Patient satisfaction in performing activities of daily living (ADL) was assessed by using a self-administered questionnaire modified from the Stanford Health Assessment Questionnaire (HAQ). The HAQ includes questions to determine a patient's degree of difficulty and need for help and assistive devices in ADL. A modification of the HAQ (MHAQ) was developed to include questions concerning perceived patient satisfaction regarding the same ADL, along with perceived change in degree of difficulty. In order to add additional questions while maintaining the length of the questionnaire in a format suitable in routine care, the number of ADL included in the MHAQ was reduced from 20 to 8. Information regarding degree of difficulty derived from 8 questions in the MHAQ is comparable with that derived from 20 questions in the HAQ. The response of a patient that a specific activity is associated with difficulty in functional capacity was not inevitably associated with the absence of patient satisfaction; 43.7% of patients responding "with some difficulty" and 19.1% of patients responding "with much difficulty" expressed satisfaction with their functional capacity. A major determinant of expression of patient satisfaction was perceived change in difficulty: 81.4% of patients noting that their function was "less difficult now," in contrast to 16.9% of patients responding "more difficult now," expressed satisfaction. These studies suggest that data regarding patient satisfaction and perceived change in difficulty can be assessed to more completely characterize patients' functional status in ADL.

Auble and Franks (1978) found that a process termed "effort toward comprehension" was important in facilitating recall of sentences. Four experiments were conducted to further elucidate the nature of this process. Two hypotheses were considered: (1) Effort toward comprehension involves greater elaboration or deeper processing of the sentence; (2) effort toward comprehension can be viewed as an "aha" experience (i.e., a state of noncomprehension followed by comprehension of the sentencel. Results indicated that recall was significantly greater for subjects in conditions producing "aha" reactions. No support was found for the elaboration interpretation of effort toward comprehension. Auble and Franks (1978) present fmdings that indicate that a process termed "effort toward comprehension" can facilitate later recall. Using generally incomprehensible sentences and appropriate cues that render the sentences comprehensible, Auble and Franks (Experiment 2) found that presentation of a sentence followed by an appropriate cue facilitated recall relative to a condition in which the cue was meaningfully embedded in the sentence. This effect was attributed to processes involving differential degrees of effort toward comprehension. Further, in the former condition, in which the sentence and cue were presented separately, it was discovered that extra time during acquisition enhanced later recall, although extra time was not effective in the latter condition (Experiments I and 3). Auble and Franks (Experiment 4) also found that eventual compre· hension of the sentence was necessary for the process of effort toward comprehension to be effective in facilitating recall. Given these initial demonstrations, the purpose of the present studies is to more closely examine the nature of the processes involved in effort toward comprehension. Two possible mechanisms that could underly this process will be considered.The first possible mechanism will be termed the elaboration hypothesis. In this view, a greater amount of effort toward comprehension might be seen as related to or involving elaboration or deeper processing of the sentence (Craik & Lockhart, 1972;Craik & Tulving, 1975). Auble and Franks (1978, Experiments 1 and 2) discussed both elaborative processes occurring between the sentence and cue and elaborative processes occurring after the entire sentence-eue combination. Although these two potential types of elaborative processes couldThis research was supported in part by National Science Foundation Grant BNS 77-07248, awarded to Jeffery Franks and John Bransford. The authors wish to express their thanks to Denise Wunderlich for her help in conducting and analyzing these experiments. not be distinguished on the basis of their results, it was found that longer time intervals were effective in promoting recall relative to conditions that received no time. This fmding suggests that the underlying processes may involve some type of elaboration. That is, when a sentence and a cue are presented separately, subjects elaborate the sente...

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Forty-eight male subjects who had previously completed Berger's selfacceptance (self-esteem) scale worked on problem-solving tasks in four person groups. After completion of the tasks, bogus feedback was provided which indicated that the group as a whole had done very well, very poorly, or average. No feedback was provided about the quality of individual performances. As predicted, perceptions of personal responsibility for the group's performance were found to be directly related to the quality of the bogus feedback; subjects in the success conditions felt more responsible than did subjects in the failure conditions, with the average feedback conditions falling intermediate. Contrary to predictions, self-esteem was not related to perceptions of personal or environmental responsibility for the group's performance. However, an interaction was obtained between selfesteem and group performance feedback on how much subjects felt that their prior behaviors were influenced by the other group members. High self-esteem subjects felt that their solutions to the problems were not influenced by the other group members under success conditions, but that their solutions were influenced by the other group members under failure conditions. Thus, high self-esteem subjects managed to shift relative credit for a group success to themselves and relative blame for failure away from themselves. Low self-esteem subjects felt equally influenced in all conditions. The results extend the phenomenon of egocentric perception to face-to-face group situations, and several differences between the present results and results obtained in noninteracting group situations were noted.