23 children who were attending a summer camp for children with learning disabilities and who demonstrated a reading disability at least one grade level below that expected on the basis of chronological age were selected for study. Peripheral visual-field limits were tested for both nasal and temporal fields in both eyes. Testing also took place for central visual field deficits. With very few exceptions the visual field limits were in the range of the accepted norm. 10 randomly selected Ss were retested and the results proved to be reliable as there were no significant differences on first and second testing. It was suggested that an additional study is required which should include a group of children with no reading disabilities.
Abstract The effects of reinforcement, social approval and sex on conformity were studied. Seventy‐two male and 72 female college Ss were divided into equal high and low need for social approval groups. Each group was assigned to 1 of 3 experimental conformity conditions: (a) True‐agree; (b) neutral; and (c) true‐disagree. The groups were tested via a social conformity apparatus. It was found that: (a) Reinforcement for agreeing with a contrived group consensus (true‐agree group) elicited more conformity than social pressure without reinforcement (neutral group), which in turn elicted more conformity than reinforcement for disagreeing with the consensus (trueA‐ disagree group); (b) females conformed more than males; (c) there was a slight tendency for high social approval Ss to conform more than low social approval Ss. Conformity was explained in terms of social learning, and it was suggested that the situational factor of reinforcement was a more important determinant of conformity than the motivational factor of social approval. The modified conformity scoring procedure used focuses on the conformity process.
Using self-report questionnaires, this study found that a sample of 34 university students with learning disabilities reported significantly poorer self-esteem, academic adjustment, and personal-emotional adjustment than a sample of 31 non-learning-disabled students. For both groups, self-esteem correlated positively with general self-efficacy. Both variables correlated positively with adjustment to university.
This study reports data regarding gymnastic injuries. Examined were the number, severity, and location of injuries, events associated with injury occurrence, relationship in time between occurrence and competition, and the perceptions of causes. In addition, this study investigated the relationships between the psychological factors of trait anxiety, locus of control, self-concept and stressful life events, and the occurrence of athletic injuries. The subjects were 41 elite female gymnasts and five national level coaches. There was a high rate of injury (83 %), primarily to the ankle region, with most injuries occurring during the floor exercise. The timing of injuries was related to the approach of competition. The data indicated that stressful life events were significantly related to both the number and severity of injuries. Significant relationships were not found between trait anxiety, locus of control, self-concept, and the injury measures.
16 rats were randomly assigned to each of 3 experimental conditions: 6 forced-activity Ss, 5 voluntary-activity Ss, and 5 restricted Ss. Rats in the forced-activity group were placed individually into a training apparatus in which they had to run on a moving belt 15 min. per day for 24 days. Voluntary activity occurred in a stationary training apparatus where Ss were allowed to run and explore freely. Restricted Ss were confined to cages. Forced Ss made significantly fewer errors in a water maze than the voluntarily active Ss who made fewer errors than the restricted ones. There was also a significant difference in the latency between the groups, with the same ranking.
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