Cognitive complexity as a function of type of stimulus objects judged and affective stimulus value.

Abstract

An investigation was made of the degree to which student clinicians differentiate among clients and among significant others as role types and the extent to which the degree of differentiation varies as a function of the affective value of the stimulus person. Cognitive complexity, derived from a modification of Kelly's Role Construct Repertory Test, was used as an index of differentiation. The results obtained indicated that more differentiations were made among clients than among significant others. The degree of differentiation made among clients was not affected by the affective value of the stimulus person, whereas, with significant others, Ss made significantly more differentiations among those with whom negative affect was associated.

Effects of informational valence and occupational favorability on vocational differentiation: A test of the disconfirmation hypothesis.

“…Specifically, Bodden and Klein (1973) found that greater levels of differentiation were shown by subjects when rating disliked careers than when rating liked careers. Noting that higher levels of differentiation were associated with ratings of persons having a negative stimulus value (i.e., disliked persons; Miller & Bieri, 1965; Turner & Tripodi, 1968), Bodden and Klein suggested that the affective stimulus properties of occupations (i.e., whether an occupation is liked or disliked) could have a similar impact in the career domain. Using Turner and Tripodi's (1968) vigilance hypothesis, Bodden and Klein (1973) contended that “it may be adaptive for a student to examine closely occupations which arouse negative feelings, so as not to make a ‘wrong’ choice in selecting one of these negatively charged occupations” (p. 78).…”

Cognitive-emotional response to music as a function of music and cognitive complexity.

“…Consequently, Cognitive-Emotional Response to Music emotional responses to environmental stimuli may offer an alternative ex planation for differences in the processing of information. Although some studies contest this notion (Black, 1972;Singh & Bynne, 1971), the majority of research seems to support it (Bieri, 1971;Carr, 1969;Frank, 1968;Gorman, 1972;Harvey, 1965;Heyduk, 1975;Irwin, Tripodi & Bieri, 1967;Koenig, 1971Koenig, , 1975Koenig & Edmonds, 1972;Larsen, 1970;Sandman, 1975;Steinitz, 1969;Turner & Tripodi, 1968;Westbrook, 1974;Witkin, Lewis & Weil, 1968). Miller (1978) noted that confirmation of one's conceptualizations led to positive affect.…”