Aggression and blood pressure responses of high- and low-guilt subjects following frustration.

After completion of the Forced-Choice Guilt Inventory, a total of 64 females were randomly assigned to frustration or neutral conditions. Frustrated Ss were told by E that their performance on a counting task was unsatisfactory and were not given an expected reward. Frustrated Ss showed (a) a significant increase in diastolic blood pressure during the task; (b) more aggression toward E on a postexperimental Research Evaluation Questionnaire (REQ); and (c) a significant decrease in diastolic pressure after the REQ, especially in low-guilt Ss. No differences were found between groups in systolic pressure, and not all high-guilt Ss inhibited their aggression. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Drug experiences, knowledge, and attitudes of high- and low-guilt individuals.

Administered the Mosher Forced-Choice Guilt Inventory and a drug attitude and use questionnaire to 121 undergraduates. Findings clearly indicate a relationship between guilt and experience, attitudes, and knowledge about drugs and support D. Mosher's view that guilt as a personality predisposition results in the inhibition of behaviors that are culturally prohibited. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Natural rates of teacher approval and disapproval and their relation to student behavior in intermediate school classrooms.

Studied the natural rates of teacher approval of appropriate student behavior and off-task student behavior and disapproval of off-task behavior in 84 intermediate school 6th–9th grade classrooms. Six students were selected at random from each class, and their behaviors were recorded using a behavioral assessment instrument. Teachers' interactions with students were recorded using an event-recording procedure. Higher rates of approval of off-task behavior were associated with lower rates of on-task behavior. The lowest rates of teacher disapproval were associated with the highest rates of student on-task behavior. Mean rates of teacher approval were found to exceed rates of disapproval, in contrast to previous studies. Inappropriate approval also appeared to be a relevant factor in managing classroom behavior. Results suggest that to achieve an acceptable level of on-task behavior, teachers must provide high rates of appropriate approval combined with low rates of both inappropriate approval and disapproval. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rates of teacher verbal approval and disapproval to higher and lower ability classes.

To determine whether teachers' rates of verbal approval and disapproval vary with the ability level of a class, 5 social studies teachers and 5 mathematics teachers were observed teaching both higher ability and lower ability classes in an inner-city junior high school. Teachers emitted more disapprovals in lower ability classes than in higher ability classes, and the extra disapprovals in the former were predominantly of the managerial type (aimed at controlling social behavior). Also, in general, teachers almost never praised pupils for behaving well socially, but they did approve of instructional behaviors more frequently than they disapproved of these behaviors. Both teacher and pupil behaviors are discussed in terms of social learning theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of social approval on the verbal behavior of emotionally disturbed and normal children.

96 nondefective Ss in Grades 4-9 who were referred to a child psychiatric clinic were compared with a group of 120 public school Ss of similar intellectual and educational level in terms of their response to a Taffel-type verbal conditioning procedure. 1/2 of the Ss in each group were experimental, to whom E said "good" following their use of a 1st-person pronoun, and 1/2 were controls, to whom E made no verbal response. Normal experimental Ss showed a statistically significant increase in their usage of the reinforced words, while clinic experimental Ss, as a group, failed to show a significant increase in such usage. Verbal approval was shown to have a differential effect depending upon the S's emotional status. In neither group did grade level have an effect upon rate of conditioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of instructions on free associative sexual responses of subjects varying in need for approval.

Administered a double entendre word association test to Ss high and low in need for approval (as measured by the Marlowe-Crowne Social Desirability scale). Ss were then told that many of the words had sexual meanings and were asked to identify them. Ss subsequently completed the test again. Under standard instructions, the low need for approval Ss had significantly higher sexual responsivity scores (p     

Elicited effects of approval and disapproval: An examination of parameters having implications for counseling couples in conflict.

Explored the elicited effects of changes in approval and disapproval behaviors on the behaviors and perceived satisfaction of dating partners. 80 dating couples role-played conflict situations, and their behaviors were observed by trained raters. The couples periodically reported their perceptions of their behaviors. Four of the 5 hypotheses were substantiated. Disapproval was found to elicit strong reciprocal behavior and dissatisfaction. Approval eliciting effects occurred but were weaker. Male elicitors, in particular, felt less satisfied and less powerful. The potential implications of these results for behavioral treatment of couples are discussed. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of cue salience on the behavior of obese and normal subjects.

Hypothesized that a Body Weight * Cue Salience interaction would occur in determining responsiveness to external cues. Ss were 37 normal and 33 obese male high school students. Obese Ss were expected to be more responsive than normal Ss to highly salient external cues and less responsive to low salient cues. Salience was manipulated by varying the loudness of an auditory cue. Results support the hypothesis (p     

Teaching rime analogy or letter recoding reading strategies to prereaders: Effects on prereading skills and word reading.

Two experiments and a longitudinal study examined teaching rime analogy or letter recoding reading strategies to prereaders. Grade 1 children with weak prereading skills were assigned to rime analogy, letter recoding, or control groups. Treatment groups had equal word reading except for with words like sight, where the rime analogy group excelled. Experience with rime analogy increased letter recoding ability, but teaching in letter recoding did not enhance rime analogy. Treatment groups read as many nonwords as did children with high prereading skills, and this was maintained 4 months later. Treatment effects on prereading skills with kindergartners paralleled the Grade 1 results, but reading effects were weaker. Children changed reading strategies when a clue word was present that shared a rime spelling with the test word. Children learned to read with a rime analogy or letter recoding reading strategy, and many developed new reading strategies independently. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teacher and student behavior in high- and low-ability groups.

Examined differences in the behavior of 20 teachers and 219 students in high- and low-ability groups within heterogeneous kindergarten and 1st-grade classrooms. Students in the highest and lowest reading groups in each of 19 classrooms were observed for 90 min; codes for instructional setting, teacher behavior, and child behavior were recorded sequentially and continuously in 10-sec blocks. Interviews with teachers showed that they assigned students to groups primarily on the basis of informal observations of the child's ability and teacher-made tests and that teachers believed there were clear differences in the behavioral characteristics and academic needs of "typical" high- and low-group students. Observations revealed that (a) high-group students were more often doing individual work, whereas low-group students were more often instructed as a group; (b) teachers used more drill, more error correction, more control statements, and more positive reinforcement with low-group students; (c) low-group students received more direct instruction from teachers; and (d) low-group students were more disruptive and more often off-task than high-group students. It is concluded that the instructional setting and techniques teachers used with low-ability students were well-suited to the intellectual and behavioral characteristics of these students. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reduction of cold-pressor pain with acupuncture analgesia in high- and low-hypnotic subjects.

Examined the effect of acupuncture on the cold-pressor pain of high and low hypnotically susceptible undergraduates. The 24 high-susceptible Ss and the 24 low-susceptible Ss verbally reported their course of pain over each 60-sec cold-pressor trial on a numerical rating scale. On Trial 1, in which no groups received treatment, pain ratings did not differ between groups. On Trial 2, Ss who received acupuncture reported significantly less pain than their no-treatment counterparts. The Treatment by Susceptibility interaction was significant, with high-susceptible Ss being more responsive to acupuncture. When an acupuncture effect occurred, it was invariably one of pain reduction; in no case was pain elimination reported. It is concluded that hypnotic susceptibility may be a relevant dimension of individual differences in responsivity to acupuncture. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of number signals on reading and recall.

Examined the influence of number signals (i.e., numbers or number words preceding important textual information) on text recall. 120 undergraduates read and recalled 2 texts containing 10 target sentences each. Reading times were recorded for each target sentence. For half of the Ss, the target sentences were preceded by numbers indicating their organization; for the other half, the target sentences were not signaled. Half of the Ss completed a free-recall task, while the remainder completed a cued-recall task. Results indicate that Ss read target sentences more slowly if they were signaled than if they were unsignaled. Ss' recalls of target information followed the text organization more closely if the sentences were signaled. Signaling aided free recall of target sentences, but had no effect on cued recall. Results demonstrate that number signals directed attention to the sentences they marked, led to better encoding of the organization of target information, and influenced the process of recalling the target information. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of question-generation training on reading comprehension.

Explored the effects of training in question generation on comprehension question performance, quality and form of generated questions, and accuracy of predicted comprehension. 260 6th-grade students were placed in 1 of 5 experimental groups: question training, question-generation practice, inference question-response practice, literal question-response practice, and no-question control. Groups met for 5 40-min lessons over a 2-wk period and were subsequently assessed during 2 testing sessions. Results indicate that Ss trained to generate questions for expository passages outperformed the comparison groups on several comprehension and metacomprehension measures. No interactions between reading skill and treatment condition were observed. Implications are drawn for the continued need for carefully developed tests of reliable strategy-training paradigms and for the implementation of question-generation activities with elementary school students. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The influence of phonological processing and inattentive behavior on reading acquisition.

This article reports the findings from a longitudinal study investigating the influence of phonological processing and inattentive behavior on reading acquisition. Data from individually administered measures of phonological processing and reading, as well as teacher ratings of children's behavior, were collected from a cohort of 132 children at 12-month intervals, from kindergarten to 2nd grade. Results from multiple linear regression analyses employing latent constructs of phonological abilities and inattentive behavior provided support for the hypothesized model, with kindergarten measures of inattentiveness and phonological abilities predicting subsequent reading performance. An analysis of reciprocal relationships among these constructs revealed evidence that inattentiveness also interfered with the acquisition of phonological analysis skills. Implications for reading instruction and reading interventions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Disgust sensitivity predicts intuitive disapproval of gays.

Two studies demonstrate that a dispositional proneness to disgust (“disgust sensitivity”) is associated with intuitive disapproval of gay people. Study 1 was based on previous research showing that people are more likely to describe a behavior as intentional when they see it as morally wrong (see Knobe, 2006, for a review). As predicted, the more disgust sensitive participants were, the more likely they were to describe an agent whose behavior had the side effect of causing gay men to kiss in public as having intentionally encouraged gay men to kiss publicly—even though most participants did not explicitly think it wrong to encourage gay men to kiss in public. No such effect occurred when subjects were asked about heterosexual kissing. Study 2 used the Implicit Association Test (IAT; Nosek, Banaji, & Greenwald, 2006) as a dependent measure. The more disgust sensitive participants were, the more they showed unfavorable automatic associations with gay people as opposed to heterosexuals. Two studies demonstrate that a dispositional proneness to disgust (“disgust sensitivity”) is associated with intuitive disapproval of gay people. Study 1 was based on previous research showing that people are more likely to describe a behavior as intentional when they see it as morally wrong (see Knobe, 2006, for a review). As predicted, the more disgust sensitive participants were, the more likely they were to describe an agent whose behavior had the side effect of causing gay men to kiss in public as having intentionally encouraged gay men to kiss publicly—even though most participants did not explicitly think it wrong to encourage gay men to kiss in public. No such effect occurred when subjects were asked about heterosexual kissing. Study 2 used the Implicit Association Test (IAT; Nosek, Banaji, & Greenwald, 2006) as a dependent measure. The more disgust sensitive participants were, the more they showed unfavorable automatic associations with gay people as opposed to heterosexuals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-esteem, need for approval, and cheating behavior in children.

We investigated the effects of personality and situational variables on children's cheating behavior. Two hundred twenty-eight 10- to 12-year-old boys and girls completed the Children's Social Desirability Questionnaire and the Coopersmith Self-Esteem Inventory and were given unsolvable problems at which they could "succeed" only by cheating. One group was offered a tangible prize for success, the second group was told that its performance would be made public, and the third group served as a control group. The children with high self-esteem and low need for approval cheated significantly less than the children with high self-esteem and high need for approval, who behaved similarly to the children with low self-esteem. In addition, boys cheated more than girls, and all children cheated most when they expected a tangible prize. We discuss two kinds of high self-esteem: "true" high self-esteem and defensive high-esteem. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of expectancy statements on academic performance of high- and low-ability college students.

Notes that expectancy theory holds that performance is a multiplicative function of ability and motivation-motivation being determined by individual expectations and perceptions of a situation. The role of expectations in determining academic performance was examined in a 2 (ability levels) * 2 (high-expectancy vs control groups) * 4 (test period) design. Ss were 56 undergraduates. A significant main effect due to ability and a significant interaction of ability, expectancy, and test period were found. High expectancy produced slight performance increments for all 4 test periods for high-ability Ss. High expectancy in low-ability groups resulted in higher performance than control groups for the 1st 2 test periods but lower performance for the last 2 test periods. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Socialization of achievement: Influence of mothers' need for approval on children's achievement cognitions and behavior.

Investigated the effect of mothers' need for approval (nApp) on children's expectancies for success and persistence during failure. 90 5th-grade boys and girls were asked to complete 4 puzzles, 3 of which were unsolvable. Ss stated their expectancies before each trial, before the first and last trials, or before the last trial only. On each trial children's persistence was measured. In addition, nApp of the children's mothers was measured with the Marlowe-Crowne Social Desirability Scale. Gender differences in expectancies were found only for children with high-nApp mothers, with boys stating higher expectancies than girls before both the first and last trials. With regard to persistence, differences between groups emerged only for children with high-nApp mothers. No gender differences were found. Implications of these results for parental socialization of achievement are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relations of children's motivation for reading to the amount and breadth or their reading.

The authors explored different aspects of children's reading motivation and how children's motivation related to the amount and breadth of their reading. The reading motives assessed included self-efficacy, intrinsic–extrinsic motivation and goals, and social aspects. Fourth- and 5th-grade children (N?=?105) completed a new reading motivation questionnaire twice during a school year. Children's reading amount and breadth were measured using diaries and questionnaires. Children's reading motivation was found to be multidimensional. Their motivation predicted children's reading amount and breadth even when previous amount and breadth were controlled. An intrinsic motivation composite predicted amount and breadth of reading more strongly than did an extrinsic motivation composite. Some aspects of girls' reading motivation were more positive than boys'. (PsycINFO Database Record (c) 2010 APA, all rights reserved)