Charles V Lair
Biographic Data
| ID | 2148015 |
|---|---|
| NAME | Charles V Lair |
| GIVEN NAMES | Charles V |
| FAMILY NAME | Lair |
| SIGNATURE | LAIR C V |
| AFFILIATIONS | Auburn University |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1964 |
| LATEST PUBLICATION YEAR | 1980 |
| H-INDEX | 1 |
Effect of Motivating Instructions on Verbal Learning According to Age and Race
Young and old white ( n = 48) and black ( n = 48) women were compared on a paired-associate learning task. The groups were divided as to a motivational instructional condition of support, challenge, or neutral. Both the younger and the white groups had more correct responses and learned in fewer trials. A three-way interaction suggests that old blacks make more errors of omission and commission under supportive instructions, whereas young whites …
Effect of Treatment by a Geriatric Multi-Service Unit Prototype on Self-Reported Clients' Depression
There has been a continued search for methods of care of the aged within home communities ( 3 ) . One such program is the geriatric multi-service unit which offers a broad spectrum of services in the community for the elderly. These services include chemotherapy, individual, group, and family therapy, visiting housekeepers and nurses, and an active outreach program. Often such programs meet resistance in the aged when they are depressed. Zung (5,…
Influence of Drive Level on Various Feedback Combinations
College Ss were divided according to sex, high- or low-MAS score and into various verbal reinforcement groups. On a two-choice discrimination task, overt verbal reinforcement following every response was significantly more effective feedback than a combination of covert and overt feedback regardless of pre-experimental instructions about the meaning of the covert cue. While this appeared to support an information hypothesis, rate of learning as m…
Manifest Anxiety, Induced Anxiety and Digit Symbol Performance
2 groups ( N = 144) of female undergraduate Ss from Auburn University were divided into three subgroups with different drive levels according to scores on the Taylor MAS. A group having viewed a stressful film showed a significant depression in Digit Symbol scores when compared with a control group which observed a non-stressful film, regardless of MAS scores. Also, differences in gain scores across pre- and post-test trials were noted, with mode…
Utilization of Verbal and Non-Verbal Feedback among College S S
40 college Ss learned a discrimination task under conditions of verbal and non-verbal feedback. Prior information on meaning of overt and covert feedback cues was given half of the Ss. Generally, Ss who had pre-experimental information on the nature of feedback were superior to those who did not receive prior information. However, college Ss do appear to make significantly better use of verbal than non-verbal feedback regardless of the instructio…
Associative interference in the paired-associate learning of middle-aged and old subjects
The effect of different verbal reinforcement combinations on the verbal discrimination performance of schizophrenics
Interference transfer paradigms and the performance of schizophrenics and controls
Associative interference in the verbal learning performance of schizophrenics and normals
Interference transfer paradigms and the performance of schizophrenics and controls
Associative interference in the verbal learning performance of schizophrenics and normals
The effect of different verbal reinforcement combinations on the verbal discrimination performance of schizophrenics
Associative interference in the paired-associate learning of middle-aged and old subjects
Manifest Anxiety, Induced Anxiety and Digit Symbol Performance
2 groups ( N = 144) of female undergraduate Ss from Auburn University were divided into three subgroups with different drive levels according to scores on the Taylor MAS. A group having viewed a stressful film showed a significant depression in Digit Symbol scores when compared with a control group which observed a non-stressful film, regardless of MAS scores. Also, differences in gain scores across pre- and post-test trials were noted, with mode…
Utilization of Verbal and Non-Verbal Feedback among College S S
40 college Ss learned a discrimination task under conditions of verbal and non-verbal feedback. Prior information on meaning of overt and covert feedback cues was given half of the Ss. Generally, Ss who had pre-experimental information on the nature of feedback were superior to those who did not receive prior information. However, college Ss do appear to make significantly better use of verbal than non-verbal feedback regardless of the instructio…
Influence of Drive Level on Various Feedback Combinations
College Ss were divided according to sex, high- or low-MAS score and into various verbal reinforcement groups. On a two-choice discrimination task, overt verbal reinforcement following every response was significantly more effective feedback than a combination of covert and overt feedback regardless of pre-experimental instructions about the meaning of the covert cue. While this appeared to support an information hypothesis, rate of learning as m…
Effect of Treatment by a Geriatric Multi-Service Unit Prototype on Self-Reported Clients' Depression
There has been a continued search for methods of care of the aged within home communities ( 3 ) . One such program is the geriatric multi-service unit which offers a broad spectrum of services in the community for the elderly. These services include chemotherapy, individual, group, and family therapy, visiting housekeepers and nurses, and an active outreach program. Often such programs meet resistance in the aged when they are depressed. Zung (5,…
Effect of Motivating Instructions on Verbal Learning According to Age and Race
Young and old white ( n = 48) and black ( n = 48) women were compared on a paired-associate learning task. The groups were divided as to a motivational instructional condition of support, challenge, or neutral. Both the younger and the white groups had more correct responses and learned in fewer trials. A three-way interaction suggests that old blacks make more errors of omission and commission under supportive instructions, whereas young whites …
Psychology (9 works) · Cognitive psychology (7 works) · Developmental psychology (6 works) · Psychiatry (4 works) · Clinical Psychology (3 works) · Cognition (3 works) · Social Psychology (3 works) · Social Psychology (3 works) · Task (project management (3 works) · Associative learning (2 works)