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PubMed1997

[The effects of subliminal and supraliminal presentation of trait-related words on person perception].

The present experiment was conducted to investigate how prior information affects subsequent person perception and when perceivers can control such an effect. One of three types of trait related words (i.e., hostility-related, friendliness-related, and neutral words) was subliminally or supraliminally presented to subjects, and subsequently, subjects rated the impression of four targets: a hostile person, a friendly person, a neutral person and themselves. Although results did not show that supraliminally presented words affected targets' impressions, they showed that the impressions sometimes varied with the valence of subliminally presented words regardless of targets' valence. The mechanism and controllability of priming effects in person perception were discussed.

Adult↗
PubMed1993

A graph theory model of the semantic structure of attitudes.

The semantic structure underlying the attitudes of pretreatment and posttreatment drug addicts was modeled using a network analysis of free word associations. Measures of graph theoretic properties were used to assess structural differences in the associative networks of the two populations. These measures modeled the information processes of associative networks proposed in the spreading activation theory of semantic processing. As expected based on graph theory, the structure of the associative networks of posttreatment subjects was more dense, less constrained, and more hierarchically organized by the self concept. In a test of the network model, the subjects' evaluations of concepts in the associative network were found to be a function of their evaluations of semantically similar concepts. Although preliminary and limited, the results suggest that graph theory may provide a broad mathematical foundation for diverse models of cognitive systems.

Attitude↗
PubMed1983

Self-recognition deficits in autism: syndrome-specific or general developmental delay?

Many reports can be found in the theoretical literature that refer to a lack of self-awareness or a failure to distinguish self from nonself as a characteristic of autistic children. The empirical literature also contains reports of behaviors in autistic children that have often been taken as reflective of a failure to differentiate self, i.e., pronominal reversal, gaze aversion. The present study investigated the development of self-recognition in 15 autistic children in an effort to determine whether failures of self-recognition were of possible diagnostic significance for the syndrome or rather were reducible to general indices of developmental function, i.e., mental age. Fifty-three percent of the sample showed clear self-recognition. On the basis of a developmental assessment and data from a teacher questionnaire, these children were found to be functioning at mental ages akin to developmental norms for self-recognition. Those who failed to show self-recognition had mental ages below the developmental level at which many children recognize themselves and significantly lower than those autistic children who showed self-recognition. The results suggest that even when autistic children fail to recognize their self-images, this failure can be taken not as evidence for a syndrome-specific deficit but as a reflection of a general developmental delay.

Attention↗
PubMed1989

Alternative mechanisms for improvements in fluid ability performance among older adults.

To cross-validate and extend previous work regarding fluid ability training, I randomly assigned 256 community-living older participants to either induction training, stress inoculation training, or nocontact control groups. Practice effects were common to almost all of the ability measures, whereas training effects were specific to measures of inductive reasoning. Both training groups demonstrated greater immediate posttest gains in Letter Sets performance relative to control groups, which were maintained to the greatest extent one month later for the induction training group. The control and stress inoculation groups experienced slight declines one month later, although performance differences still favored the later. For Letter Series, one week follow-up findings favored both induction and stress inoculation conditions, whereas only the stress inoculation group demonstrated gains at one month follow-up. No differential pattern of training transfer to other components of Gf-Gc was observed. These data suggest alternative means by which the facilitation of intellectual competence in older adults may be accomplished.

Adaptation, Psychological↗
PubMed1993

Primary error detection and minimization (PEDMIN) strategies in social cognition: a reinterpretation of confirmation bias phenomena.

A broad empirical literature demonstrates what has been termed a confirmation bias or positive test strategy heuristic in reasoning (Klayman & Ha, 1987), a potentially maladaptive pattern of data preferences that coexists with more normative preferences for highly diagnostic information (Skov & Sherman, 1986). A model is developed to account for these variations in test strategies, beginning with the premise that cognitive processes are adapted to reducing particularly costly errors rather than to detecting "truth" (Cosmides & Tooby, 1992). By specifying the information required to minimize various errors of primary concern, the model clarifies the adaptiveness of certain confirmatory preferences, identifies conditions under which such preferences should diminish, and outlines how error minimization goals might produce data preferences coincidentally consistent with normative prescriptions.

Attention↗
PubMed1986

The development of trait explanations and self-evaluations in the academic and social domains.

The present study was designed to investigate the development of children's trait explanations and self-evaluations in the 2 domains. 144 white, middle-class children in kindergarten, first, second, and fourth grades (mean ages 5-8, 7-0, 7-9, and 10-0 years, respectively) were interviewed individually about their explanations for both academic and social outcomes and their evaluations of their own outcomes. Trait explanations emerged earlier in the social domain. In addition, trait explanations emerged earlier for success than for failure. Self-evaluations became less positive in both domains and less similar across domains with increasing grade level. An experiential theory of the development of understanding of a domain is presented.

Achievement↗
PubMed1990

Response feedback, certitude and learning from text.

Based upon the premise that persons modify their study behaviours in order to maintain their certainty of responding correctly, a study was conducted with 40 undergraduate volunteers examining the effects of different presentation rates and feedback context on response confidence and correct responding. Significant effects in the anticipated direction were found for presentation rate but not for the context of feedback.

Achievement↗
PubMed1990

If you had my brain, where would I be? Children's understanding of the brain and identity.

When do children distinguish a person's subjective identity from their outward bodily characteristics? As adults this distinction is evident in our commonsense recognition that a hypothetical brain transplant would entail a transplant of the mind or self. 4 studies were conducted to examine children's judgments about hypothetical body part transplants, including transplants of the brain, heart, mouth, and face. The results showed that during the elementary school years children are acquiring a firm understanding of the brain as the primary locus of psychological attributes and identity. The early school years, between the ages of 5 and 7 years, appeared to be a transitional phase, with performance being variable and subject to task conditions. While children this age readily imagined the consequences of transplants between themselves and another character of categorically different status (i.e., a pig or baby), they had great difficulty with proposed transplants between themselves and another child of the same status. Knowledge about categorical differences appeared to provide a needed framework for children's budding thinking about psychological differences.

Body Image↗
PubMedDate not supplied

Programming for preventing sexual abuse and abduction: what does it mean when it works?

Many kinds of educational programs and other approaches to teaching children about the dangers of sexual abuse and abduction by strangers can have the "side effect" of creating new anxieties in the children. The program described in this article is effective without introducing negative, anxiety-producing stories, examples, and other warnings.

Accident Prevention↗