Influence of socioeconomic status on children's classification and free recall.

29 kindergarten and 29 1st-grade children were divided into 3 SES levels based on their parents' education level (college, high school, or less than high school) and given 2 sort/recall tasks on sets of pictures that could be organized on the basis of familiar taxonomic or complementary relations. On 1 task, Ss sorted pictures into identical groupings on 2 consecutive trials prior to recall; on the other task, Ss sorted the pictures only once. It was found that Ss from college-educated families were more apt to sort items on the basis of taxonomic relations than Ss from high-school-educated and less-than-high-school-educated families. However, there were no significant differences in levels of recall or clustering. Results indicate that young children from low-SES homes will demonstrate high levels of memory performance when tasks are constructed so that they are familiar with the relations among the to-be-remembered items. The appropriateness of distinguishing children's cognition in terms of A. R. Jensen's (see record 1969-09740-001) Level I vs Level II dichotomy is discussed in light of recent research examining the role of knowledge base on children's memory functioning. (45 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-consciousness and self-assessment.

Investigated the effect of self-consciousness on Ss' tendencies to seek out or avoid ability-diagnostic information by giving 30 male and 44 female undergraduates bogus feedback on task performance, initially indicating that they had either moderately high or low levels of "surgency" (an ability with which they were relatively unfamiliar). Ss were allowed to choose the composition of a 2nd surgency task by selecting test items from among several categories. For some items, but not others, performance norms were ostensibly available, allowing Ss to evaluate the adequacy of their performance on those items. Results show that private self-consciousness interacted with initial outcome so that seeking norms (after success) and avoidance of norms (after failure) occurred only among Ss who were relatively high in private self-consciousness (as measured several weeks earlier by a self-consciousness scale). (41 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Performance on Piagetian tasks of Black children of differing socioeconomic levels.

233 Black children in Grades 1–6 and from 2 socioeconomic (SES) levels, as determined by eligibility for the school lunch program and parents' occupations, were given 5 Piagetian tasks to determine if differences in SES were associated with differences in cognitive development levels. Measures of reasoning, seriation, classification, causation, and conservation were used. Analysis of variance (ANOVA) showed that in all 5 variables the higher SES Ss performed better than lower SES Ss. The conservation measure showed distinct developmental differences between the high- and low-SES Ss. Examination of the means suggested only a small difference in developmental level between the SES groups on the other tasks. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interactive effects of test anxiety, test difficulty, and feedback.

Examined interactive effects of item difficulty, test anxiety, and failure feedback in a study of 67 undergraduates (mean age 20.1 yrs) using multiple-choice verbal aptitude items. Ss' levels of test anxiety were measured on the Achievement Anxiety Test and the Test Anxiety Scale. Ss were then randomly assigned to receive either a hard or an easy test either with or without immediate feedback. Results indicate that ability estimates can be affected in complex ways by the examinee's anxiety level. The least anxious Ss in the sample did best on a very hard test, and moderately anxious Ss did best on an easy test, whereas the most anxious Ss did poorly on both tests. In addition, it was found that immediate feedback improved performance, especially for Ss given an easy test. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prevention of learned helplessness in humans.

Prevention of learned helplessness (LH) through the use of thermal biofeedback training and varied explanations of performance was explored. One group of Ss received biofeedback training directly prior to exposure to an experimentally produced LH situation. A 2nd group also received biofeedback training but were given false/negative feedback about their performance. A 3rd group received only the LH procedure, and a 4th group served as a no-treatment control. Only in the biofeedback group receiving accurate feedback was there any prevention of the subsequent development of LH behavior. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of biofeedback-based relaxation on stuttering during reading and spontaneous speech.

Conducted 3 studies to develop methodology for using biofeedback to reduce stuttering by teaching relaxation of speech-related muscles. A total of 19 stutterers (mean ages 22.1–24.6 yrs) participated in 8–25 1-hr sessions. In Study 1, 7 Ss learned voluntary relaxation of the masseter muscles, and stuttering was essentially eliminated while reading units of 1–4 syllables. Study 2 attempted to enhance the generalization of fluency by training 6 Ss to develop their own internal cues for relaxation. Fluency generalized well to periods of no feedback, but relaxation generalized much less well. In Study 3, which specifically attempted to enhance the generalization of relaxation, 6 Ss were successfully trained to generalize both relaxation and fluency skills to spontaneous speech periods of up to 4-word units involving no feedback. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differential proprioceptive feedback and DRL performance of normal and septal rats.

In a study with 18 Long-Evans hooded rats, normal Ss and Ss with septal lesions were run on a differential reinforcement of low rate schedule in the presence or absence of a differential response feedback produced by systematically varying the force required to depress the lever. For each of 3 treatment conditions, the required force either decreased, increased, or remained constant. By the end of training, normal and lesioned Ss were not significantly different from each other on all performance measures examined when differential response feedback was provided (i.e., decreasing or increasing force). However, significant lesion-normal differences were present when such feedback was absent (i.e., constant force). (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the relationship between differential outcomes and differential sample responding in matching-to-sample.

Four experiments involving 24 experimental pigeons and 24 experimentally naive pigeons examined control over choice by differential sample responding in matching-to-sample with differential outcomes. In Exp 1, Ss initially learned to match with food vs no-food outcomes. Their performances later transferred to other samples to which responding vs not responding had been explicitly reinforced with a single outcome (food). In Exp 2, Ss initially learned to produce the comparisons by pecking 1 sample but not the other. Transfer was then observed to new samples associated with food vs no food (and thus often vs seldomly pecked). Exps 3 and 4 showed that transfer of matching required differential behavior to each sample set and did not depend on explicit conditioning of that behavior prior to acquisition. Results show that differential sample behavior provides a redundant cue for choice in differential outcome matching-to-sample. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of attributions for success on the alleviation of learned helplessness and depression.

Investigated the effects of attributions for success on the alleviation of mood and performance deficits of 104 19–60 yr old clinically depressed inpatients. Ss were assigned to either an acutely depressed group or an improved depressed group that was exposed to a learned helplessness induction procedure. Ss received 80% positive feedback on a task allegedly measuring social intelligence. Concurrently, Ss were exposed to experimental manipulations designed to induce attributions of this experience to 1 of 4 types of causes (internal–general, internal–specific, external–general, external–specific). Following this task, Ss' mood, expectancies, and anagram performance were assessed. Results indicate that helpless and depressed Ss who received the internal attribution manipulations reported less depressed mood than Ss in the external attribution conditions. Similarly, Ss in the general attribution conditions performed better and reported higher expectancies for success on the anagrams than Ss in the specific attribution conditions. Results are supportive of an attribution theory model of learned helplessness and depression. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of interpersonal understanding: A longitudinal and comparative study of normal and disturbed youths.

Using an interview procedure, levels of interpersonal understanding were assessed for 17 behaviorally and emotionally disturbed boys and were compared longitudinally, across 3 assessments at 2- and 4-yr intervals, with those of 17 better-adjusted male peers matched for age, race, SES, and WISC-R IQ. Ss were in Grades 1–6 at Time 1, 3–8 at Time 2, and 7–22 at Time 3. Results suggest that the sequence of progression through levels of interpersonal understanding was the same for both disturbed and normal samples but that the developmental trend of trouble Ss lagged behind that of the higher-functioning group. However, longitudinal follow-up results suggest that the developmental lag of the disturbed Ss was diminishing with time. An exploratory study conducted during Time 3 suggested that relatively low levels of interpersonal understanding were related to the self-reported use of physical and avoidant strategies to resolve conflicts. Results are considered in the context of theoretical relations between thought and action. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sociocultural change and adolescents' perceptions of parent behavior.

Administered the Children's Report of Parent Behavior Inventory (CRPBI) and an SES scale to 1,949 13–18 yr olds from 2 cities in India and to 364 age-matched Ss from 1 city in Canada. Indian Ss were designated as traditional or transitional according to the values they were taught (traditional Indian vs modern Western); Canadian Ss were designated as modern. Factor analyses of CRPBI scales revealed 3 replicable factors: Acceptance, Firm Control (FC), and Psychological Control (PC). ANOVAs were used to test the effects of culture, sex, age, and SES on the 3 CRPBI factors. Younger Ss consistently reported more PC and FC than did older ones. Modern Ss reported the most FC, and traditional Ss reported the most PC. Even though higher SES correlated with lower PC and FC, statistical SES control did not attenuate the strong cultural differences for PC. Results suggest considerable congruence between demands and parental socialization practices. (45 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Strategy training and attributional feedback with learning disabled students.

Investigated the effects of verbalization of subtraction with regrouping operations and effort-attributional feedback on the self-efficacy and skillful performance of 90 Ss (aged 11 yrs 2 mo to 16 yrs 2 mo) in Grades 6–8 who were classified as learning disabled in mathematics. Ss received training and solved problems over sessions. Ss in the 1st condition verbalized aloud while solving problems (continuous verbalization), those in the 2nd condition verbalized only during the 1st half of training (discontinued verbalization), and those in the 3rd condition did not verbalize (no verbalization). All Ss were periodically monitored and received effort feedback during the 1st half of training, effort feedback during the 2nd half of training, or no effort feedback. Findings show that continuous verbalization led to higher self-efficacy and skillful performance than did discontinued and no verbalization; providing effort feedback promoted these achievement behaviors more than not providing feedback did. Effort feedback during the 1st half of training enhanced effort attributions. The process by which verbalization promotes achievement outcomes is discussed. (42 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of instructions and feedback on blood alcohol level discrimination training in nonalcoholic drinkers.

Investigated whether nonalcoholic drinkers can be trained to discriminate their blood alcohol levels (BAL) on the basis of internal cues. 72 male undergraduates classified as heavy drinkers came to the laboratory for 3 consecutive sessions, each consisting of 5 BAL estimation trials. The 2 manipulated independent variables factorially combined were beverage sequence and administration of BAL feedback. All Ss were told that they would receive mixed drinks containing vodka and tonic on each day, and all Ss received alcohol on Day 1. On Day 2, half of the Ss received alcohol and half received tonic alone; similarly, half of the Ss in each of these groups received either alcohol or tonic on Day 3. No S received BAL feedback on Day 1, and one-third of Ss did not receive feedback on Days 2 and 3. The remaining Ss received feedback on Day 2; half of the latter Ss also received feedback on Day 3, and half did not. Ss did not learn to discriminate their BAL on the basis of internal cues. Results are discussed in reference to the utility of BAL discrimination training in alcoholism prevention programs. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Exposure to dissent and recall of information.

Recent work on minority influence has led to a debate about whether majorities and minorities exercise different forms of influence. C. L. Nemeth (see record 1986-14271-001) has argued that consistent minorities induce different cognitive processes than do consistent majorities, with a resulting impact on the quality of the judgments rendered. Two experiments test this theory. In Experiment 1, Ss heard 3 tape-recorded lists of words and learned that either a minority or a majority differed in the category "first noticed." This feedback occurred either once or over 3 trials. When exposure was once, recall was not affected by the source; when it was consistent, Ss exposed to the minority view recalled more words than those exposed to the majority view. In Experiment 2, Ss were exposed to a minority view that was either consistent over time or inconsistent over time. Ss exposed to a consistent minority had better recall than control Ss. Exposure to an inconsistent minority did not improve recall. The results offer support for the Nemeth formulation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dogmatisme paternel, niveau socio-économique et performance cognitive de pré-adolescent(e)s.

Studied the association among paternal dogmatism, socioeconomic status (SES), and cognitive development using Piagetian tasks. Human subjects: 98 male and female French-Canadian schoolage children and adolescents (aged 144–171 mo) (1st class of students in the secondary school). 98 male French-Canadian adults (aged 32–62 yrs). All Ss were from 2-parent families and consisted of 50 father–daughter and 48 father–son dyads. Paternal dogmatism was measured using the French-Canadian version of the Rokeach Scale by M. Rokeach (1960). Cognitive levels were evaluated using Piaget and Inhelder"s Permutations Test (1951). Ss" SES was measured using B. R. Blishen and H. A. McRobert"s Socioeconomic Index (1976). The results of the cognitive performance tests were analyzed statistically according to age, sex, dogmatism, and SES, using an analysis of variance (ANOVA). (English abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sequential attributional feedback and children's achievement behaviors.

Determined how the sequence of ability and effort attributional feedback influenced task motivation, attributions for success, self-efficacy, and skillful performance in 80 elementary school Ss (aged 8 yrs 2 mo to 10 yrs 5 mo) in 2 experiments. In Exp I, 40 Ss lacking subtraction skills received training and problem-solved over 4 sessions. During the problem solving, Group 1 (ability-ability) periodically received ability feedback; Group 2 (effort-effort) received little effort feedback; Group 3 (ability-effort) was given ability feedback during the 1st 2 sessions and effort feedback during the last 2; Group 4 (effort-ability) had this sequence reversed. In Exp II, 40 Ss (chosen with the same criteria as in Exp I) followed the same procedures except they were asked about their perceptions of success or failure following training. Results for both experiments show that Ss in Groups 1 and 3 developed higher ability attributions, self-efficacy, and subtraction skills compared with Ss in Groups 2 and 4. The sequence of attributional feedback did not differentially affect motivation, effort attributions, or perceptions of training successes. (42 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive interference and learned helplessness: The effects of off-task cognitions on performance following unsolvable problems.

Assessed the effects of individuals' proneness to cognitive interference on performance following failure. Ss responded to a questionnaire tapping proneness to cognitive interference and were exposed to either no feedback or failure. On completing these problems, Ss performed a cognitive task in which the memory load was varied systematically. The cognitive interference theory successfully predicted most of the group differences: (a) Only the performance of Ss with a habitual tendency to engage in off-task cognitions was debilitated by failure; (b) this performance impairment was only observed in performance accuracy in the high memory load version of the task; and (c) performance accuracy was associated with the frequency of off-task cognitions in the experiment. Results were discussed in terms of the cognitive interference interpretation of learned helplessness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of aptitudes, strategy training, and task facets on spatial task performance.

A pilot study, with 8 high school students, demonstrated that 3 item characteristics accounted for most of the variation in item difficulty in a paper-folding task: number of folds, number of obscured folds, and number of asymmetric folds. Retrospective reports suggested that Ss employed 2 strategies when attempting to solve these items: a visualization strategy and an analytic strategy. In the main experiment, these 2 strategies were demonstrated via motion picture models; 24 Ss received visualization training, and 24 received analytic training. Training effects of the demonstration films were compared with a performance feedback condition given to 8 Ss. All Ss performed 74 paper-folding items and 60 surface development transfer items following treatment. Error and latency data suggested that the treatments affected strategy selection and efficiency on both tasks. Treatment effects depended on item characteristics and response mode as well as on Ss' fluid-analytic/visualization and verbal abilities, as assessed by the Concept Mastery Test, WAIS Vocabulary test, and Raven Progressive Matrices. Sex differences were also noted, with verbal ability being important in the performance of females but not males. Implications for a process theory of human abilities are discussed. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Performance and motivational deficits of helplessness: The role of motivational orientations.

Examined the hypothesis that the effect of failure feedback in producing learned helplessness would depend on the motivational orientation of a child. 53 4th–6th graders completed a scale of intrinsic vs extrinsic orientation in the classroom and were randomly assigned to success, failure, or control conditions, with the restriction that an approximately equal number of Ss with different motivational orientations were assigned to the different conditions. Extrinsically motivated Ss were predicted to exhibit performance decrement following a failure experience, whereas the opposite was predicted for intrinsically motivated Ss. Success feedback was predicted to enhance subsequent performance only for the intrinsic group. Following success, failure, or no feedback on an activity reflecting spatial skills (an incomplete picture task), Ss' performance on an activity tapping different skills (i.e., anagrams) provided by a 2nd experimenter served as the primary measure of helplessness. Ss' intrinsic motivation in performing the incomplete picture task, a similar task (embedded figures) and a dissimilar task (dots-to-dots) was also examined. Results support the predictions on both performance and intrinsic motivation measures. (38 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)