Sidney J. Arenson

Enhancement of Dominant Risk Tendencies in Group Discussion

Much recent research indicates that discussion predictably affects responses to choice-dilemma items. In the present experiment, 12 choice-dilemma items were discussed to consensus by 40 female groups of varying size (2, 3, 5, or 7 members). Group size did not significantly affect shift scores. Over all groups, the mean of initial risk taking on an item was an excellent predictor of the mean amount of shift that item elicited (r = –.89), a finding consistent with certain models of group decision making as well as with the idea that discussion arguments enhance dominant values. Further analyses of the present and past research indicated that the group decision making models could not account for the observed shifts.

The Validity of Attitude Change by Classical Conditioning

Summary The effectiveness of classical conditioning of attitude change was studied with a procedure designed to mitigate the effects of demand characteristics on 39 male and 25 female undergraduates who had previously reported neutral positions on four attitude topics. Half of the Ss were exposed to 20 pairings of each attitude topic (presented tachistoscopically) with 20 positive adjectives (presented aurally), and the other half with negative adjectives. In a dissassociated task, they examined the responses to a 20-item attitude questionnaire of a hypothetical stranger. On the assumption that conditioning had been effective, the four conditioned attitudes were manipulated to make the stranger either 33% or 67% similar. Ss estimated their attitudinal similarity to and rated their liking for the stranger. Proportion of similarity had significant effects on the estimates of similarity (p < .01) and on rated liking (p < .03). These results indicate that classical conditioning is an effective procedure for c...

PHYSICAL ATTRACTIVENESS STEREOTYPE IN CAUSAL ATTRIBUTIONS FOR SOCIALLY UNDESIRABLE BEHAVIOR

Causal attributions for socially undesirable behavior performed by physically attractive and unattractive stimulus persons were investigated among 144 men and women respondents. An attributional bias was predicted such that upon learning that a person has engaged in socially undesirable behavior in the context of a pattern of low consensus, low distinctiveness, and high consistency information, respondents would make more internal attributions for unattractive than for attractive persons. It was also predicted that respondents exposed to a pattern of high consensus, high distinctiveness, and high consistency information would make more external attributions for attractive than for unattractive individuals. These predictions were not confirmed. Although there was evidence for stereotyping of physical attractiveness, respondents (72 male and 72 female undergraduates) indicated no bias in the causal attributions made for the behavior of individuals differing in attractiveness. These findings suggest a limitation of the generality of the stereotype of physical attractiveness.

Vicarious Conditioned Reinforcement in Children

Summary Thirty-six preschool boys and girls were assigned to three conditions which differed in the method of developing a green light as a conditioned reinforcer for inserting a stylus into a hole. In one condition (Alone) the children were exposed to the light paired with direct reinforcement for the response, in another (Observation) they observed peers who were exposed to the light paired with direct reinforcement, and in a third (Control) they had no prior exposure. The effect of the light as a conditioned reinforcer on all children was subsequently measured by making it contingent on inserting the stylus into one of two holes. Children in the Observation condition chose the “light hole” significantly more than those in the Alone and Control conditions. An analysis of the number of children in each condition who made a significant proportion of choices of the “light hole” revealed that more children did so in the Observation and Alone conditions than in Control.

EFFECT OF MODEL'S METHOD OF SOLUTION ON OBSERVER'S SOLUTION OF ANAGRAMS

Female college subjects (n = 80) observed a female confederate solve 15 five-letter anagrams which permitted either an order (32145) or a category solution (nature). Subjects were then tested on 10 anagrams which permitted only one of the solutions. Combinations of observed solutions and tests formed four conditions: Order—Order, Nature—Order, Nature—Nature, and Order—Nature. Subjects in the Order—Order condition solved the test anagrams significantly faster than subjects in the Nature—Order condition and subjects in the Nature—Nature condition solved significantly faster than subjects in the Order—Nature condition. The results suggest that observers may covertly imitate the model and acquire a method of solution that interferes with their subsequent performance.

Effects of Sex of Teacher and Schedule of Child’s Correct Responses on Teaching Behavior

The reinforcing behaviors of 25 female and 15 male college students were studied using an analog social interaction situation developed by Berberich (1971). The subject taught a simulated “child” to drop marbles through the correct one of four tubes by varying the use of two different colored marbles. The child gave a correct response when the subject used the correct reinforcer marble on the previous trial. The acquisition criterion was 10 correct marbles for 10 consecutive correct responses from the child. Fifty trials of extinction were given to those subjects who reached the acquisition criterion within 100 trials. Ten of 15 females and 4 of 15 males reached the acquisition criterion within 100 trials, when reinforced by the child for every correct marble. Ten females were reinforced by the child on a 50% partial reinforcement schedule, and two of these reached the acquisition criterion. These two subjects gave more responses in extinction than those females who had reached the acquisition criterion in the continuous reinforcement condition. Sex differences in responsiveness to “child effects” were discussed.

Effects of previous order and proportion of similar attitude statements on attraction during a subsequent series of dissimilar statements

Seven groups received completed attitude questionnaires of “strangers,” which were filled out by E in accordance with the Ss’ responses to an initial questionnaire. Order and proportion of similar attitude statements for the first 12 statements were varied, and the effects of these variations were measured during the presentations of the subsequent 12 dissimilar statements, using a continuous mode of responding. Previous exposure to different orders and proportions had no effect on later responses. Regardless of previous experiences, different groups responded with similar strength of attraction when exposed to blocks of all similar or all dissimilar attitude statements.

Effects of Partial Reinforcement with Attitudinal Statements on a Lever-Raising Response

The effect of partial reinforcement on extinction was investigated in a free operant procedure, using similar attitude statements, dissimilar attitude statements, neutral statements of fact, and blank cards as reinforcers. A group partially rein forced with similar statements was more resistant to extinction than a group continuously reinforced. This effect was also found with dissimilar statements. No partial reinforcement effect was found with neutral statements or blank cards.