Comparative effects of adjunct postquestions and instructions on learning from text.

Two experiments investigated whether instructions to students about how and what to learn can facilitate learning as effectively as adjunct postquestions. In Exp I, 4 groups of 20 undergraduates each were tested: a read-only control group, an adjunct-question group, an instruction group, and an adjunct question plus instruction group. All groups performed significantly better than the control group on a test that required recall of verbatim factual information. Incidental questions were answered somewhat better by instruction Ss than by adjunct-question Ss. The 2nd experiment, with 87 adult males, replicated Exp I, except that the adjunct and test questions were derived by paraphrasing factual information from the text. Instructions on how to study for paraphrase test questions were developed for the instruction groups. All groups performed significantly better than the control group. When adjunct postquestions were repeated on the final test, they were answered somewhat better by the 2 adjunct question groups than by the instruction group. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of cooperative, competitive, and individualistic goal structures on computer-assisted instruction.

Investigated the impacts of computer-assisted cooperative, competitive, and individualistic instruction on student achievement and attitudes. 71 8th graders were randomly assigned to conditions stratified for sex and ability. 24 Ss (13 boys and 11 girls) were assigned to the cooperative condition, 22 Ss (11 boys and 11 girls) to the competitive condition, and 25 Ss (14 boys and 11 girls) to the individualistic condition. In all conditions Ss completed the same computer-assisted instructional unit. Results indicate that computer-assisted cooperative instruction promotes greater quantity and quality of daily achievement; more successful problem solving; and higher performance on factual recognition, application, and problem-solving test items than does computer-assisted competitive or individualistic learning. The girls' attitudes, compared with the boys', were adversely affected within the competitive condition. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's judgments of their own and their peers' academic competence.

A standardized open-ended interview was used to study how 96 4–8 yr old children judged their own and their classmates' abilities. Ss were asked to explain how they knew who in their class was best and who was worst at various tasks and who was the best and who was the worst thinker. Ss also rated themselves and their classmates on how smart each was and explained their ratings. Content analyses of responses revealed that younger Ss, particularly males, were more likely than older Ss to refer to sociability in their ability judgments; they were less likely to base their judgments on social comparisons or on the difficulty level of the task. Ss at all age levels frequently explained ability judgments in terms of effort or work habits, although work habits tended to be referred to less by preschool-age Ss than by older Ss. Ss' ratings of their own ability declined with grade; ratings for peers were lower than self-ratings and did not change as a function of grade level. Self-ability ratings of Ss in kindergarten through the 3rd grade and their ratings of classmates were significantly correlated to teacher ratings of relative academic standing. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of ethnic, sex, and attitude similarity on counselor credibility.

Surveyed 63 male and 64 female Mexican-American community college students to determine their attitude toward acculturation. Ss were then randomly assigned to receive written material describing the sex, ethnicity, and attitude toward acculturation of a counselor they subsequently heard in a tape-recorded excerpt of a counseling session. After reading the written introduction and listening to the counseling excerpt, Ss rated the counselor's credibility and attractiveness on the Counselor-Effectiveness Rating Scale (CERS). A repeated measures ANOVA revealed a significant interaction between attitude similarity and the repeated factor (CERS subscales). Post hoc analyses indicated that Ss' ratings of their willingness to see the counselor were significantly lower than other credibility ratings for those Ss who were exposed to a counselor with a dissimilar attitude. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Amnesia, feelings of knowing, and the guilty knowledge test.

A rating technique measuring feelings of knowing and a guilty knowledge polygraph test were used to distinguish between laboratory Ss who were either simulating amnesia or were genuinely amnesic to information contained in an account of a rape. Ss were 40 university students. Each S denying knowledge of an item rated from 1 to 7 the likelihood of recalling the item if given more time, a hint, or the item amongst similar items. In a 2nd interview with the polygraph, questions of which that S had denied memory were asked. Analyses revealed no differences between the feeling-of-knowing ratings given by genuine or simulating amnesics but found that skin resistance changes occurred more frequently to critical items on the guilty knowledge test with simulators than with those who were genuinely amnesic. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of locus of control, cueing, and relevance on memory for passages.

24 internal and 24 external (Rotter's Internal–External Locus of Control Scale) undergraduates read 6 passages representing 3 operationally-defined levels of relevance under either a cued (informed of memory test) or uncued (not informed of memory test) condition. On a retention test 24 hrs later, internals scored consistently higher than externals. Ss performed best on material of high relevance, with their scores declining systematically on material of medium and low relevance. Results do not support the contention derived from social learning theory that internals would only be superior to externals on relevant material under uncued instruction. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Judged happiness: Effects of mode of recall of positive and negative experiences.

Obtained ratings of happiness with life in general from 159 undergraduate Ss before or after estimates of how often they felt either delight or annoyance. Estimates were made both in terms of absolute frequency categories and in self-ratings, and half of the Ss were instructed to base their frequency ratings on detailed memories for actual events. Comparative ratings of delight were positively related to overall happiness, regardless of experimental condition, although the direction of correlation between comparative ratings of annoyance and overall happiness depended on the condition. For Ss who rated annoyance before happiness, those who reported relatively more annoyance than others gave lower ratings of general happiness when using vivid, detailed, recalled events, but not under nonvivid recall. The pattern was reversed when happiness was rated before annoyance. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effect of imagery on explicit and implicit tests of memory in young and old people: A double dissociation.

Examined the effect of imagery on implicit and explicit tests of memory in young and old adults. 48 undergraduates (mean age 21 yrs) and 64 adults (mean age 72.48 yrs) in Canada were presented with 2 separate word lists in a random order and were assigned to imagery or no-imagery instruction conditions. Ss in the imagery instruction condition read the words to themselves, formed a mental image of it, and rated their ability to do so. Ss in the no-imagery instruction condition simply read the words. All Ss were tested on explicit or implicit memory tests and asked to describe the mnemonic strategies used. Results show that imaging the referent of a visually-presented word improved the performance of the young Ss on the explicit memory test, but reduced their performance on the implicit test. Results of the elderly Ss showed a similar trend but did not reach the level of significance observed for young adults. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-monitoring of attained subgoals in private study.

Compared 3 conditions of self-monitoring of private study for their effects on academic performance and intrinsic motivation. Ss were 240 1st-yr college students who were divided among high, moderate, and low achievers. Within each group, Ss were assigned to 1 of 4 study conditions: self-monitor subgoal condition, self-monitor time-on-study condition, self-monitor distal-goal condition, and control condition. In end-of-year examinations, Ss who self-monitored subgoals outperformed Ss who self-monitored either time or study or distal goals on the target course of the investigation. Furthermore, although Ss who self-monitored duration of study actually spent significantly longer on study, their examination performance was not significantly better than that of control Ss. Besides the beneficial effects on learning, subgoal self-monitoring enhanced intrinsic interest in the target course, as evidenced from Ss' ratings. Requiring Ss to turn in samples of study notes did not have an impact on examination performance; however, this requirement interacted with study condition in its effect on intrinsic interest. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sibling status effects: Adult expectations.

Investigated expectations or beliefs held by 278 adults (average age 25.3 yrs) about a child based on his or her sibling status alone. Ss were asked to describe what they would expect a child without brothers or sisters, a child who was the oldest in his or her family, and a child who was the youngest in his or her family to be like. Ss seemed to have higher expectations for and give more positive ratings to oldest children than to only or youngest children. The ordinal position and parental status of the S also had an effect on the ratings given. Ss who were youngest children and Ss who were only children tended to show some bias toward their own sibling group; Ss who were oldest children actually gave their own sibling status lower group ratings than did other Ss. Ss with children tended to give higher ratings to all 3 sibling groups than did Ss without children. Results are discussed in terms of how these expectations may develop and their effects on the child's development. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences and autonomic control: Absorption, hypnotic susceptibility, and the unilateral control of skin temperature.

Proposed to (a) replicate earlier findings that human Ss could voluntarily control peripheral skin temperature, (b) test the hypothesis that hypnotic susceptibility and the capacity for absorbed, imaginative attention would enhance autonomic learning and performance, and (c) demonstrate a learning effect, if one exists. A comparison was made with 7 Ss who scored high and 7 Ss who scored low on both a modified version of the Harvard Group Scale of Hypnotic Susceptibility and the Tellegen Absorption Scale. Auditory feedback was used to train Ss to produce a difference in skin temperature in one hand relative to the other in a direction specified by the E. Large and reliable performance and learning effects were found, but they were unrelated to hypnotic susceptibility or the capacity for absorbed, imaginative attention. Variables that might account for individual differences in learning and performance are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Feeling-of-knowing ratings distinguish between genuine and simulated forgetting.

Three experiments with 104 undergraduates investigated the relation between genuine and simulated forgetting of a specific episode. Ss who had genuinely forgotten an episode and those who were instructed to simulate forgetting of the same episode made feeling-of-knowing ratings concerning the likelihood that they could remember the episode on their own or in the presence of cues. They also verbalized their thoughts as they attempted for several minutes to recall the forgotten episode. Patterns of feeling-of-knowing ratings made by genuine and simulating Ss were similar in several respects but differed systematically in that simulators consistently expressed less confidence that cues would facilitate retrieval than did genuinely forgetful Ss. A panel of psychologists and psychiatrists who judged verbal protocols of Ss' retrieval attempts could not distinguish between genuine and simulating Ss, even when they expressed certainty that they had. The role of metamnemonic knowledge in attempts to simulate forgetting is discussed. (47 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A direct test of and an alternative explanation for judgments of attractiveness of supporters of the women's movement.

Previous studies investigated the possible bias against women who support the women's movement, using a paradigm requiring Ss to sort photographs into 2 categories. Based on these sortings, differential judgments of physical attractiveness were inferred without having the Ss who performed the sorting actually rate the photos. To provide increased confidence in the previous findings, the present authors asked 91 female and 69 male undergraduates to rate photos thought to depict persons with varying positions toward the movement. Additionally, correlational data were gathered to test the explanation of an attitude similarity mediated error that can subsume the previous mixed findings. The results replicated the earlier findings, indicating no general bias against supporters. There were no differences between male and female Ss on their mean ratings of either male or female photographs and no attribution of profeminist attitudes to lower attractiveness ratings for either male or female Ss. However, attractiveness ratings were related to Ss' attitudes. It is concluded that persons erroneously perceive similar others to be more attractive than dissimilar others, rather than perceiving supporters in general to be less attractive. (French abstract) (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The basis of test predictions for text material.

Investigated the relationship between test predictions and test performance for text material. Ss predicted test performance or made judgments about ease of comprehension both before and after reading short expository texts. As Ss gained more information about texts, the correlations between predictions and performance increased. Generally, test predictions were better predictors of test performance than were ease of comprehension ratings. Exps 2 and 3 showed that Ss use domain familiarity in their test predictions, but this declines from before to after reading. Increased accuracy of test predictions from before to after reading was interpreted as indicating that Ss use specific information gained from reading texts to make accurate predictions about their future test performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of belief on acupuncture analgesia.

24 undergraduates who had indicated either a high or low level of belief in acupuncture-induced analgesia received either acupuncture or a pseudo-acupuncture treatment prior to a 60-sec cold-pressor test. Ss also completed the State scale of the State-Trait Anxiety Inventory at the beginning of the experiment and provided ratings of pain intensity during the cold-pressor test. Ss who held positive beliefs about the effectiveness of acupuncture and who received actual acupuncture treatment reported lower pain than did Ss with negative beliefs and those who received pseudo-acupuncture. Anxiety ratings did not differ between groups. The ratings of belief in acupuncture shown by the 2 groups tended to converge after treatment. Results suggest that differences in the analgesic effects of acupuncture are influenced by expectancy effects and the degree to which expectations are confirmed during the treatment procedure. (French abstract) (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Agreement on initial impressions: Differences due to perceivers, trait dimensions, and target behaviors.

Assesses agreement as a function of the trait being judged, the information presented, and individual differences to spontaneously use particular trait dimensions. In Experiment 1, there was a reliable amount of agreement in rating the targets, but this was greater if the traits were related to extraversion (Factor 1 traits) than to intelligence, honesty, or conscientiousness (Factor 2 traits). In Experiment 2, Ss viewed videotapes of interviews in which the questions focused on information relevant to either Factor l or Factor 2 traits. Again there was greater agreement in ratings of Factor 1 than Factor 2 traits, but this difference was reliably reduced if Ss saw the tape that focused on Factor 2 information. Regardless of the tape viewed, Ss who frequently used Factor 2 traits gave ratings on these that were in greater agreement with those of judges as a whole. Ss judged Factor 2 traits as more difficult to clearly confirm. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of sex guilt, repression, sexual "arousability," and sexual experience on female sexual arousal during erotica and fantasy.

Hypothesized that, among women who were asked to fantasize about sex, erotic preexposure would facilitate arousal during the fantasy, and arousal would be greater among those who had less sex guilt, those who were more arousable, those who were more experienced, and sensitizers. 62 female Ss (aged 18–53 yrs) were randomly assigned to view either an erotic or a nonerotic videotape. All Ss then imagined and wrote out a sexual fantasy. Sexual arousal was measured subjectively by self-report ratings and physiologically by continuous vaginal photoplethysmograph recording. Ss high in sex guilt reported less arousal but showed significantly greater physiological arousal during the erotic videotape than did Ss low in sex guilt. For the high sex-guilt Ss, the erotic videotape facilitated physiological arousal during fantasy. Ss low in sexual arousability and low in sexual experience followed a similar pattern. No significant differences were found for repression-sensitization. Results point toward a pattern of behavioral inhibition that facilitates increased response to forbidden erotica. (36 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Systematic distortions in memory-based behavior ratings and performance evaluations: Consequences for rating accuracy.

To test the hypothesis that memory-based ratings should be less accurate than ratings collected under conditions that minimize demands on memory, data were obtained from 82 undergraduates who had rated 4 videotapes of graduate student lecturers. Half of the tapes were rated immediately after they were viewed; Ss returned the following day and rated the remaining tapes from memory. Memory-based behavior ratings and performance evaluations showed higher intercorrelations (more halo) than did ratings that were collected immediately after viewing the ratee's performance. However, ratings were systematically more accurate in the delayed-rating condition than in the immediate-rating condition. It is argued that (1) under certain conditions, raters may depend on their general impressions of ratees rather than on their memory for specific details; and (2) these schematic evaluations may preserve a greater proportion of valid information, as compared with irrelevant detail, than is available immediately after observing ratee behavior. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Validity of students' evaluations of teaching effectiveness: Cognitive and affective criteria.

Undergraduates' evaluations of teaching were validated against both cognitive and affective criteria of effective instruction. Ss randomly enrolled in 1 of 31 sections of a course in computer programming. They completed a pretest, evaluated teaching at the middle and end of the course, and completed a standardized final examination. Sections did not differ significantly on pretest measures of ability and interest. Sections of Ss who, on the average, rated their instructors more favorably also did better on the final examination, felt better able to apply course materials, and were more inclined to pursue the subject further. End-of-term ratings correlated more highly with each of the criteria than did the midterm ratings. Finally, although both cognitive and affective criteria of effective teaching were correlated with different components of S ratings, the cognitive and affective criteria were not correlated with each other. This indicates the importance of considering multiple criteria in the evaluation of effective teaching. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)