AFFECTIVE ASSESSMENT IN A PSI TASK

JOHN ALLEN BALLARD, Purdue University

Abstract

Parapsychological studies examining scoring on ESP tasks in relation to (a) belief in ESP, (b) mental or physical states, and (c) affective-emotive aspects of target material were reviewed and found to be methodologically weak and void of theory. Logical Learning Theory is proposed as a non-mediational psychological theory compatible with and capable of encompassing psi phenomena (assuming such phenomena occur). Affective assessment, a major construct of this theory, is described as an innate capacity to judge one's impressions or sensations as positive or negative in meaningfulness. Based on Logical Learning Theory and the review of the parapsychological literature, specific hypotheses were stated concerning affective assessment, predication toward ESP, and relaxation in relation to scoring on a psi task. Taking as a necessary assumption that psi processes may occur, these hypotheses were tested in a factorial design. In group sessions participants (n = 96) rated slides of pictures as to likability and completed an ESP questionnaire. In individual sessions, participants (half believers, half disbelievers) were assigned to one of three conditions: (1) relaxation, then psi task; (2) digit symbol task, then psi task; (3) psi task only. For the psi task, participants stated (guessed) "yes" or "no" as to whether or not a slide was being projected in another room on each of 60 trials. Thirty trials contained pictures, 15 of which the participant had assessed positively, 15 negatively. None of the hypotheses concerning predication toward ESP were supported. It is suggested that any "sheep-goat effect" may be better understood in terms of task predication than predication toward ESP. The interaction of the affective assessment factor and state condition provided partial support for relaxation as a psi-conducive state. Only in the relaxation condition was the difference between positively assessed and negatively assessed pictures significant. Participants scored higher on positively assessed pictures in the control group; higher on negatively assessed pictures in the other groups. The research demonstrated the utility of Logical Learning Theory for studying psi phenomena. The results most suggestive of meaningful patterns in the data (i.e., support for psi processes) were the findings concerning affective assessment.

Degree

Ph.D.

Subject Area

Psychology

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