-control orientation in affecting perceived success at a psychic task. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The roles of self-esteem and self-consciousness in the Wortman-Brehm model of reactance and learned helplessness.

Studied the conditions under which failure would enhance or inhibit subsequent task performance. Based on the theory of C. B. Wortman and J. W. Brehm (1975), it was expected that small amounts of failure would produce reactance (manifested by improved performance at a subsequent task); large amounts would lead to learned helplessness (i.e., impaired later performance). It was further expected that individual differences in self-esteem and private self-consciousness would serve as moderator variables for the effects. In Exp I, 78 college students were exposed to either a small amount or no failure before working on an anagrams task. As predicted, Ss high in self-consciousness, who showed greater reactance arousal in attitude change studies, performed better on the anagrams task than Ss low in self-consciousness in the small-failure condition, but not in the no-failure condition. In Exp II, 119 Ss were pretreated with either a small amount of failure, an extended amount of failure, or no failure before working on the task. A significant Self-Esteem by Helplessness Training interaction emerged. Low self-esteem Ss (low SEs) performed marginally better than did high SEs in the small-failure condition but significantly worse than high SEs in the extended-failure condition. Questionnaire data from Exp II were consistent with the notion that enhanced performance reflected reactance, whereas impaired performance signified helplessness. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sampling of similar and dissimilar comparison persons and objects as a function of the generality of attribution goal.

Conducted an information-search procedure in which Ss were asked to seek information regarding persons and objects in order to validate a given person or object cause. Four hypotheses were tested: When asked to validate a person cause, Ss are more likely to select distinctiveness information than target-object consensus information. When asked to validate an object cause, Ss are more likely to select target-object consensus information than distinctiveness information. As the generality of person inference increases, progressively dissimilar object comparisons are sought. As the generality of object inference increases, progressively dissimilar person comparisons are sought. In Exp I, 26 undergraduates read attitude statements and answered judgment goals or questions about the statement's generality or object inference. 52 undergraduates in Exp II completed a similar task. The first 3 hypotheses were supported in both Exp I and Exp II, whereas the 4th hypothesis received only mixed support in Exp I and was not supported in Exp II. Unlike Exp I, Exp II did not include cues suggesting the relevant type of information to be sought. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Processing deficits in Turner's syndrome.

Exp I compared 31 female 11–28 yr old Turner syndrome (TS) Ss and 31 matched controls on a mental rotation task. Although both groups utilized the some rotation strategy, TS Ss were less accurate and slower than controls in the rotational component of the task. Exp II compared 23 TS Ss and 23 matched controls (mean age 15.4 yrs) on a sentence verification task. No differences were observed between the groups in accuracy, strategy, or processing rates, although RTs of the TS group were significantly longer. Exp III studied a set of 12.5-yr-old dizygotic twins, one of whom had TS. Results replicate the findings of Exps I and II. Also discussed are the specific processing deficits in TS and the role of biological factors that may contribute to them. (67 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Motivational and associative aspects of mild depression in skill and chance tasks.

In Exp I, the levels of aspiration and expectancies for success of 281 mildly depressed and nondepressed college students on a skill and chance task were studied. The 2 groups did not differ in expectations for success, but depressed Ss displayed elevated levels of aspiration, particularly for the skill task. Exp II, with 120 college students, tested the prediction, based on an attainment discrepancy model, that increases in expectancy for success would be a function of the interaction of performance level and the skill–chance nature of a task for mildly depressed Ss but not for nondepressed Ss. Comparisons of increases in expectancy for success following average and superior performance support this prediction. The prediction that locus of control (Rotter's Internal–External Locus of Control Scale) and depression (Beck Depression Inventory) would not be significantly correlated was also confirmed. Results indicate that the level of aspiration of mildly depressed persons may be particularly elevated in skill tasks, resulting in the perception of average performance in such tasks as unsuccessful. (48 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predation: Separation of aggressive and hunger motivation by conditioned aversion.

Reports results of 2 experiments with a total of 50 male Long-Evans rats. In Exp I, Ss were given LiCl 15 min after ingesting mice or saccharin for either 1 day or 4 days. Intake of both substances dropped in the 1-trial groups but not in the 4-trial groups. In Exp II, Ss that received LiCl after killing mice they were not permitted to eat showed no changes in mouse killing. Ss permitted to feed on mice they had killed continued to kill but ate less after a single LiCl trial. Feeding and killing appear to be separable by this technique. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences in selective attention among prereaders: A key to mirror-image confusions.

Exp I investigated the position that mirror-image confusions reflect an inability to attend to low-salient cues. 84 3–5 yr olds were given 3 problems: mirror-image matching, shape-detail matching, and consistent left–right ordering on a picture-naming task. With nonlearners, performance was reassessed following explicit instructions. This rendered Ss divisible into levels: spontaneous, instructed learners, and nonlearners. As predicted, most 3-yr-olds fell into identical categories across all low-salient problems, either instructed learners or nonlearners. The 4–5 yr olds were spontaneous or instructed learners but did not exhibit concordance across all problems. It is suggested that for these Ss, level differences reflected differences between nonreaders already attending to reading cues and those not yet attending. Exp II, with the 4–5 yr olds from Exp I, identified the nonreaders, who were given a letter-series and letter-writing task. Significant-levels agreement occurred among the prereading tasks involving attention to individual shape details. The ordering problem showed level concordance only with tasks involving left–right scanning. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An evaluation of spatial information processing in aged rats.

The spatial learning abilities of young, middle-age, and senescent rats were investigated in 2 experiments using several versions of the Morris water maze task. In Exp I, Long-Evans hooded rats were trained to find a submerged escape platform hidden within the water maze. Aged Ss exhibited acquisition deficits compared with either young or middle-age Ss. With continued training, all age groups eventually achieved comparable asymptotic levels of performance. To identify the basis of the age-related impairments observed in Exp I, naive young and aged Ss in Exp II were initially tested for their ability to locate a cued escape platform in the water maze. The escape latencies of both young and aged Ss rapidly decreased to equivalent asymptotic levels. Following cue training, young Ss exhibit a significant spatial bias for the region of the testing apparatus where the platform was positioned during training. In contrast, aged Ss showed no spatial bias. Training was continued in Exp II using a novel submerged platform location for each S. During these place training trials, the escape latencies of senescent Ss were longer than those of young Ss. These impairments were also accompanied by a lack of spatial bias among aged Ss relative to young controls. Results indicate that age-related impairments in water maze performance reflect a specific deficit in the ability of aged rats to utilize spatial information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of subliminal shock conditioning on recall.

Presented words at chance recognition levels and paired them with either the abrupt initiation or cessation of shock conditioning procedures. 18 male graduate students served as Ss in each of 3 experiments. Exp. I showed that words associated with abrupt initiation of shock conditioning appeared later in free recall than words associated with cessation of shock conditioning. Exp. II replicated the results of Exp. I when S's task during conditioning was irrelevant to recognizing words. Exp. III, using 50% of the stimulus intensity of Exp. I and II, demonstrated residual differentiation in recall between words actually presented and those whose presentation was simulated. Results are interpreted as evidence for subliminal perception. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contingency judgments by depressed college students: Sadder but not always wiser.

Three experiments with 296 undergraduates examined depressed and nondepressed (Beck Depression Inventory) Ss' perceptions of control over outcomes in a task similar to the one introduced by L. B. Alloy and L. Y. Abramson (see record 1981-02686-001). In Exp I, when Ss completed a contingency learning task with no one else present, nondepressed Ss perceived themselves to have more control over frequently occurring response-independent outcomes than did depressed Ss, which replicated Alloy and Abramson's finding. When Ss completed the task in the presence of an observer, depressed students perceived themselves to have more control than did nondepressed Ss. In Exp II, the observer effects found in Exp I were replicated; the present authors also showed that, when response-independent outcomes occurred relatively infrequently, depressed and nondepressed Ss who completed the task in the presence of an observer did not reliably differ in their estimates of personal control. In Exp III, the pattern of results found in Exps I and II was replicated under conditions in which observers were present while Ss received frequently occurring outcomes. Overall findings demonstrate that the consistently accurate personal control estimates of depressed Ss that have been found across a variety of situations break down when Ss complete a contingency learning task in the presence of an observer, and outcomes occur independently of response at a high frequency. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learned helplessness and learned resourcefulness: Effects of noncontingent success and failure on individuals differing in self-control skills.

In Exp I, 72 undergraduates were assessed using the Self-Control Schedule and received noncontingent success-, failure-, or no-feedback on a task that ostensibly assessed therapeutic abilities. Ss were subsequently tested on insolvable puzzles. In Exp II, 72 undergraduates followed the same procedure as in Exp I but were subsequently tested on solvable anagrams. Results show that the performance of Ss with low resourcefulness (LR) in self-control skills on the insolvable puzzles was debilitated by the helplessness induction, while Ss with high resourcefulness (HR) and LR Ss showed equal helplessness-induced deficits on the anagrams. As predicted from the self-control model, HR Ss more frequently checked statements indicating positive self-evaluations and task-oriented thoughts and less frequently checked negative self-evaluations than did LR Ss during exposure to uncontrollability in both experiments. It is concluded that the self-control model best accounts for Ss' self-reactions during exposure to uncontrollability or failure, while the learned helplessness model accounts for the generalization of helplessness from uncontrollable situations to controllable ones. The list of self-referent statements used in the experiments is appended. (46 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relative aversiveness of signaled vs. unsignaled avoidable and escapable shock situations in humans.

Conducted 2 experiments dealing with signaled and unsignaled shock, using a total of 18 male college students. In Exp I 6 Ss avoided shock, and in Exp II 12 Ss escaped shock by pressing one button under an unsignaled shock condition. By pressing on a separate button, Ss could change to signaled avoidance (Exp I) or signaled escape (Exp II). All Ss changed from the unsignaled to signaled condition whether shock was avoidable or escapable. 6 Ss were also given a chance to change from signaled to unsignaled escapable shock. Changeover responding remained at or near operant levels for these Ss. Comparing results of this study with studies using the rat revealed much similarity but some differences. Differences depended upon whether an escapable or avoidable procedure was used. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of performance attributions on others' perceptions of the attributor.

Two studies investigated the effects that performers' attributions actually have on others' impressions. 441 undergraduates served as Ss. "Self-serving" internal attributions for success and external attributions for failure produced slightly higher ability evaluations than did the opposite pattern in 1 of the 2 experiments. However, in both experiments, these self-serving attributions produced lower ratings on a modesty dimension. External attributions were also perceived as relatively dishonest for all Ss in Exp I and for unsuccessful Ss in Exp II. Publicity (Exp I) and task variables (Exp II) did not affect ability, modesty, or honesty judgments made from performance attributions but did strongly affect the influence these dimensions had on overall likability evaluations. In general, Ss who made internal attributions tended to be better liked than those who made external attributions. The implications and limitations of these results are discussed relative to self-presentational considerations. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)