Previous experience disrupts atropine-induced stereotyped "trapping" in rats.

[Correction Notice: An erratum for this article was reported in Vol 100(2) of Behavioral Neuroscience (see record 2008-10952-001). Three lines were erroneously repeated. In the first paragraph on p. 1138, the third sentence should read as follows: "Further, at the high doses that result in stereotypic trapping there are reliable changes in both cortical and hippocampal activity (Schallert et al., 1980; Shoham, Chen, DeVietti, & Teitelbaum, 1985; Vanderwolf, 1975)."] Three experiments with 64 Long-Evans hooded rats investigated atropine-induced stereotypic trapping reported by T. Schallert et al (see record 1981-07548-001). Exps I–II showed that such trapping was disrupted by previous experience with the specific trapping task or the test context alone. Exp III showed that, in response to the test context, specific behaviors were altered in Ss that were experienced with the context. Inexperienced Ss treated with intraperitoneal atropine (60 mg/kg) moved slowly and showed a strong thigmotaxis to surfaces with the body, particularly the snout. The hindquarters did not cooperate well with the movements of the forequarters. In contrast, atropine-treated Ss familiar with the context moved with medium-speed, coordinated movements, and showed a reduced tendency for surface contact with body and snout. These reactions of drugged Ss were exaggerated forms of those of undrugged Ss to the unfamiliar and familiar context, respectively. Results indicate that stereotypic trapping develops as a consequence of an interaction between the adaptive responses of the rat to a novel environment and atropine. (37 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"How good is the evidence for a production deficiency among learning disabled students?": Correction to Shepherd et al.

Reports an error in "How good is the evidence for a production deficiency among learning disabled students" by Margaret J. Shepherd, Lynn M. Gelzheiser and Roberta A. Solar (Journal of Educational Psychology, 1985[Oct], Vol 77[5], 553-561). Figures 1 and 2 (p. 557 and 559, respectively) are reversed. The captions are correct, but Figure 1 should be above the caption for Figure 2 and Figure 2 should be above the caption for Figure 1. (The following abstract of the original article appeared in record 1986-14779-001.) Investigated the spontaneous use of mnemonic strategies by learning disabled (LD) and non-LD children and adolescents to examine whether LD Ss can be distinguished from their non-LD peers on the basis of strategy use and recall. In Exp I, 105 LD and 105 non-LD 9-15 yr olds were administered a picture study/recall task, in which the strategies of interest were categorical organization during study and clustering during recall. In Exp II, 140 LD and 140 non-LD 11-17 yr olds were administered a paired-associate recall task, in which the strategy of interest was elaboration. In both studies, LD Ss earned lower mean recall scores than did the non-LD Ss. As a group, LD Ss did not differ from non-LD Ss in the use of categorical organization during study but showed less categorical clustering at recall. Fewer LD Ss used elaboration. Despite these differences, recall and strategy use were not useful predictors of classification as LD or non-LD and were only weak to moderate correlates of academic achievement. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"When are social judgments made? Evidence for the spontaneousness of trait inferences": Correction to Winter and Uleman.

Reports an error in "When are social judgments made? Evidence for the spontaneousness of trait inferences" by Laraine Winter and James S. Uleman (Journal of Personality and Social Psychology, 1984[Aug], Vol 47[2], 237-252). There are errors in the labeling of Figure 1 on p. 244. The ordinate percentages should be three times greater than indicated. In addition, the algebraic formula in the note for Table 2 on p. 245 is incorrect. The correct ordinate percentages and the correct algebraic formula are provided in the erratum. (The following abstract of the original article appeared in record 1985-01259-001.) Adapted E. Tulving and D. M. Thomson's (see record 2005-09647-002) encoding specificity paradigm for 2 recall experiments with 153 undergraduates to investigate whether Ss would make trait inferences without intentions or instructions at the encoding stage of processing behavioral information. Under memory instructions only, Ss read sentences describing people performing actions that implied traits. Later, Ss recalled each sentence under 1 of 3 cuing conditions: a dispositional cue (e.g., generous); a strong, nondispositional semantic associate to an important sentence word; or no cue. Results show that recall was best when cued by the disposition words. Ss were unaware of having made trait inferences. Interpreted in terms of encoding specificity, findings indicate that Ss unintentionally made trait inferences at encoding. It is suggested that attributions are made spontaneously, as part of the routine comprehension of social events. (39 ref) (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)     

"Gender characteristics and adjustment: A longitudinal study": Addendum.

Reports an error in "Gender characteristics and adjustment: A longitudinal study" by Jennifer Aubé and Richard Koestner (Journal of Personality and Social Psychology, 1992[Sep], Vol 63[3], 485-493). The authors would like to acknowledge that the age 41 longitudinal data used in their study were collected by David McClelland, Carol Franz, Joel Weinberger, Richard Koestner, and Joseph Healy. This data collection was supported by a grant from the Seaver Institute. The data are currently being archived at the Henry Murray Research Center of Radcliffe College, Cambridge, Massachusetts. (The following abstract of the original article appeared in record 1993-01033-001.) Used a prospective longitudinal design to investigate the long-term developmental implications of gender-related interests and traits. Archival data were available for Ss in the R. R. Sears et al (1957) study. Men, who at age 12 yrs endorsed interests and undesirable traits more typically associated with women, had poorer social–personal adjustment at ages 31 and 41 yrs. No effects were found for women. Feminine expressive traits at age 31 yrs did not impact on 41-yr-old adjustment for either men or women, whereas masculine instrumental traits were positively related for both. These findings support a multidimensional view of gender and indicate that harsher consequences follow when adolescent boys endorse nontraditional gender-related interests and undesirable traits than when girls do so. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Estrogen-Progesterone Regulation of Nest-Building and Incubation Behavior in Ovariectomized Ring Doves (Streptopelia risoria)": Erratum.

Reports an error in the original article by Mei-Fang Cheng and Rae Silver (Journal of Comparative & Physiological Psychology, 1975[Jan], Vol 88[1], 256-263). The address for the request for reprints should have read "Institute of Animal Behavior, Rutgers University, Newark, New Jersey 07102." (The following abstract of this article originally appeared in record 1975-08949-001.) Determined the role of ovarian hormones in the induction of nest-building (tucking) and incubation behavior in female doves by systemic injections of estrogen, or progesterone, or estrogen combined with progesterone, or oil in 40 reproductively experienced, ovariectomized Ss. Combined estrogen and progesterone treatment was the most effective hormone regimen for eliciting both behavior patterns in females and also facilitated these behaviors in their 40 untreated mates. Differences in role of the gonadal progesterone in male and female doves are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Home environment, self-concept, and academic achievement: A causal modeling approach": Correction to Song and Hattie.

Reports an error in "Home environment, self-concept, and academic achievement: A causal modeling approach" by In-sub Song and John Hattie (Journal of Educational Psychology, 1984[Dec], Vol 76[6], 1269-1281). The caption to Figure 3 on page 1271 is incorrect. "SOSC = social self-concept" should read "NASC = nonacademic self-concept." In addition, on page 1274 in the Results section, the reference to McDonald & Leong (1974) should have been deleted. (The following abstract of the original article appeared in record 1985-15818-001.) Investigated the relation between home environment, self-concept, and academic achievement in 2,297 14-15 yr old Koreans. Data on Ss was collected in 4 different samples to test 4 structural equation models. Group 1 consisted of 537 males, Group 2 consisted of 537 males, Group 3 consisted of 611 females, and Group 4 consisted of 612 females. Results show that over the 4 samples, self-concept was a mediating variable between home environment and academic achievement. Results did not support the commonly held view that home environment exerts direct effects on academic achievement. Social status indicators had indirect effects on self-concept via family psychological characteristics. Academic self-concept affected academic achievement more strongly than did presentation-of-self or social self-concept. (51 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Facilitative and disruptive effects of prior exposure to shock on subsequent avoidance performance": Erratum.

Reports an error in "Facilitative and disruptive effects of prior exposure to shock on subsequent avoidance performance" by H. Anisman and T. Waller (Journal of Comparative and Physiological Psychology, 1972[Jan], Vol 78[1], 113-122). On page 114, the sentence beginning on Line 56, Column 2, should read: "Thirty seconds after placement in the compartment one half of the rats were given 10 CS (light and tone) presentations in which the CS was 9 sec. in duration, while the remaining rats received 10 CS-US presentations in which the US was a 1-ma. shock (constant current, ac) 2 sec. in duration." (The following abstract of this article originally appeared in record 1972-22565-001.) Subjected 40 male rats from each of 5 strains to 10 signaled inescapable 1-ma shock presentations. Shock facilitated subsequent 1-way and shuttle-avoidance performance (1-ma shock) in Charles River hooded, Wistar, Holtzman, and Sasco Ss, but did not significantly affect avoidance learning in Sprague-Dawley Ss. A 2nd experiment employing 120 male Holtzman rats indicated that inescapable shock of 1 ma. facilitated subsequent 1-way and shuttle-avoidance performance, while exposure to shock of 2 ma. facilitated 1-way and interfered with shuttle-avoidance performance. Movement ratings recorded during both CS and intershock intervals in pretraining were found to be good predictors of subsequent avoidance performance in preshocked Ss. Results are interpreted in terms of response repertoire changes produced by shock in conjunction with the defense reaction necessary in acquiring the avoidance response. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conceptual masking in brief visual displays.

Examined a paradigm used to study conceptual masking. This paradigm uses a variant of the partial report procedure, wherein a display of characters is preceded or followed by a probe character and Ss must report whether the probe was in the display or not. Ss were 7 undergraduates. Results show that neither specific orienting effects of the probe nor eye movements to the probe character could explain the pattern of data found in earlier studies (V. Di Lollo and M. Moscovitch; see record 1984-14011-001). Data are discussed in the context of P. Dixon's (see record 1986-21077-001) model of performance within this paradigm. (French abstract) (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)     

Self-disclosure, paranoia, and unaware racism: Another look at the Black client and the White therapist.

Suggests that C. R. Ridley (see record 1985-26063-001), in his attempt to dissuade the reader from maintaining stereotypic views of Black clients, may be unintentionally perpetuating some of those views. Ridley's use of the term healthy cultural paranoiacs and the language and terminology of the article are discussed in this context. The concept of unaware racism and its effects on the White therapist–Black client relationship are discussed. (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Maternal Emotional Reactions to the Premature Infant in the Context of the Family": Erratum.

Reports an error in "Maternal emotional reactions to the premature infant in the context of the family" by Robert M. Hodapp and Kathryn T. Young (Canadian Journal of Behavioural Science Revue canadienne des Sciences du comportement, 1992[Jan], Vol 24[1], 29-40). The authors of the article should be listed as Robert M. Hodapp, Yale University, Kathryn T. Young, Yale University, Marie Algieri, Hospital for Sick Children, and Klaus Minde, Montreal Children's Hospital. The two last names were inadvertendly omitted. (The following abstract of the original article appeared in record 1992-27071-001.) Examined maternal emotional reactions to the birth and early development of premature infants and whether such reactions are influenced by specific social support variables. 22 mothers of premature infants (aged 26–31 wks) were rated on 13 general psychological characteristics common to "maternal mourning reactions" of mothers of handicapped and at-risk children. Ss experienced relatively brief adverse reactions. The proposed 3-stage model of maternal mourning (i.e., shock; emotional disorganization; emotional organization) did not appear to characterize this sample. Ss with supportive spouses and close friends experienced less severe emotional reactions, as did Ss whose husbands were looking forward to becoming fathers. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Statistics as a second language? A model for predicting performance in psychology students.

Tested a model twice among 91 university students (Test 1) and 64 of the 91 Ss (Test 2) for predicting the performance of psychology students in statistics. Previous research (e.g., L. B. Feinberg and S. Halperin; see record 1980-22092-001) examined statistical performance in relation to 3 classes of variables: anxiety, attitudes, and ability. These variables were the essential components of an educational model developed by R. C. Gardner (see record 1985-10751-001) within the context of 2nd language learning. Measures assessing mathematical aptitude, math anxiety, and attitudinal and motivational variables were administered to Ss. A causal model linking these variables was proposed and tested, using a LISREL analysis. Results generally supported the model. (French abstract) (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

"Attenuation of Gastric Lesions by Psychological Aspects of Aggression in Rats": Erratum.

Reports an error in the original article by Jay M. Weiss, Larissa A. Pohorecky, Sherry Salman, and Michael Gruenthal (Journal of Comparative & Physiological Psychology, 1976[Mar], Vol 90[3], 252-259). The figures on pages 255 and 257 should be reversed as Figure 4 now bears the caption of Figure 3 and vice versa. The figures with their correct captions are provided. (The following abstract of this article originally appeared in record 1976-20292-001.) In a study with 80 male albino rats, Ss that fought with each other in response to electric shock showed reduced gastric lesions in comparison with Ss that received the same shocks alone so that fighting behavior did not occur. Also, gastric lesions were similarly reduced in Ss that fought even though they could not physically contact one another because of a barrier between them. In this case, the "protective" effect of fighting derived from the release or display of fighting behavior and did not require physical combat. A 2nd experiment with 48 rats showed that Ss that received shock together but did not engage in fighting behavior showed no reduction of gastric lesions, so that the protective effect of fighting was not an artifact of Ss receiving shock together. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Errata.

Reports an error in "Alpha-adrenergic receptors in hypothalamus for the suppression of feeding behavior by satiety" by D. L. Margules (Journal of Comparative & Physiological Psychology, 1970[Oct], Vol 73[1], 1-12; see record 1971-03588-001). On page 3, paragraph 1 of the Method section, the angle of implantation of cannulas was 6° from the perpendicular; in paragraph 2 of the Method section, the following sentence was omitted: All rats were maintained on a reversed dark-light cycle (lights off at 0800 hr. and on at 2000 hr. EST) and were drugged in the dark. On page 10, paragraph 6, line 10 of the Discussion section, "abolishes" should read "enhances." In "Precocious mating in male rats following treatment with androgen or estrogen" by Michael J. Baum (Journal of Comparative & Physiological Psychology, 1972[Mar], Vol. 78[3], 356-367; see record 1972-22393-001), on page 367 the date of receipt should read August 24, 1970. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Development of the concept of truth-functional negation": Correction to Kim.

Reports an error in "Development of the concept of truth-functional negation" by Kyung Kim (Developmental Psychology, 1985[May], Vol 21[3], 462-472). In the article, several key words were omitted from the last sentence of the Method section on page 464, column 2, third paragraph. The corrected sentence is included in the erratum. (The following abstract of the original article appeared in record 1985-25108-001.) Studied the development of the concept of truth-functional negation in 2 experiments, using 36 English-speaking children (aged 3-6 yrs) and 10 Korean-speaking children (aged 4-5 yrs) as Ss. In Exp I, English-speaking Ss were given a sentence-variation task in which the following 4 sentence types were used to describe 36 pictures of common items: true affirmative, false affirmative, true negative (TN), and false negative. The results show that a majority of Ss under 5 yrs had difficulty with negative sentences, particularly TN sentences, indicating a lack of explicit understanding of truth-functional negation as defined in logic. In Exp II, a cross-linguistic replication of Exp I was attempted with Korean-speaking Ss. Despite some cross-linguistic differences in the negation system, the Korean-speaking Ss showed essentially the same pattern of results, suggesting that the development in question proceeds within the general limit set by the general cognitive development. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

If you are gender schematic, all members of the opposite sex look alike.

96 male and 96 female undergraduates classified on the basis of the Bem Sex-Role Inventory were asked to recall "who said what" after listening to a taped conversation either among 3 men and 3 women (the gender study) or among 3 Blacks and 3 Whites (the race study). Analysis of Ss' errors revealed that both sex-typed and cross-sex-typed Ss confused the members of the opposite sex with one another significantly more than androgynous or undifferentiated Ss did. In contrast, no individual differences related to sex typing emerged in the race study, which suggests that the greater gender schematicity of sex-typed individuals is specific to gender, as S. L. Bem's (see record 1981-25685-001) gender schema theory implies. The finding that cross-sex-typed Ss were significantly more gender schematic than anyone else and the apparent inconsistency of the data with the self-schema theory of H. Markus et al (see record 1982-23588-001) are discussed. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Network interference and number-fact retrieval: Evidence from children's alphaplication": Erratum.

Reports an error in "Network interference and number-fact retrieval: Evidence from children's alphaplication" by D. Jeffrey Graham and Jamie I. Campbell (Canadian Journal of Psychology Revue Canadienne de Psychologie, 1992[Mar], Vol 46[1], 65-91). Figure 1 was inadvertently omitted. Reprints of this article, available from the authors, will include this figure. (The following abstract of the original article appeared in record 1992-42555-001.) Investigated the origins of several phenomena of number-fact retrieval by asking 45 children (aged 8 yrs 2 mo to 10 yrs 7 mo) to memorize alphaplication facts (arithmetic-like memory items composed of letters instead of numbers). Ss' performance in the task showed paralleled aspects of simple arithmetic performance. There was a strong performance advantage for tie over nontie problems on both reaction time (RT) and errors. Specific errors frequently involved operand-related answers. Correct RTs and error rates across problems were closely linked. Correct answers to poorly learned problems tended to be the most common error responses. Performance was not as good for problems that were introduced later in the learning sequence. Results support the network-interference approach to number-fact retrieval of J. I. Campbell and D. J. Graham (see record 1986-16912-001). (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On interpreting photographs, faces, and the past.

Concurs with R. E. Fancher (see record 1987-31600-001) that the badly retouched photographs in H. H. Goddard's (1912) study of heredity in the Kallikak family were not a fraudulent attempt to make the mentally retarded Ss look sinister or diabolical. The need to interpret historical documents in their multidimensional sociological context is noted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)