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The degree to which one mdividual considers another responsible for favorable and unfavorable events is an important detennmant of their subsequent interaction Attribution of responsibility (AR) generally depends upon two complex mteracting factors, personality diaracteristics of the attributor and perceived charactenstics of the stimulus situation. In order to study the eflFects of personality variables upon AR it is necessary to have control over the relevant features of the stimulus situations so that these efiFects may be revealed m reasonably unconfounded form In several studies Shaw and Sulzer (Shaw & Sulzer, 1964, Sulzer, 1964, Shaw, 1967 have utilized an instrument which appears to be highly satisfactory m this regard. Much of their research on patterns of responsibihty attnbution has been concerned with the effects of vanous stimulus factors, such as causal structure and outcome charactenstics Nevertheless, their data reveal sufficiently large individual difiFerences in response to these factors to suggest that the mstrument may be useful in differentiating attnbution patterns associated with personality variables In the present study this instrument was utilized to mvestigate hypothesized differences in AR associated with two theoretically opposmg personahty characteristics, empathy and punitiveness.The instrument used by Shaw and Sulzer to investigate and control stimulus variables was a set of short stories constructed to represent Heider's (1958) five levels of sophistication in re-

Cutoff scores are necessary in many public sector selection contexts. In this article, reasons for using cutoff scores, legal and professional guidelines, and methods for setting cutoff scores are examined. Recent literature on the Angoff method is reviewed, and 2 applications of this approach are explored in public sector contexts. In Study 1, 3 variations on the Angoff method applied to a multiple-choice test for fire chief were compared. In Study 2, standards were set for a physical ability test for firefighter using an Angoff-based method. Data and methods from both studies are discussed in terms of reliability, practicality, and the organizational issues involved in implementation. Finally, we review areas for future research that could improve the standard setting process, and we give recommendations for standard setters based on the current literature.Many public sector organizations are required to set cutoff scores for examinations. Although others do not require cutoff scores, cutoffs may be necessary for adminRequests for reprints should be sent to Donald M. Truxillo, TRUXILU). DONAHUE, SULZERistrative reasons. However, the appropriate way to establish cutoffs is far from clear based on research or on professional and legal standards.In this article we begin by discussing the reasons for setting cutoff scores. Next, after briefly reviewing the relevant legal and professional guidelines, we discuss alternative methods for setting cutoffs. We then review the recent literature on the Angoff method, a judgmend approach that has gaintd popularity because of its proven record of withstanding leg& scrutiny. We provide two examples of standard setting in the public sector: an application of the Angoff method to amultiple-choice promotional exam, and an illustration of another Angoff-bad method for a physical ability test for firefighter. We conclude with recommendations for research and practice.

Of 30 first-grade boys, 10 were frustrated and allowed to attack their frustrator, 10 were frustrated and allowed to attack another person, and the remainder were not frustrated. Half of the subjects had previously been shown an aggressive modeling film. According to prediction, of the subjects who had seen the film, those who were frustrated displayed more imitative aggression. Among frustrated subjects, there was no significant effect produced by the nature of the target. The results are discussed in terms of the influence of frustration on performance variables in observational learning.

College students (n= 197) voted to select a beauty queen from among six photographs equivalent in physical attractiveness, as determined by rankings of 35 students from a separate university. Half the photographs bore a desirable first‐name and half were assigned an undesirable first‐name. As predicted, firstname had a significant effect on physical attraction: Girls with desirable firstnames received 158 votes to 39 for those with undesirable names. These data were discussed in terms of an additive, rather than an interactive, effect, due to the nature of the task. The strength of these findings was related to the study's ecological validity.