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Typescript. / Bibliography: leaves 102-110. / vii, 110 l tables

Thesis (B.A. Hons. 1974) from the Department of Psychology, University of Adelaide.

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1974. / Bibliography: leaves 83-86. / viii, 86 leaves

Thesis (Ph. D.)--University of Wisconsin--Madison, 1961. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 54-57).

Experimenter self-disclosure and verbal reinforcement of subject disclosure during an interview were both predicted to result in increased subject disclosure in a subsequent testing situation, as compared with direct instructions to the subjects to be more open.. The results indicated that for male subjects, verbal reinforcement had the predicted effect, but experimenter self-disclosure did not. Female subjects were found to be more disclosive than male subjects in general, but were relatively uninfluenced by the experimenter treatment conditions. Experimenter self-disclosure was shown to result in an increase in social evaluative anxiety and in more favourable perceptions of the self and of the experimenter in the subjects concerned. Both of these factors are discussed as having counteracted any modeling effect of experimenter self-disclosure. An interpretation of the results in terms of an interaction between subject sex, experimenter sex and experimental conditions is proposed and the implications this has for the related literature, which in general has ignored such variables as subject and experimenter sex, are discussed. / Arts, Faculty of / Psychology, Department of / Graduate

Dog trainers sometimes teach verbal cues by saying the cue as the dog is performing the desired behavior. However, there is disagreement about when to say the cue. In this study, a pet dog was trained to go to three different apparatus, the cue for each of which was given at a different time, in a multi-element design. The cue "hoop" was given just as the dog began to move to the hoop apparatus. The cue "carrier" was given as the dog was stepping into the carrier apparatus. The cue "platform" was given after the dog was sitting on the platform apparatus. To test if the dog had learned the cues, the trainer had the dog sit and gave the cue. During testing, if only the correct apparatus was present, the dog responded to all three cues. However, when all three apparatus were present, the dog only responded correctly to the "hoop" cue. This suggests that giving the cue just as the learner is beginning to perform the desired behavior is the most effective teaching method.