The relationship between life stress and physical illness was examined for the effects of potential moderator variables: The Sensation-Seeking Scale, health Locus of Control Scale, and Myers-Briggs Type Indicator. The Sensation-Seeking Scale proved to be a moderator with high sensation seekers (highest quartile) showing no significant correlations between life change and illness, while low sensation seekers (lowest quartile) showed a significant correlation. The Health Locus of Control Scale failed to differentiate between correlation levels for Internals and Externals. The Myers-Briggs provided several moderator variables. Introverts, Thinking and Sensing types showed larger correlations than their Extrovert, Feeling and Intuitive counterparts. The magnitudes and significance levels of these correlations suggest that the Myers-Briggs may have further usefulness in exploring the relationship between life change and illness.
Frequency and severity of life changes were compared to frequency and severity of physical and psychological disorders for a sample of 90 college students. Four scores for life changes were, calculated from a life events questionnaire. A subject's score was the sum of his life change events when each item was weighted for the amount of social readjustment caused by the event by: (1) the mean ratings of all subjects, (2) the mean rating of only the subjects who experienced the item-event in the last 12 mo., and (3) the subject's own rating. (4) The final score was the number of events marked. Two scores for disorders were computed from the Seriousness of Illness Rating Scale. They were (1) the total for items marked when each item was weighted for severity and (2) the number of items marked. The largest correlation between life changes and disorders was between number of events and number of disorders (r = .34). Weighting life change scores with experiences' means provided the largest correlations with disorder scores while weighting with individual weights provided the smallest correlations with disorders. No differences were found between the two measures of disorder.
A linear regression equation for the relationship between life change and illness for 281 college students was used to select subjects from the quartile showing less illness than predicted (coping subjects, n = 34) and from the quartile showing more illness than predicted (sensitive subjects, n = 20). Comparisons between groups on the number and use of social supports and on the K, 1, 2, and 3 scales of the MMPI showed no significant differences in social support. The sensitive subjects were higher on scales 1 and 3 of the MMPI but not different on K or 2. The results were discussed in terms of strategies for dealing with stress which are reflected in a 1, 3 elevation on the MMPI.
The present veloped during SUMMARY study investigated the degree to which learning sets deformation of 20 successive concepts. Forty Ss were evenly distributed among eight experimental conditions. Conditions compared were rule with attribute identification, conjunctive with disjunctive concepts, and random with ordered arrays of figures. Results showed that learning sets formed with rule identification for both conjunctive and disjunctive concepts, but not with attribute identification. Concepts were easier to learn when using systematic compared to random arrays of figures (of questionable significance), when forming conjunctive rather than disjunctive concepts (not significant), and when using rule identification instead of attribute identification. Procedural differences among studies in this area appear to be major contributors to differences among studies in the results found. A. INTRODUCTIONBourne (1) has proposed that in concept formation recognizing the relevant attributes and discovering the rule for combining the attributes contribute independently. Further, he has proposed that rule learning corresponds to learning set formation, defined as the gradual increase in efficiency of forming successive similar concepts until an optimal asymptote is reached.Following Bourne's proposal, Miller (7) studied sets in concept formation and found that over a series of six conjunctive (Cj) concepts learning sets occurred for attribute identification (AI) but not for rule learning (RL).These results did not fit Bourne's proposal that RL is equivalent to learning set formation.Haygood and Bourne ( 5 ) in their Experiment I presented results different from Miller's. Though they did not discuss their findings in terms of learning sets, their data indicated that learning sets formed over a series of five disjunctive (Dj) concepts for both RL and AI.The present study was designed to examine further the development of learning sets during concept formation and to determine possible bases for the different results of Miller (7) and of Haygood and Bourne (5). The strategy for design was to build upon the findings and procedures of Miller, who used a selection paradigm in contrast to the reception paradigm used by Haygood and Bourne. Both Cj and Dj concepts were included, since Haygood and Bourne's data indicated possible differences in set formation between the two concepts. A1 was included, since it was common to both studies. Experimental procedures seem to have been mixtures of RL and rule identification (RI) rather than to have separated cleanly the two processes. But the above studies appear to have maximized RI. Therefore, in this study the Ss learned rules during study of instructions to maximize RI and minimize RL during concept formation. Because past studies demonstrating learning sets for humans have involved more than the five or six problems used by Miller (7) and Haygood and Bourne ( 5 ) -e . g . , McCullough and Adams (6) presented 100 problems-the number of concepts identified in the present study was 20.In a...
Prose material was presented at rates which were faster than normal reading rates by 0, 50, 100, and 200 words per minute. Two forms of memory for the material were examined: (a) memory for logical relationships between groups in the passages and (b) memory for the words in the material. As the rate of presentation increased, memory for logical structure decreased while memory for specific words did not. A comparison of relative changes in the two forms of memory showed that logical structure decreased more than specific words. This result demonstrates that, when information-processing capacity is limited by speeded presentation, more highly coded information such as logical relations is less adequately retained than less highly coded information such as specific words.
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