Effect of instructions and modeling on self-disclosure.

Examined the relative effectiveness of modeling and instructional procedures in training college students to self-disclose. 48 male undergraduates were randomly assigned to 1 of the following instructional conditions: specific instructions to discuss personal feelings within specified topic areas, general instructions to discuss personal feelings within the same topics, or no instructions. Half of the Ss also listened to a model discussing his feelings within identical topic areas, and half did not receive a model. All Ss then participated in a brief monologue, which was scored for self-disclosure. Instructions and modeling, alone and in combination, increased the occurrence of self-disclosure, but the performance of the combination condition was not significantly greater than the performance of modeling or instructions alone. A post hoc analysis showed the instructional effect was due to the difference between specific instructions and no instructions. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of social modeling, cognitive structuring, and self-management strategies on affective self-disclosure.

Assessed immediate and delayed effects of social modeling, cognitive structuring, and 2 self-management strategies for increasing affective self-disclosure in 48 undergraduate males. Ss were randomly assigned to (a) social modeling, (b) cognitive structuring, (c) attention placebo, or (d) no-training control groups. Following training, Ss took a performance test and 2 pencil-and-paper measures. With this treatment used as a blocking variable, Ss were then randomly assigned to (a) goal-directed behavior, (b) self-reinforcement, or (c) no-training control groups. A delayed posttest was administered 3 wks later. Results indicate that social modeling and cognitive structuring had immediate effects on affective self-disclosure. Also, a combination of social learning and self-management strategies was more effective over time than any single treatment or no treatment at all. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of instructions and modeling on trainees low in interpersonal-communication skills.

Examined the effects of instructions and modeling in the reflection-of-feeling training of individuals low in interpersonal-communication skills. Participants with low scores on R. Carkhuff's Communication Index (25 males and 25 females) were randomly assigned by sex to 1 of the 5 training groups so that there were 5 males and 5 females in each group. After viewing videotaped training material, each participant conducted a 15-min interview with a volunteer "client" and completed the Communication Index a second time. Interviews were scored for frequency of reflection-of-feeling responses and level of empathic communication displayed. Analysis of the reflection-of-feeling data indicated that instructions and instructions-plus-modeling were facilitative procedures. Ratings of written and verbal empathy demonstrated the effectiveness of the 2 combined conditions: instructions-plus-modeling and modeling-plus-instructions. Calculation of correlations among scores on criterion measures revealed a positive correlation between reflection-of-feeling scores and ratings of empathic communication. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Following instructions: Effects of principles and examples.

Two experiments examined whether people's success using general instructions for operating a device (a word processor) would be improved if the instructions were supplemented with principles or examples. The principle explained relevant internal workings of the word processor. Its inclusion aided initial performance and later transfer presumably by helping the learner to explain a difficult step. The example was predicted to reduce ambiguities and therefore start-up time; its presence aided initial performance but appeared to have no effect on transfer. Besides demonstrating that general instructions can be improved through examples and principles, the studies suggest that a learner can access features of the initial instruction-based representation when faced with a novel task even after executing a procedure a number of times. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of affective assessment in modeling aggressive behavior.

Examined the role of affective assessment, a self-generated influence in learning acquisition, in the A. Bandura et al (1963) modeling-of-aggression procedure. 32 1st- and 2nd-grade children rated toys and televised acts of aggression against an inflated doll according to their personal affective preference. A matched control group of 32 children was yoked to the affective preferences of the experimental Ss. Control Ss were not shown the televised aggression. All Ss were then introduced to a free-play situation in which toys and an inflated doll were present. In line with the Bandura et al findings, it was predicted that observational learning would be demonstrated across conditions. However, in line with logical learning theory, it was predicted that Ss would model affectively preferred aggressive acts and toys more readily than affectively dispreferred acts and toys. Boys and girls differed significantly only in their imitation of positively rated aggressive actions, not in their imitation of negatively rated actions. Ramifications for the TV violence/aggression issue are discussed. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Internal-external control as a determinant of the effectiveness of modeling and instructions.

Explored the relationship between locus of control and the issue of modeling and instructional effectiveness. From 132 male and female undergraduates, 24 were designated internals and 21 externals according to scores on Rotter's Internal-External Control Scale which accorded with H. L. Mirels's (1970) factor of personal internality. Ss were randomly assigned to 1 of the following conditions: (a) instructional (Ss instructed to be highly concrete in talking about their school, social, and family life experiences); (b) modeling (Ss exposed to a model who discussed each of the above topics in a highly concrete fashion); and (c) control (Ss received only general instructions to talk on the same 3 topics). All Ss then participated in a brief monologue which was scored for concreteness. Results indicate that modeling was an effective procedure. Also, as predicted, internal-modeling Ss were more concrete than the internal-instructions Ss. Findings are discussed in relation to instructional efficacy and response class. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of task instructions and brief breaks on brainstorming.

Experiment 1 examined the effects of additional brainstorming rules for groups and looked at whether the presence of a facilitator who actively enforced the rules of brainstorming was beneficial. Experiments 2 and 3 examined whether the additional rules and brief breaks were beneficial to individual brainwriters and electronic brainstormers working alone. Clear benefits of the additional rules were found under a variety of conditions. The presence of a facilitator to enforce the rules enhanced the efficiency of idea generation (number of words used to express ideas) but not the number of ideas generated. There appears to be a small benefit to taking breaks in brainwriting sessions, but the benefit of breaks is reduced or eliminated in electronic brainstorming sessions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of self-esteem, hypothetical explanations, and verbalization of expectancies on future performance.

A hypothetical explanation task was used to make success- or failure-related cognitions differentially available for 60 high self-esteem (HSE) and 60 low self-esteem (LSE) undergraduates. Ss wrote an explanation for either a hypothetical failure or success, or they wrote no explanation. Half of the Ss in each condition stated performance expectancies. The effects of these variables on subsequent performance were examined. Success explanations increased the performance of both HSE and LSE Ss, whereas failure explanations only decreased the performance of LSE Ss. A content analysis revealed that the content of failure explanations, but not success explanations, was related to self-esteem and subsequent performance. These effects were more pronounced for Ss who stated expectancies, and expectancies were more highly correlated with performance in the explanation conditions than in the no-explanation control condition. Results are discussed in terms of current self-esteem theory and the cognitive processes associated with generating causal scenarios for success and failure, expectations, and performance. (57 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comparison of descriptive characteristics of male outpatients and inpatients with affective disorders

Recent studies of patients with affective disorders have found that there are biological differences between inpatients and outpatients. Concerned by these findings, we compared individuals admitted to our inpatient and outpatient affective disorders clinical research center who met criteria for major depression. We hypothesized that inpatients would be more severely ill, more suicidal, more functionally impaired, and have more co-morbid disorders and higher ratings of depression and mood state dysfunction. The demographic profiles, lifetime co-morbid Axis I diagnoses, consumption histories, symptom profiles, global assessment of functioning, and severity of current stressors (Axis IV) were compared and contrasted for the two groups. Inpatients had more severe current psychosocial stressors, lower current levels of functioning, increased lifetime co-morbid Axis I diagnoses, and increased rates of psychiatric hospitalizations, however, they did not have higher depression symptom ratings. In conclusion, inpatients and outpatients differed significantly in the severity of their stressors, coping abilities and history of previous hospitalizations, but not in most demographic variables or their current symptoms of depression.     

Conditioning of verbalization: A review.

Recent research in the conditioning of verbal behavior offers support to a learning-theory interpretation of changes that may occur in psychotherapy. Manipulation of awareness states, use of verbal conditioning as an independent variable, and effect of the reinforcement history of S in verbal conditioning experiments are being explored in relevance to controlled and measurable modification of verbal behavior. Evidence is accumulating that the generalization of an experimentally acquired verbal response is a function of the common cue-producing properties of the several classes of which it may be a member. (2-p. ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Rorschach and Holtzman as measures of pathognomic verbalization.

This study was planned to obtain information about the reliability of Rorschach and Holtzman pathognomic verbalization scores (V). The Rorschach and Holtzman protocols of 45 psychiatric patients were scored by scorer A and 19 of the Holtzman protocols were scored "blind" by scorer B. Holtzman interscorer reliability was .81 (p     

Effects of aging and encoding instructions on emotion-induced memory trade-offs.

The effects of emotion on memory are often described in terms of trade-offs: People often remember central, emotional information at the expense of background details. The present experiment examined the effects of aging and encoding instructions on participants' ability to remember the details of central emotional objects and the backgrounds on which those objects were placed. When young and older adults passively viewed scenes, both age groups showed strong emotion-induced trade-offs. They were able to remember the visual details as well as the general theme of the emotional object, but they had difficulties remembering the visual specifics of the scene background. Age differences emerged, however, when participants were given encoding instructions that emphasized elaborative encoding of the entire scene. With these instructions, young adults overcame the trade-offs (i.e., they no longer showed impairing effects of emotion), whereas older adults continued to show good memory for the emotional object but poor memory for its background. These results suggest that aging impairs the ability to flexibly disengage attention from the negative arousing elements of scenes, preventing the successful encoding of nonemotional aspects of the environment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preferences as expectation-driven inferences: Effects of affective expectations on affective experience.

Presents a model arguing that affect and emotion are often formed in an expectation-driven fashion. A pilot study and 2 experiments manipulated undergraduate Ss' affective expectations (e.g., how funny they expected a set of cartoons to be) and whether Ss' expectations were confirmed (e.g., whether the cartoons really were funny). When the value of a stimulus was consistent with an affective expectation, people formed evaluations relatively quickly. Even when the value of a stimulus was discrepant from an affective expectation, people sometimes assimilated the value of the stimulus to their expectations. Other times, such as when making a more fine-grained evaluation of the cartoons, people noticed that they were discrepant from their affective expectations. Under these conditions, people appeared to have more difficulty forming preferences. They took longer to evaluate and spent more time thinking about the cartoons. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relative efficacy of modeling and instructions in eliciting social behavior from chronic psychiatric patients.

Investigated the potential of modeling or observational learning in resocializing asocial psychiatric patients. Three groups of 21 males (mean age range, 45-48 yrs) with an average length of hospitalization of over 2 decades received 1 of 3 treatments--modeling, instructions, or attention. Ss in the modeling group were exposed to a mode interacting in a "game of ring toss" and a "coffee" situation and instructed to imitate what they saw with the therapist. The instruction group was instructed on how to interact without a model. An attention group was included to assess the effect of simple interacting with the S without the benefit of observational or instructional cues. Effects of the treatment, as assessed by a variety of observational data (e.g., responsiveness) as well as indexes of the S's level of functioning in the hospital (e.g., Psychotic Inpatient Profile and Minimal Social Behavior Scale), indicate that the modeling and instruction groups were of equal impact and superior to the attention group. Implications for greater efficiency in modeling treatments and the inadequacy of unprogrammed attention for patients are discussed. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)