Milton E. Rosenbaum

The effects of extraneous response requirements on learning by performers and observers

On a first trial, Ss explored a multiple-choice maze. Performers (Ps), in the presence of observers (Os), utilized either a stylus or a radio tube to make each response. The decision as to which response to make was made either by Ps themselves or by Os who told Ps which responses to make. Decision making and complex response requirements (Tube manipulation) were found to interfere with performance on a retention test.

Group performance on a multiple-solution task as a function of available time

The performance of four-member real groups on an anagrams task was compared to the output of nominal groups assembled from the response protocols of four individuals working alone. Three levels of time available for solution were employed. Production of words increased directly as a function of time for both types of groups, and nominal groups produced more words than real groups at each level of available time. There was no interaction between the two variables.

The effect of differential reward on speech patterns

Data from this experiment indicate that verbal approval of a prior speaker led to disruptive effects on certain speech patterns of a second speaker, both in a condition where the second speaker received no verbal approval and in a condition where the second speaker received verbal approval. Subjects in these two conditions presented a significantly greater number of nonfluencies than did subjects in a condition where the prior speaker had not received verbal approval. Also, the estimates of speaking time indicate that greater anxiety may have existed in these two conditions. Unlike some previous research, this experiment yielded no significant differences in speaking rate among the three conditions.

The effect of electric shock on learning by performers and observers

Performers shocked for errors and nonshocked performers explored a multiple-choice bolt-head maze on a first trial. Observers were exposed to confederates who replicated the performance of performers on the first trial. On a second (test) trial, observers made fewer errors than performers and performers exposed to shock committed more errors than performers not exposed to shock.

Einstellung by observation.

In 2 experiments female Ss observed a confederate solve 6 “water-jar” problems. Each problem permitted 2 modes of solution. In Exp. I the 3 conditions were observation of direct solutions, indirect solutions, or a mixture of both. In subsequent performances on similar problems, observers adopted the solution methods that had been observed even when inefficient. In Exp. II the order of the jar capacities was varied to test for the acquisition by observation of a more general solution set. The 3 conditions were observation of indirect solutions, direct solutions, or no observation (control). The results for both method of solution adopted and time for solution indicate that observation of the direct solution did not facilitate problem solving, but observation of the indirect solution did hinder this activity.

The source of information in impression formation

Ratings of the value of personality information provided by persons identified by occupational title were obtained. In a subsequent experiment, rated value of a communication source was found to affect the favor ability judgments of fictitious persons these sources described. Rated likeability of the sources affected favorability judgments less discriminatively.

Cooperation in rats without prior individual training

Pairs of rats were placed in a mixed-motive situation in which they were dependent upon each other in order to avoid electric shock and obtain food. The results show that rats are capable of establishing behavioral interdependence in the absence of individual training to perform certain components of the interdependent behavior.

Training and instructions in the facilitation of originality

Summary In order to assess the effects on originality of Maltzmans training procedure in contrast to instructions to be original, word-association lists and Guilfords Unusual Uses Test were administered. No differences among experimental groups were indicated on an initial equating association list. On the first administration of a training list, the CO group (instructions—no training) and the XO group (instructions—training) were told to present original associations while customary word-association instructions were given to the C (no instructions—no training) group and the X (no instructions—training) group. The C and CO groups were given no further opportunities to respond to the training list. The X and XO groups responded five additional times to the training list with instructions to give a different association to each stimulus word on each occasion. In addition, the XO group continued to receive instructions to be original. Analysis of responses to a test list indicated significant independent effects of instructions and training in facilitating originality. Training, but not instructions, resulted in significantly more unique, common, and total responses on the Unusual Uses Test. The testlist results are discussed in terms of nonspecific transfer effects and instructionally derived response tendencies. The results of the Unusual Uses Test suggest that the demand for greater productivity during training leads to greater productivity in the transfer task, with increased originality as a secondary effect of productivity.

Impression formation as a function of the relative amounts of information presented by high and low credibility sources

Ss were presented with person-descriptions each consisting of five positive (P) or five negative (N) adjectives supplied by a source of assumed low (L) credibility and one to five adjectives of opposite value supplied by a source of high (H) credibility. Mean impression responses were incremented or decremented by equal amounts as the number of P or N adjectives supplied by the H source was increased progressively. The effectiveness of a single adjective was over twice as great when presented by an H source as when presented by an L source.

The effect of knowledge of another’s accuracy on two-choice probability learning

Ss performed on a 70-30 probability learning task. Ss in experimental groups could see that another S was correct either 20% of the time (Group E-20) or 80% of the time (Group E-80). Control(C) Ss had no knowledge of another’s accuracy. Male Ss in the E-80 group chose the more frequently correct response more often than male E-20 or C Ss. No differences among conditions were found with females. It was suggested that knowledge of another’s high competence has motivating effects for males.