"Incidental concept learning, feature frequency, and correlated properties": Correction to Wattenmaker.

Reports an error in "Incidental concept learning, feature frequency, and correlated properties" by William D. Wattenmaker (Journal of Experimental Psychology: Learning, Memory, and Cognition, 1993[Jan], Vol 19[1], 203-222). This article included three typographical errors in the statistics. The corrected statistics are provided in the erratum. (The following abstract of the original article appeared in record 1993-16363-001.) Four experiments examined sensitivity to feature frequencies and feature correlations as a function of intentional and incidental concept learning. Feature frequencies were encoded equally well across variations in learning strategies, and although classification decisions in both intentional and incidental conditions preserved correlated features, this sensitivity was achieved through different processes. With intentional learning, sensitivity to correlations resulted from explicit rules, whereas incidental encoding preserved correlations through a similarity-based analogical process. In incidental tasks that promoted exemplar storage, classification decisions were mediated by similarity to retrieval examples, and correlated features were indirectly preserved in this process. Results are discussed in terms of the diversity of encoding processes and representations that can occur with incidental category learning. [An erratum concerning this article appears in Journal of Experimental Psychology: Learning, Memory, and Cognition, 1993(Mar), Vol 19(2). The statistics on page 211 are corrected.] (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Collective induction: Social combination and sequential transition": Correction to Laughlin and Futoran.

Reports an error in "Collective induction: Social combination and sequential transition" by Patrick R. Laughlin and Gail C. Futoran (Journal of Personality and Social Psychology, 1985[Mar], Vol 48[3], 608-613). One sentence reads incorrectly on page 610. The correct sentence is provided in the erratum. (The following abstract of the original article appeared in record 1985-20078-001.) 240 undergraduates, as individuals and 4-person cooperative groups, attempted to induce a rule that partitioned a deck of standard playing cards into exemplars and nonexemplars. A trial consisted of (a) individual member hypotheses, (b) group hypothesis (omitted in individual conditions), (c) choice of any of the cards, and (d) feedback on the exemplar or nonexemplar status of the card. Ss were instructed to select cards to confirm or disconfirm the current hypothesis, or received no such instructions. Groups had significantly more correct final hypotheses, plausible final hypotheses, and overall plausible hypotheses than individuals. Performance was better for both individuals and groups under control instructions than either instructions to select cards to confirm or disconfirm hypotheses. Social combination analyses and sequential transition analyses indicated that the groups were remarkably able to recognize and adopt the correct hypothesis if and only if it was proposed by at least 1 group member on some trial. Thus, the superiority of collective induction over individual induction was due to superior hypothesis evaluation by groups rather than to superior hypothesis formation by groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Ten years of research on the false-consensus effect: An empirical and theoretical review": Correction to Marks and Miller.

Reports an error in "Ten years of research on the false-consensus effect: An empirical and theoretical review" by Gary Marks and Norman Miller (Psychological Bulletin, 1987[Jul], Vol 102[1], 72-90). The block quotation on page 73 should be attributed to Crocker (1981). The two sentences immediately preceding this quotation should read: "Friendship groups typically exhibit a high degree of internal similarity with respect to members' beliefs, attitudes, values, and interests. Crocker (1981) reported the following:". (The following abstract of the original article appeared in record 1987-31255-001.) Ten years of research on the false-consensus effect (Ross, Greene, & House, 1977) and related biases in social perception (e.g., assumed similarity and overestimation of consensus) are examined in the light of four general theoretical perspectives: (a) selective exposure and cognitive availability, (b) salience and focus of attention, (c) logical information processing, and (d) motivational processes. The findings indicate that these biases are influenced by a host of variables and that no single explanation can account for the range of data. Instead, each theoretical perspective appears to have its own domain of application, albeit with some degree of overlap into other domains. The data further suggest that two or more specific mechanisms may operate simultaneously or in concert to produce assumed similarity and false-consensus effects. Discussion focuses on identifying the process or sets of processes operating in specific situations. We identify several gaps in the knowledge of mediating relationships and suggest directions for future research. We also discuss issues related to definition and measurement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Marital quality and mother-child and father-child interactions with school-aged children": Correction to Brody and Pellegrini.

Reports an error in "Marital quality and mother-child and father-child interactions with school-aged children" by Gene H. Brody, Anthony D. Pellegrini and Irving E. Sigel (Developmental Psychology, 1986[May], Vol 22[3], 291-296). In the article, the second author's name was misspelled in the issue's table of contents, title of the article, and page headings of the article. The name appears correctly in this erratum. (The following abstract of the original article appeared in record 1986-24288-001.) Mother-child and father-child teaching interactions of 60 families (parents aged 31-37 yrs, children aged 5.5-7.5 yrs) were videotaped, from which frequency counts of efficacious teaching behaviors were obtained for each parent-child teaching interaction. Parents completed the Scale of Marriage Problems. A dyad score of marital problems was formed by adding the husbands' and wives' scores, and a 2-level variable of marital problems was then derived by performing a median split on the marital problem dyad scores. Normative comparisons suggested that the couples whose scores fell below the median were characterized as nondistressed and the couples whose scores fell above the median were characterized as slightly discontented with their marital relationship. Few differences in teaching styles were found between mothers and fathers in the nondistressed group. Mothers in the slightly discontented group used more questions, positive feedback, informational feedback, and verbal task management and intruded less often into their children's learning effort than did the fathers in this group. Fathers with increased reports of marital problems used less positive feedback and were more intrusive; mothers in this group appeared to compensate for a less-than-satisfactory marriage by being more involved in teaching their children. In turn, children of slightly discontented mothers were more actively responsive to their teaching behaviors than were children of nondistressed mothers. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Team negotiation: An examination of integrative and distributive bargaining": Correction.

Reports an error in "Team negotiation: An examination of integrative and distributive bargaining" by Leigh Thompson, Erika Peterson and Susan E. Brodt (Journal of Personality and Social Psychology, 1996[Jan], Vol 70[1], 66-78). Susan E. Brodt's department affiliation was listed incorrectly on p. 66. Her correct affiliation is The Fuqua School of Business, Duke University. (The following abstract of the original article appeared in record 1996-01707-006.) Two experiments compared the effectiveness of team and solo negotiators in integrative and distributive bargaining. When at least 1 party to a negotiation was a team, joint profit increased. Teams, more than solos, developed mutually beneficial trade-offs among issues and discovered compatible interests. The presence of at least 1 team increased information exchange and accuracy in judgments about the other party's interests in comparison with solo negotiations. The belief by both teams and solos that teams have a relative advantage over solo opponents was not supported by actual outcomes. Unexpectedly, neither private meetings nor friendships among team members improved the team's advantage. Teams of friends made less accurate judgments and reached fewer integrative agreements compared to teams of nonfriends. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Controlling teaching strategies: Undermining children's self-determination and performance": Correction to Flink et al.

Reports an error in "Controlling teaching strategies: Undermining children's self-determination and performance" by Cheryl Flink, Ann K. Boggiano and Marty Barrett (Journal of Personality and Social Psychology, 1990[Nov], Vol 59[5], 916-924). In the article, Figure 1 on page 922 is labeled incorrectly. The labels in both the left and right panels of the figure should be reversed so that No Pressure Condition is the label for the broken lines and Pressure Condition is the label for the solid lines. The following abstract of the original article appeared in record 1991-13808-001.) Examined the hypothesis that students would show performance impairment when they were exposed to teachers who were pressured to maximize student performance level and who used controlling strategies. For this purpose, 4th-grade teachers and their students participated in a field experiment in which teachers either were pressured to maximize student performance or were told simply to help their students learn. In addition, the teaching sessions were videotaped to assess teachers' use of controlling strategies, as rated by blind coders. Following the teaching sessions, student performance on tasks initially taught by teachers as well as on a generalization task was assessed by blind experimenters. As predicted, the data indicated that students evidenced performance impairment during the subsequent testing session only when they were exposed to pressured teachers using controlling strategies. Results are discussed within the context of self-determination theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Social categorization and the truly false consensus effect": Correction to Krueger and Zeiger.

Reports an error in "Social categorization and the truly false consensus effect" by Joachim Krueger and Joanna S. Zeiger (Journal of Personality and Social Psychology, 1993[Oct], Vol 65[4], 670-680). In this article, the second and third column headings of Table 2 were inadvertently transposed. The corrected table is provided in the erratum. (The following abstract of the original article appeared in record 1994-33435-001.) The false consensus effect involves adequate inductive reasoning and egocentric biases. To detect truly false consensus effects (TFCEs), item endorsements were correlated with the differences between estimated and actual consensus within Ss. In Exp 1, Ss overgeneralized from themselves to gender in-groups and to the overall population, but not to gender out-groups. Exps 2 and 3 demonstrated intuitive understanding of consensus bias. Another person's choices were inferred from that person's population estimates or estimates about the gender in-group. In Exp 4, Ss inferred that consensus estimates for a behavior were higher among people who were willing to engage in that behavior than among those who were not. Implications of these findings for general induction, social categorization, and the psychological processes underlying TFCEs are discussed. [A correction concerning this article appears in Journal of Personality and Social Psychology, 1993, Vol 65(6), 1090. The second and third column headings of Table 2 were inadvertently transposed and the corrected table is included.] (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of opportunity to communicate and visibility of individual decisions on behavior in the common interest.

Conducted 2 experiments on the effects of opportunity to communicate and visibility of individual decisions on socially responsible behavior in group situations involving the "commons" problem. 280 undergraduates in a business administration course were assigned roles as firm representatives and assembled in groups of 5 to bid on contracts under various conditions. Opportunity to communicate resulted in more socially responsible bidding, but visibility of individual decisions had no effect. Opportunity to communicate also helped to sustain socially responsible bidding in the face of a persistently defecting group member. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"What is learned during automatization? The role of attention in constructing an instance": Correction to Logan and Etherton.

Reports an error in "What is learned during automatization? The role of attention in constructing an instance" by Gordon D. Logan and Joseph L. Etherton (Journal of Experimental Psychology: Learning, Memory, and Cognition, 1994[Sep], Vol 20[5], 1022-1050). In the aforementioned article, the Appendix on page 1050 was incomplete. The complete Appendix is presented in the erratum. (The following abstract of the original article appeared in record 1995-04305-001.) Seven experiments with 372 Ss were conducted to examine the role of attention in automatization. Ss searched 2-word displays for members of a target category in divided-attention, focused-attention, and dual-task conditions. The main issue was whether attention conditions would affect what Ss learned about co-occurrences of the words in the displays. The attention hypothesis, derived from the instance theory of automaticity, predicts learning of co-occurrences in divided-attention and dual-task conditions in which Ss attend to both words but not in focused-attention conditions in which Ss only attend to 1 word. The data supported the attention hypothesis and therefore the instance theory. [A correction concerning this article appears in Journal of Experimental Psychology: Learning, Memory & Cognition, 1994(Nov), Vol 20(6), 1390. The Appendix was incomplete and the complete Appendix is presented.] (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"That swimsuit becomes you: Sex differences in self-objectification, restrained eating, and math performance": Correction to Fredrickson et al. (1998).

Reports an error in "That swimsuit becomes you: Sex differences in self-objectification, restrained eating, and math performance" by Barbara L. Fredrickson, Tomi-Ann Roberts, Stephanie M. Noll, Diane M. Quinn and Jean M. Twenge (Journal of Personality and Social Psychology, 1998[Jul], Vol 75[1], 269-284). This article contains errors in the Participants sections. The corrected information is included in the erratum. (The following abstract of the original article appeared in record 1998-04530-020.) Objectification theory (B. L. Fredrickson & T Roberts, 1997) posits that American culture socializes women to adopt observers' perspectives on their physical selves. This self-objectification is hypothesized to (a) produce body shame, which in turn leads to restrained eating, and (b) consume attentional resources, which is manifested in diminished mental performance. Two experiments manipulated self-objectification by having participants try on a swimsuit or a sweater. Experiment 1 tested 72 women and found that self-objectification increased body shame, which in turn predicted restrained eating. Experiment 2 tested 42 women and 40 men and found that these effects on body shame and restrained eating replicated for women only. Additionally, self-objectification diminished math performance for women only. Discussion centers on the causes and consequences of objectifying women's bodies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Effects of media on picturing by children and adults": Correction to Seidman and Beilin.

Reports an error in "Effects of media on picturing by children and adults" by Susan Seidman and Harry Beilin (Developmental Psychology, 1984[Jul], Vol 20[4], 667-672). The reference to Copple, Cocking, and Waxman on pages 667 and 672 is incorrectly cited as 1968. The correct date is 1980. (The following abstract of the original article appeared in record 1984-25563-001.) Examined the hypothesis that adults and children have media-specific conceptions of picturing and that the functional uses of photography and drawing differ across development. 30 preschoolers (aged 4.0-5.6 yrs), 30 schoolchildren (aged 6.6-10.0 yrs), and 30 adults (aged 17-63 yrs) responded to either a photographic or drawing task. In each task, Ss were asked to talk aloud about what they were doing or thinking as they produced their pictures. The results show a progression with age from viewing photography as only reflecting the real object (preschoolers), to viewing it as a medium that allows for control and alteration of reality (school age children and adults). For drawing, all age groups displayed knowledge of the ability to control aspects of their productions. Symbolic performance is thus as closely linked to the S's experience in the use of a medium as to the age of the S. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Marital interaction and depression": Correction to Schmaling and Jacobson.

Reports an error in "Marital interaction and depression" by Karen B. Schmaling and Neil S. Jacobson (Journal of Abnormal Psychology, 1990[Aug], Vol 99[3], 229-236). In this article, the measures in Table 1 were incorrectly listed. The third and fourth measures ought to read "Wife DAS" and "Husband DAS," respectively. (The following abstract of the original article appeared in record 1991-01471-001.) In this article, patterns of marital interaction as a function of depression and marital satisfaction are examined. The purpose of the study was to separate dysfunctional marital interaction patterns that were unique to depression from those that were associated with marital distress. The presence or absence of a depressed wife was crossed with level of marital satisfaction (distressed or nondistressed) to produce four groups of subject couples. Couples in which the wife was depressed exhibited more depressive behavior than did nondepressed couples, but only during discussion of a high conflict (as opposed to neutral) topic. Sex?×?Depression Level?×?Marital Satisfaction interactions were found for aggressive behavior: Depressed women in nondistressed relationships exhibited behavior that was characteristic of maritally distressed couples (high rates of aggression). In contrast, the husbands of these women exhibited behavior that one would expect in happily married couples (low rates of aggression). We failed to replicate previous findings that depressive behavior served a coercive function, although distressed couples, regardless of depression status, exhibited all the usual signs of negative dysfunctional interaction. [An erratum for this article will appear in Journal of Abnormal Psychology, 1990 (Nov), Vol 99(4). The measures in Table 1 were incorrectly listed in the original article.] (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Dimensions of career indecision": Correction to Vondracek, Hostetler, Schulenberg, and Shimizu.

Reports an error in "Dimensions of career indecision" by Fred W. Vondracek, Michelle Hostetler, John E. Schulenberg and Kazuaki Shimizu (Journal of Counseling Psychology, 1990[Jan], Vol 37[1], 98-106). Editorial error resulted in several misstatements. On page 98, second column, in the 11th line of the second paragraph, the word students ought to read studies; on page 101, in the 9th line, the word Behaviors ought to read Barriers. On page 102, in line 5 of the first paragraph, the reference ought to be to the top left panel of Figure 2. The second paragraph ought to begin with the reference to the top right panel of Figure 2. Also on page 102, the sentence that begins on line 5 of the first paragraph was intended to read, as follows: Two of the groups of girls changed significantly in the expected direction: Group 2 (decided-undecided) significantly increased and Group 3 (undecided-decided) significantly decreased over time. (The following abstract of the original article appeared in record 1990-13462-001.) Recent studies have clarified the factor structure of the Career Decision Scale (CDS), thereby permitting the construction of 4 linearly independent scales to measure dimensions of career indecision. The CDS was administered to 465 junior and senior high school students. The study examined whether the CDS total score and the 4 subscales were related to the students' career decision status, grade level, and gender. Data were collected twice, 6 months apart, to study whether changes in decision status were accompanied by changes in the CDS total score and the 4 subscales and whether these changes differed according to gender or grade level. In addition, a subsample was followed for 3 years to examine long-term change. The results demonstrated the utility of using factor-based subscales to create a typology of career indecision. Many significant differences on the various indecision scales were found to be due to gender and to career decision status but not to grade level. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Perceptual and memorial constructs in children's judgments of quantity: A law of across-representation invariance": Correction to Wolf and Algom (1987).

Reports an error in "Perceptual and memorial constructs in children's judgments of quantity: A law of across-representation invariance" by Yuval Wolf and Daniel Algom (Journal of Experimental Psychology: General, 1987[Dec], Vol 116[4], 381-397). The sentence found on p. 381, right-hand column, line 15, was printed incorrectly. The corrected statement is provided in the erratum. (The following abstract of the original article appeared in record 1988-07144-001.) Children at three different ages made judgments of physically presented (perceptual estimation) or symbolically represented (memorial estimation) rectangles. Height and width were integrated according to different, age-dependent algebraic rules. Memorial data obeyed the same integration rules that operated in the original perceptual judgments even when younger children and older children used completely different combination models. Valuation operations were the same in perception and memory for the youngest group (6-year-olds) but became discriminably different at older ages (for the 8- and 10-year-olds). Three additional experiments on judgments of volume, liquid quantity, and visual length yielded strong cross-validation support for the general invariance claim (with respect to integration rule theory) but less strong support for the specific invariance claim (with respect to valuation function for the 6-year-old subjects). Results are interpreted as demonstrating lawful and long-enduring ecological constraints on internal representation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Filial therapy with Native Americans on the Flathead Reservation": Correction to Glover and Landreth (2000).

Reports an error in "Filial therapy with Native Americans on the Flathead Reservation" by Geri J. Glover and Garry L. Landreth (International Journal of Play Therapy, 2000, Vol 9[2], 57-80). This article was originally published with the wrong first page. Printed issues contain the first page for the preceding article, "Effectiveness of Filial Therapy for Korean Parents," by Mikyung Jang. The online version has been revised to present the correct first page. The URL for the corrected online version is provided in the erratum. (The following abstract of the original article appeared in record 2001-00558-004.) Examined the effectiveness of the 10-wk filial therapy model as an intervention for 25 Native American parents (aged 23–46 yrs) and their 21 children (aged 3–10 yrs) residing on the Flathead Reservation in Montana. Results show that Native American parents significantly increased their level of empathy in their interactions with their children. Children significantly increased their level of desirable play behaviors with their parents. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Situational and transsituational determinants of adolescent self-feelings": Correction to Savin-Williams and Demo.

Reports an error in "Situational and transituational determinants of adolescent self-feelings" by Ritch C. Savin-Williams and David H. Demo (Journal of Personality and Social Psychology, 1983[Apr], Vol 44[4], 824-833). In regards to the article, in a reanalysis of Savin-Williams and Demo's data, Schilling found that within-subject and between-subject effects in analysis of variance were not differentiated and that consequently several findings were in error. Details of the reanalysis and the corrected findings are included in the erratum. (The following abstract of the original article appeared in record 1983-32498-001.) Employing a new self-report technique (paging devices), this study assessed the self-feelings of 35 adolescents (mean age 13.3 yrs) in various naturalistic contexts. Regression analysis was used to assess the stability of self-feelings. Ss fell into 3 groups: stable, oscillating, and unpredictable (the largest). For the sample as a whole, self-feelings were not influenced by the immediate context, although specific settings, activities, and others present within the contexts elicited various levels of self-feelings. More crucial for predicting the self-feelings were such enduring characteristics as sex, social class, pubertal maturation, stability group, birth order, and number of siblings. The authors argue for a baseline conceptualization of adolescent self-conception from which fluctuations occur. (44 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Rhythms and responses": Correction to Kolers and Brewster.

Reports an error in "Rhythms and responses" by Paul A. Kolers and Joan M. Brewster (Journal of Experimental Psychology: Human Perception and Performance, 1985[Apr], Vol 11[2], 150-167). There is a typographical error on page 153. A correction to this error has been provided in the erratum. (The following abstract of the original article appeared in record 1986-05383-001.) Tested the assumption that there is a central clock coordinating behavior in all sensory modalities and response modes. A rhythmic tapping task was used in 3 experiments in which 12 undergraduates first attempted to synchronize responses with brief auditory, tactile, or visual stimuli and then continued to tap at the same rate on their own. Performance was most variable with visual stimuli and least variable with auditory stimuli. Results suggest that performances were not based on a common clock and that different strategies were employed when the task was presented in different modalities. The hypothesis of a single timing mechanism controlling behavior is rejected, and the validity is questioned of information processing models that are formulated without regard to temporal relations among their conjectured processes. Discussion focuses on the relation between successive responses and the means by which timing is accomplished. (56 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Judgments of frequency and recency: How they relate to reports of subjective awareness.

In 2 experiments, the author explored the relations of remember versus familiar ratings to judgments of frequency (JOFs) and to judgments of recency (JORs). In both cases, remembered items were associated with more accurate memory judgments. In general, familiar items were judged to have occurred less frequently and less recently than remembered items. However, JOFs and JORs associated with familiar items were more accurate than chance. Implications for theories of remember versus familiar ratings, JOFs, and JORs are considered. Some basic findings that constrain these theories are that (a) remember versus familiar ratings were less sensitive than JOF to presentation frequency and less sensitive than JOR to recency and (b) although remember versus familiar ratings are strongly related to both JOF and JOR, as measured by gamma, the relations are far from perfect. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Reasons to leave shiftwork and psychological and psychosomatic complaints of former shiftworkers": Correction to Frese and Okonek.

Reports an error in "Reasons to leave shiftwork and psychological and psychosomatic complaints of former shiftworkers" by Michael Frese and Klaus Okonek (Journal of Applied Psychology, 1984[Aug], Vol 69[3], 509-514). On p. 510, first column, third line from the bottom of the page, the N for the OR group should be 96, not 36. (The following abstract of the original article appeared in record 1984-32942-001.) 191 male blue-collar workers who had previously worked nights and shifts were differentiated into 3 groups: a group that had left night- and shiftwork because of health reasons; another that left it for various other reasons; and a middle group that had a combination of health and other reasons for leaving. Ss completed measures of environmental and psychological stress, psychosomatic and other health complaints, and irritation and strain. Findings show that the 1st group had more health complaints than the one that left for other reasons. They were less skilled, had been unemployed less often, and were typically told by their physician to leave shiftwork. They had also stayed in shiftwork longer than the group that left shiftwork for other reasons. It is suggested that studies on former shiftworkers should differentiate between these groups so as not to underestimate the real problems of former shiftworkers who left for health reasons. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)