Examined the effect of interpersonal trust on perceptual vigilance in a tachistoscopic word-recognition study. Results indicated low trusters had lower recognition thresholds for connotatively negative words. They were more vigilant only for negative words. A manipulation intended to arouse subjects' suspicions about the experimenter was also…

Argues for reversing emphasis on uses and gratifications research in favor of an expectancy model which holds that selection of a particular medium depends on (1) the expectation that the choice will be followed by a message of interest and (2) the importance of that message in satisfying user's values. (PD)

Advances an expectancy model which holds that exposure to media is more likely if gratifications as a result of this exposure are both highly expected and highly valued. (PD)

A model of life-styles based on the form of women's acculturation to academic life is presented, hinging on assumptions of patterned behavior and values expected of women and expected in the academic culture. From 42 intensive interviews, three modes of acculturation emerged, termed reorientation, reaffirmation, and reconstitution. (MSE)

This study tests the hypothesis that student attributions of the causes of success on their examinations (ability, extra help, and extra effort) depends upon the test type (objective, problems, or essay). Findings supported the hypothesis. (AM)

Results of a study indicated that, as age increased from seven to 20 years, reaction time decreased, with males having a more rapid reaction time than females. Beginning at age 10 or 11, subjects developed better motor plans and relied less on rapid reaction time to achieve good anticipation time. (FG)

A study of feedback delay, expectation, and development was conducted in grades four, six, and eight, to assess whether feedback on a school related learning task serves an informational or reinforcing function. Results indicate that feedback serves an informational function and delayed feedback facilitates retention, contrary to reinforcement…

Meyer's reanalysis (TM 504 192) of Cooper and Baron's study (EJ 174 719) appears to be incomplete and contains inferential errors. Each of Meyer's points regarding personal responsibility and expectation measures, as well as the data he presented, are discussed. (RD)

Examined the arousal of social anxiety in an interview setting as a function of anticipated self-disclosure. During the interview, both components of anxeity (worry and emotionality) were affected by expectancy conditions, and emotionality was higher for high- than for low-social-avoidance-and-distress subjects. (Author)

Academics scored higher on the artistic type and significantly lower on the enterprising type. Academics are motivated by the opportunity for scientific contribution, for autonomy, and for the high status attained in their jobs. Professionals in industry are highly motivated by the opportunity for exercising power. (Author)

Concludes that depression consists of low reward motivation and high punisher motivation. Depressed people exhibit their most severe motivational deficits in ambiguous social situations. Depressed people engage in few instrumental and operant behaviors, and in many escape and avoidance behaviors. (Author)

Patients with harsh, pessimistic views about mental illness had more severe psychopathology and did less well over the period of follow-up. Expectation of medication was associated with lower education, greater severity of illness, lower satisfaction with treatment, greater frequency of dropping out of treatment, and less improvement. (Author)

Examines factors contributing to a person's desire to talk to a friend about personal problems. Results suggest that students value genuine, accepting, confrontive friends whom they can trust. In contrast, the expectancies that counselors are directive, expert, tolerant, and trustworthy are higher than those for the friend. (Author)

Results indicated that expectations concerning success were determined by past achievement and by evaluative feedback. Immediate past performance had a stronger relative influence on expectations and performance than evaluative feedback. Feedback had a relatively greater effect on self-evaluation. (Author/DB)

Attitudes of parents, school administrators, physicians, and student participants and nonparticipants toward youth sports programs are summarized. (JMF)