Marketing has looked to other scientific disciplines to supplement its understanding of motivation. Maslow's Hierarchy of Needs theory is frequently uncritically cited in texts, even though most evidence has failed to support its validity. Science requires that theory be supported by empirical facts. Maslow's theory is briefly summarized, along with a review of the related literature. Reasons are given and empirically supported for the continued popularity of Maslow's theory in marketing despite lack of scientific support. A cautionary note for the continued development of marketing theory concludes thepresentation. 0

A study exploring gender differences in self-reported dream perspectives was performed with 282 college students. Significantly more of the 164 women reported dreaming exclusively in first person and more of the 114 men exclusively in third person. Also, gender differences were found for those who dreamed in mixed perspective, a combination of first- and third-person points of view. Possible reasons for these differences were suggested and further research posited.

binations of actions and consequences that could not be described by the consequence grid. None exist. The four quadrants of the matrix can then be labeled by students, with each quadrant having a unique label. Students realize that the quadrant labeled negative reinforcement cannot, at the same time, be labeled punishment.A second remedy is to present several examples to illustrate that trying to distinguish instances of punishment and negative reinforcement sometimes results in ambiguous situations. For instance, "Because you talked back, you will have to stay after school," and "You will have to stay after school until you clean your desk," represent ~unishment and negative reinforcement statements, respectively. In the first statement, an aversive stimulus (staying after school) is being applied in order to decrease an unwanted behavior. In the second statement, an aversive stimulus (staying after school) is being removed in order to increase a desired behavior.As a third remedy, distribute teacher-prepared examples of each consequence. Ask students to label each consequence by identifying whether something desired or dreaded is being applied or removed. After students have mastered this activity, have them create their own examples, exchange them, and then evaluate each other's work.The remaining three remedies do not deal directly with teaching the concept of negative reinforcement. However, they do call attention to problems that interfere with learning the concept of negative reinforcement.As a fourth remedy, indicate that part of the confusion over negative reinforcement concerns the connotative meaning of the word negative. Too often people forget that the word negative in negative reinforcement simply indicates an action, not a value judgment. Positive refers to supplying something; negative refers to removing something. Students overlook the fact that both positive reinforcement and negative reinforcement contain the key word reinforcementsomething to which most people look forward.How far we go to avoid dealing with anything negative, including negative numbers, is highlighted in the familiar example of Scholastic Aptitude Test (SAT) scores. In reality, SAT scores are simply 9-scores with a mean of zero, a standard deviation of 1, and a range from -3 to +3. Imagine the panic if students earned SAT scores of -.3, -.5, or -1.6. Of course, when the negative sign and the decimal are removed by multiplying by 100 and then adding 500, one obtains the more recognizable and less threatening scores of 470, 450, and 340, respectively.Mention to students the relatively infrequent appearance of negative reinforcement in the literature as the basis for a fifth remedy. T o demonstrate that they have fewer opportunities to learn about this concept, you might have students review three common indexes, Psychological Abstracts, the Educational Resources Information Center's (ERIC) Resources in Education (RIE), and Current Index to Journals in Education (CIJE). Have them count the number of citations for negative reinf...

This article evaluates use of a teleconferencing system (the Optel Telewriter II©) to teach a senior level psychology course. The second author taught The Psychology of Thinking and Decision Making either on campus or via the telewriter. Multiple-choice examination scores were comparable for students in the telewriter and traditional lecture sections; however, telewriter students' course evaluations were less positive than those of on-campus students. The instructor's course ratings in subsequent sections of The Psychology of Thinking and Decision Making improved after his first course with the telewriter. Suggested modifications in class activities may produce more effective telelearning courses.

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