"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)     

"Nature of priming effects in semantic matching": Correction to Whitlow.

Reports an error in "Nature of priming effects in semantic matching" by J. W. Whitlow (Journal of Experimental Psychology: Learning, Memory, and Cognition, 1986[Jul], Vol 12[3], 353-360). The Appendix table was constructed incorrectly. The correct table appears in the erratum. (The following abstract of the original article appeared in record 1986-29114-001.) Studied priming effects in a semantic matching task that distinguished visually based matching processes from nominally and semantically based matching processes, using 24 undergraduates. Ss judged semantic matches for 3 types of word pairs: identical (e.g., robin-robin), same category (e.g., robin-sparrow), and different category (e.g., robin-truck). Visual matching was isolated by comparing performance between physical identity (e.g., robin-robin) and nominal identity (e.g., robin-ROBIN) pairs. Physical identity pairs, which allowed visually based matching, exhibited an interaction between priming and the typicality of category exemplars that was absent in nominal identity and same-category pairs. Priming had no effect on nominal identity pairs. For same-category pairs, which required semantically based matching, priming produced facilitation at all levels of typicality. The results bring the semantic matching paradigm into agreement with other procedures that show that priming facilitates processing for all related targets. Categories and exemplars used as stimulus materials are appended. (18 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)     

"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)     

"Temporal measures of vocalization: Some methodological considerations": Correction to Swingle.

Reports an error in "Temporal measures of vocalization: Some methodological considerations" by Paul G. Swingle (Journal of Personality and Social Psychology, 1984[Dec], Vol 47[6], 1263-1280). The copyright notice was inadvertently omitted. The notice that should have appeared on the first page of this article is provided in the erratum. (The following abstract of the original article appeared in record 1985-11098-001.) Five studies--with 164 university students, 56 military personnel, and 4 elderly persons--examined methodological issues associated with temporal measures of vocalization. The simple measures of phonation, silence, and interrupt and measures of silence relative to phonation were found to be sensitive to task and emotional factors and were stable across experience. A procedure for analyzing interviews is presented, and potential applications of the temporal measures are discussed. (46 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Factors in the Self-Deception Questionnaire: Association with depression": Correction to Roth and Ingram.

Reports an error in "Factors in the Self-Deception Questionnaire: Associations with depression" by David L. Roth and Rick E. Ingram (Journal of Personality and Social Psychology, 1985[Jan], Vol 48[1], 243-251). Errors appear in Table 2 on page 247. The factor loading for Item 7 (.65) is listed under Factor 2 and it should be under Factor 4. The factor loading for Item 18 (.54) is listed under Factor 2 and it should be under Factor 3. (The following abstract of the original article appeared in record 1985-17551-001.) Administered the Self-Deception Questionnaire (SDQ) and the Beck Depression Inventory (BDI) to 60 male and 52 female undergraduates and replicated the negative correlation found by H. A. Sackeim and R. C. Gur (1978; see also PA, Vol 62:6213). The SDQ was factor analyzed to determine which factors might account for this correlation with depression. Analysis showed that the 3 largest factors, identified by content themes of relationship with parents, emotionality, and denial of tabooed activities, correlated reliably with the BDI. Acceptable conceptualizations of distortion and reality and data that empirically relate those conceptualizations to depression and other forms of psychopathology are needed to clarify any associations that exist between cognitive accuracy and emotional functioning. (34 ref) (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)     

"An examination of the relations among career subscales": Correction to Fuqua and Newman (1989).

Reports an error in "An examination of the relations among career subscales" by Dale R. Fuqua and Jody L. Newman (Journal of Counseling Psychology, 1989[Oct], Vol 36[4], 487-491). It was incorrectly reported that a principal-components analysis with varimax rotation was performed. In fact, principal-axis factoring with varimax rotation was performed, and it is the results of this analysis that are reported in Table 2 of the article. In principal-axis factoring communalities are used on the main diagonal of the correlation matrix. Initially, these communalities are equal to the squared multiple correlation of the variable with the other variables in the set. An iteration procedure is used to improve these initial estimates of communalities. Another point of clarification is that in the principal-axis factoring reported in Table 2, we used listwise deletion of missing data, whereas we calculated the correlations reported in Table 1 by using pairwise deletion of missing data. The effect of these different procedures is that the factor analysis (N = 98) was based on a slightly different correlation matrix that the one reported in Table 1, and consequently, Table 2 cannot be exactly reproduced by factoring the correlations reported in Table 1. Also, the sign of the correlation of the Career Decision Profile Choice-Work Importance (row 13) and Decidedness (column 7) subscales (.37) is given as positive in Table 1, whereas it was in fact negative. (The following abstract of the original article appeared in record 1990-03287-001.) We examined 13 career subscales contained in 4 measures of career indecision to determine how different measures relate to one another and how many dimensions may exist across these different instruments. Ss completed career instruments and measures of state and trait anxiety, which were included to aid in the interpretation of factors. Correlations provide some evidence of the convergent validity of the subscales. A factor analysis yielded a three-factor solution accounting for 55.9% of the variance. The first and most general factor was interpreted as a component that represented information about occupations and self. The second factor was interpreted as a more indecisive component and was positively correlated with anxiety. The third factor seemed to be an affective comfort component but failed to relate to anxiety as was expected. Theoretical and practical implications of these findings are discussed. (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)     

"Perceived social support among college students: Three studies of the psychometric characteristics and counseling uses of the Social Support Inventory": Correction to Brown, Brady, Lent, Wolfert, and Hall.

Reports an error in "Perceived social support among college students: Three studies of the psychometric characteristics and counseling uses of the Social Support Inventory" by Steven D. Brown, Theresa Brady, Robert W. Lent, Jenny Wolfert and Sheila Hall (Journal of Counseling Psychology, 1987[Jul], Vol 34[3], 337-354). In Table 5, the reliable change (RC) values for Clients 1-7 on the UCLA Loneliness Scale and the College Student Satisfaction Scale were incorrect. The corrected values are presented in the erratum. In addition, a note should be added to Table 5 that reads: "Posttreatment scores used in the calculation of RC are means obtained from the sum of posttreatment and follow-up scores." (The following abstract of the original article appeared in record 1987-32914-001.) Perceived social support has been shown to relate to psychological distress and well-being. However, measurement of the construct has been limited by a failure to embed perceived support in a body of psychological theory that would suggest how perceived support is produced and modified. In three studies we assessed the psychometric characteristics and counseling uses of a theory-derived measure of perceived social support, the Social Support Inventory (SSI). Results of the first study indicated that the SSI possessed excellent internal consistency reliability and concurrent validity, and it performed in theoretically predicted ways in a series of construct validity analyses. Results of the second study suggested that the SSI may not be influenced by mood state or demand characteristics. The third study concerned a counseling intervention developed from the SSI's theoretical base. Reported outcomes are from the first 7 consecutive college student clients exposed to the intervention for difficulties in their social transition to college. We also describe the person-environment fit theory from which the SSI was derived and discuss future conceptual and research needs on the theory, instrument, and intervention. (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)     

"Common factors in the identification of an assortment of brief everyday sounds": Correction to Ballas (1993).

Reports an error in "Common factors in the identification of an assortment of brief everyday sounds" by James A. Ballas (Journal of Experimental Psychology: Human Perception and Performance, 1993[Apr], Vol 19[2], 250-267). A previous notice regarding this article incorrectly identified the volume number and date of publication of the journal in which this article appeared. (The following abstract of the original article appeared in record 1993-28211-001.) Acoustic, ecological, perceptual and cognitive factors that are common in the identification of 41 brief, varied sounds were evaluated. In Exp 1, identification time and accuracy, causal uncertainty values, and spectral and temporal properties of the sounds were obtained. Exp 2 was a survey to obtain ecological frequency counts. Exp 3 solicited perceptual–cognitive ratings. Factor analyses of spectral parameters and perceptual–cognitive ratings were performed. Identification time and causal uncertainty are highly interrelated, and both are related to ecological frequency and the presence of harmonics and similar spectral bursts. Exps 4 and 5 used a priming paradigm to verify correlational relationships between identification time and causal uncertainty and to assess the effect of sound typicality. Results support a hybrid approach for theories of everyday sound identification. (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)     

"Use of analogy in learning scientific concepts": Correction to Donnelly and McDaniel.

Reports an error in "Use of analogy in learning scientific concepts" by Carol M. Donnelly and Mark A. McDaniel (Journal of Experimental Psychology: Learning, Memory, and Cognition, 1993[Jul], Vol 19[4], 975-987). The captions for Figures 1 and 2 on pp. 979 and 980, respectively, were transposed. The figures and the correct captions are included in the erratum. (The following abstract of the original article appeared in record 1993-44140-001.) Four experiments compared learning of scientific concepts as expressed in either traditional literal form or through an analogy. Comprehension of basic-level details and inferential implications was measured through multiple-choice testing. In Exp 1, literal or analogical renditions were presented in textual form only. In Exp 2, text was accompanied by a dynamic video. In Exp 3, the video and text literal rendition was compared with a text-only analogical rendition. In Exp 4, Ss read only about a familiar domain. Ss consistently answered basic-level questions most accurately when concepts were expressed literally, but answered inferential questions most accurately when concepts were expressed analogically. Analysis of individual differences (Exp 2) indicated that this interaction strongly characterized the conceptual learning of science novices. The results are discussed within the framework of schema induction. [A correction to this article appears in Journal of Experimental Psychology: Learning, Memory, and Cognition, 1993, Vol 19(5), 1093. The captions for Figures 1 and 2 are corrected.] (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The truly false consensus effect: An ineradicable and egocentric bias in social perception": Correction.

Reports an error in the original article by J. Krueger and R. W. Clement (Journal of Personality and Social Psychology, 1994[Oct], Vol 67[4], 596–610). A correction to the equation on page 605 is provided. (The following abstract of this article originally appeared in PA, Vol 82:5338.) Consensus bias is the overuse of self-related knowledge in estimating the prevalence of attributes in a population. The bias seems statistically appropriate (R. M. Dawes; see record 1989-25841-001), but according to the egocentrism hypothesis, it merely mimics normative inductive reasoning. In Exp 1, Ss made population estimates for agreement with each of 40 personality inventory statements. Even Ss who had been educated about the consensus bias, or had received feedback about actual consensus, or both showed the bias. In Exp 2, Ss attributed bias to another person, but their own consensus estimates were more affected by their own response to the item than by the other person's response. In Exp 3, there was bias even in the presence of unanimous information from 20 randomly chosen others. In all 3 experiments, Ss continued to show consensus bias despite the availability of other statistical information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)