John H. Hull

Instrumental response topographies of rats

Experiments 1, 2, and 3 showed that food-deprived rats responding for food pellets made significantly more long-duration leverpresses than water-deprived rats responding for water drops. These experiments further showed that this difference in instrumental response topography is long-lived, and depends neither upon idiosyncrasies of the experimental chamber nor upon severity of deprivation conditions. In Experiment 4, food-deprived rats responding for food pellets made significantly more long-duration leverpresses than did either food- or water-deprived rats responding for sucrose solution. Human judges in Experiment 5 were able to correctly identify instrumental leverpress responses by rats as being for food or water based solely on previous viewings of other rats drinking water or eating food pellets. It appears that instrumental response topographies in rats vary depending principally upon the reinforcer received, and that these instrumental response topographies resemble consummatory response topographies.

SEX ROLE ORIENTATION AND TYPE A BEHAVIOR PATTERN

Male and female college students completed the Bem Sex-Role Inventory (BSRI) and the Jenkins Activity Survey, a part of which is the Type A Scale. Correlational results showed that as Type A scores increased, BSRI scores decreased (more masculine sex role orientation). Analysis of variance showed that males and females with masculine sex role orientations (SROs) had significantly higher Type A scores than those with androgynous SROs, who in turn had significantly higher Type A scores than those with feminine SROs.

Effects of lecture style on learning and preferences for a teacher

Male and female college students read a lecture transcript, then completed a multiple-choice test covering transcript material and evaluated the lecturer. The actual content of the lecture was always the same, but the material was presented either in a demanding, stereotypically masculine style or in a supportive, stereotypically feminine style, and attributed either to a female or male teacher. Students generally preferred the supportive style, and evaluated those using it as more competent, warmer, more sensitive to student needs, more interested in student learning, but less forceful. Students learned significantly less from a female using the demanding style than from a male using the supportive style, a male using the demanding style, or a female using the supportive style.

Operant response topographies of rats receiving food or water reinforcers on FR or FI reinforcement schedules

Separate groups of food- and water-deprived rats pressed a lever for food or water, respectively, on continuous reinforcement and various fixed-ratio and fixed-interval reinforcement schedules. Food-reinforced rats on continuous, FR 2-, or FI 10-sec schedules showed consistently longer mean lever contact durations per leverpress than did water-reinforced rats on the same schedules. Mean lever-contact-duration differences between food- and water-reinforced rats were greatly attenuated or disappeared under FR 4-, FR 8-, FI 20-sec, and FI 30-sec schedules of reinforcement. These results are interpreted as supporting earlier hypotheses that there are respondent components of operantly conditioned and autoshaped leverpresses, but that these respondent components weaken with partial reinforcement and the leverpress topography comes under the control of operant contingencies.

A note on the evaluation of stereotypical masculine, feminine, and neutral behaviors of children

(1986). A Note on the Evaluation of Stereotypical Masculine, Feminine, and Neutral Behaviors of Children. The Journal of Genetic Psychology: Vol. 147, No. 1, pp. 135-137.