Physical aggression as a function of perceived fighting ability among male and female prisoners

Study 1 used two scenarios depicting provocations to investigate whether prisoners' willingness to engage in physical aggression would vary according to the perceived fighting ability (Resource Holding Power [RHP]) of the opponent. RHP was operationalized in terms of three levels of the size, number of allies, and reputation. The sample (both sexes; N=1,253) was taken from a range of British prisons. Unexpectedly, the prisoners said that they would be less likely to attack a weaker opponent than an equally matched one. The predicted decline from equally matched to more formidable opponents was found only under some conditions. A further sample of male prisoners (N=260), completed a similar provocation scenario, with response options covering fear, several forms of aggression, the importance of the provocation for reputation, and that the provocation was unimportant. Fear increased with RHP as predicted. Lower physical aggression to a low RHP opponent was again found, and it was associated with a lesser impact on reputation of an insult from this source. There was also a lower likelihood of responding with physical aggression to a high RHP opponent, as originally predicted. Implications of the findings for motivational theories of aggression are discussed, and also the applicability to humans of concepts from game theory models of the evolution of fighting strategies.     

Exploratory behavior as a function of environmental novelty and complexity in male and female rats

Laboratory rats show a positive response to low- and nonstressful novel events. The novel event may involve a number of aspects of the stimulus field. It is usually associated with a change in amount of environmental complexity. Most studies concerning novelty-related behavior involve the introduction of novel objects or the rearrangement of familiar objects. The present purpose was to measure exploratory behavior in response to environments of increased and decreased complexity. Both directions of environmental change are conditions of novelty. A two-way manipulation of increasing and decreasing the complexity of the environment was used. Rats of both sexes showed increased exploration to exposure to novelty, no matter which manipulation was applied; however, female and male rats behaved differently to the two types of novelty. Males responded more to novelty from the introduction of an unfamiliar object. The results indicate novel stimulation, whether of increasing or decreasing complexity, has reward properties. Perhaps the male-specific behavior directed toward unfamiliar objects may serve an adaptive function.     

Causal explanations of male and female academic performance as a function of sex-role biases

The study was designed to assess whether attributions of causality vary as a function of sex-role attitudes. Thirty-two male and thirty-two female undergraduates were presented with one of four story completions about a medical student in which sex of the student and success versus failure were varied. Subjects were asked to account for the medical student's success (or failure) in terms of ability, motivation, ease of the goal, and luck. Results suggest that attributions do vary as a function of sex-role attitudes, as measured by the Attitudes Toward Women Scale. Subjects with liberal attitudes were less likely to offer sex-biased attributions about lack of motivation. Subjects' attributions with respect to lack of ability suggest, however, that sex-typed notions about competence may still be deeply ingrained despite recent social changes.The author would like to thank Cheryl Sharp and Robin Koenig for their assistance in compiling the data for this project, as well as Robert Heaton, James Gumina, and Louise Bickman for their editoral comments.     

Actual differences and stereotypical perceptions in body image and eating disturbance: A comparison of male and female heterosexual and homosexual samples

In the present study, 32 homosexual males (HMM), 32 homosexual females (HMF), 32 heterosexual males (HTM), and 32 heterosexual females (HTF) completed measures of body image disturbance and concerns with weight and dieting from five different perspectives: self, and typical homosexual male, heterosexual male, heterosexual female, and homosexual female. Participants were primarily Caucasian. Results indicated that, in general, HMMs and HTFs showed greater actual concerns with appearance, weight, and dieting, and were perceived to possess greater body image disturbance and dieting concerns compared to HTMs and HMFs. Subjects also held various stereotypic misperceptions about certain target groups such that HTFs and HMMs were predicted to possess greater body image disturbance and be more concerned with weight and dieting than was actually true. In addition, subjects made accurate predictions about HTMs overall, but were inconsistent in their predictions of HMFs on these measures. Results are discussed in terms of possible variation in the degree of importance these attributes may have for members of these four populations and how such differences may lead to an increased risk for developing eating disorders among heterosexual females and homosexual males.     

Sex differences in interaction style as a product of perceived sex differences in competence

Males' and females' interaction styles were observed while they worked in four-person, mixed-sex groups on a discussion task. In some groups, members were only given information about each others' names and gender. In this circumstance, men were perceived by themselves and other group members to be higher in competence than women. Further, men engaged in a greater amount of active task behavior than women (e.g., giving information, giving opinions), and women exhibited a greater amount of positive social behavior than men (e.g., agreeing, acting friendly). In other groups, members' competency-based status was manipulated by providing false feedback that they were high or low relative to their group in intellectual and moral aptitude. High status members were then perceived to be more competent than low status ones and, further, high status individuals engaged in more active task and less positive social behavior than low status ones. In this condition, no sex differences were obtained on perceived competence or on active task or positive social behavior. Overall, these findings support the idea that the gender differences obtained in interaction when status was not specified were partially a function of group members' belief that the sexes differ in competence. Direct information concerning members' intellectual and moral competence apparently blocked the perceived gender-to-competence link, and status alone affected perceived competence and interaction style.     

Sex differences in clinical judgments of male and female therapists

This study asked whether clinicians would judge a case differently if the patient were male or female. One hundred and three clinical social workers were given a clinical vignette with age and sex randomly varied. Clinicians were asked to evaluate the patient's functioning and to make treatment recommendations. As predicted, the female was rated more favorably than the male, suggesting that participants used different mental health standards for men and women. Predictions that the female would be seen as more organic and more in need of medication were not supported. Therapist gender effects emerged: female (but not male) therapists saw psychodynamic issues as less important for the older patient, and especially the older woman. Implications of these findings are discussed.The authors wish to acknowledge the contributions of April E. Fallon, Ph.D., to this study.     

Trait empathy as a predictor of individual differences in perceived loneliness

Loneliness has been shown to be inversely correlated with empathy in younger adults. The present study extends previous research by investigating the association between empathy and loneliness across the adult lifespan and examining the role of relevant demographic and personality factors. 110 community-dwelling adults (18 to 81 years old) completed the UCLA Loneliness Scale and the Empathy Quotient. Empathy scores were inversely associated with rated loneliness and predicted 8.7% of variance in loneliness scores after accounting for sex, age, relationship status, education, and neuroticism. The Social Skills factor of the Empathy Quotient was the strongest predictor of the association between perceived empathy and loneliness. Previous research is extended by the finding that rated loneliness was inversely associated with empathy scores across the adult lifespan. Underlying this relationship may be negative perceptions of personal social proclivity as a function of difficulty in understanding the mental states of others and high trait neuroticism.     

Associational ties in academe: Some male and female differences

Although a growing body of empirical research has examined discriminatory policies and psychological barriers to ascent for women, it has virtually ignored structural barriers. Noticeably absent are data regarding the social organization of collegial ties. An analysis of the collegial-friend relationships among academicians in this study indicates that female professors, especially unmarried, have fewer males in their collegial-friend networks than men. Whether by choice or exclusion, it is suggested that isolation from these informal collegial contacts leaves women at a professional disadvantage.I am indebted to the Manpower Research Program, Cornell University, which is funded by the Manpower Administration, U.S. Department of Labor (Institutional Grant No. 31-34-70-02), for making this study possible. Researchers undertaking such projects under government sponsorship are encouraged to express freely their professional judgment. Therefore, points of view or opinions stated in this article do not necessarily represent the official position or policy of the Department of Labor. I am thankful to several of my colleagues, Joe Scimecca, John Stutz, and Sandra Peterson-Hardt, for their helpful criticisms in revising this paper for publication.     

Performance expectancies and affect associated with outcomes as a function of time perspective

An experiment was conducted to investigate the effects of time perspective on performance expectancies and the subjective evaluation of outcomes in regard to a task at which subjects had previously succeeded or failed. Prior research has produced conflicting findings on the subjective evaluation of positive and negative outcomes, but some of the research has dealt with tangible rewards and punishments while other work has been concerned with performance outcomes involving tasks with which subjects were unfamiliar. In the current study subjects first succeeded or failed on either an easy or difficult task. They then stated performance expectancies and made evaluations of the affect associated with success and failure in regard to performing the task again immediately, in 3 wk, or in 21 wk. Results indicated a significant decrease over time for both the satisfaction associated with passing and the dissatisfaction associated with failure. Performance expectancies were significantly higher for the testing period of 21 wk in the future than for either the immediate or 3-wk testing period, but this difference was evidenced only for subjects who initially passed the test.     

The child's expectations of differences in adult male and female interactions

Children of two different age groups, 2-year-olds and 4-year-olds, were placed with male and female adults in a laboratory play situation where the children were forced to control the choice of toys and mode of interaction. The 4-year-old children elicited different types of play behaviors from male and female adults, while the younger children did not.Final preparations of this paper was completed on a post-doctoral fellowship (Grant No. 1 T32MH 16955-01) at Oregon Social Learning Center. The study with older children was presented at the biennial conference of the Society for Research in Child Development, San Francisco, March 1979.     

Academic performance as a perceived function of ability and effort

Subjects made predictions of the grade point averages of hypothetical students who varied over complete continua of scholastic ability and effort. Subjects in Study 1 made their predictions on the implicit assumption that target students were drawn from a student body chosen via selective admissions criteria. Study 2 subjects assumed that the ability range was one resulting from a first-come, first-served open-admissions policy. Although the ability assumption inductions, as intended, led to performance level predictions that were differently dispersed, the basic patterns of subjects' predictions were essentially the same in both studies: For the overwhelming majority of subjects, ability and effort were perceived to affect scholastic performance additively rather than multiplicatively, thus contradicting the suggestions of previous theory. In addition, students with high ability were anticipated to perform reasonably well even when exerting practically no effort. Theoretical interpretations and practical implications of these results are introduced and discussed.This research was supported by Grant MH 27000 from the National Institute of Mental Health. It is a pleasure to acknowledge the capable assistance of Philip Johnson in the running of subjects and analysis of data for the reported studies.     

Aging and perceived event structure as a function of modality

The majority of research on situation model processing in older adults has focused on narrative texts. Much of this research has shown that many important aspects of constructing a situation model for a text are preserved and may even improve with age. However, narratives need not be text-based, and little is known as to whether these findings generalize to visually-based narratives. The present study assessed the impact of story modality on event segmentation, which is a basic component of event comprehension. Older and younger adults viewed picture stories or read text versions of them and segmented them into events. There was comparable alignment between the segmentation judgments and a theoretically guided analysis of shifts in situational features across modalities for both populations. These results suggest that situation models provide older adults with a stable basis for event comprehension across different modalities of expereinces.     

Individual differences in L2 proficiency as a function of L1 proficiency

Abstract

This paper offers an illustration of the claim that some individual differences in a second language (L2) can be accounted for by individual differeaces in the first language (L1). Two studies are reported, which examined L2 performance as a function of L1 performance. In the fmt study, 65 Dutch learners of English performed reading aloud tasks in L2 (Englrsh) and L1 (Dutch). In the second study, 50 Turkish lcarners of Dutch performed reading comprehension tasks in L2 (Dutch) and L1 (Turkish) as well as L2 vocabulary and grammar tests. The results of the ht study, obtained by means of co-variance analyses, show that most of the differences in L2 performance due to grade level (grade 9 vs 11) and academic level (higher vs lower) disappeared when performance in L1 WBS taken into account. The results of the second study, obtained by means of correlational techniques, provide support for the involvement of both an L2-spcafic (vocabulary and grammar) and a non-L2-sptcific component (as indicated by L1 reading performance) in L2 reading comprehension. Although the former appeared to be more involved, non-L2-specific factors did in fact contribute positively and substantially to the L2 reading performance of adult sccond language learners. Moreover, the data of the second study gave rise to thc idea that the contribution of aon-L2-speafic factors may not be stable, but liable to changes in the come of the L2 acquisition process.     

Gaze cueing as a function of perceived gaze direction

Previous studies have found that attention is automatically oriented in the direction of other people's gaze. This study directly investigated whether the perceiving gaze direction modulates the orienting of observers' attention. Gaze perception was manipulated by changing the face context (head orientation) of the gaze cue: the perceived gaze angle was increased (or decreased) when the head and gaze are congruent (or incongruent), while the local‐feature information of the eye region was preserved for all stimuli. The results showed that gaze‐cueing effects were enhanced when the perceived gaze direction was averted more toward left or right, and reduced when the perceived gaze direction was closer to direct gaze. The results suggest that gaze‐cueing effects are based on mechanisms specialized for gaze perception, and the magnitude of gaze‐cueing effects was probably a function of the perceived gaze direction.     

Age-related differences in actual and perceived levels of physical activity in adolescent girls

Age-related differences in actual and perceived physical activity were investigated in a sample of adolescent girls, also considering the relationship between physical activity and motor abilities. Self-reported physical activity was measured in 11-year-old (n=66) and 13-year-old (n=52) girls by means of the physical activity questionnaire-children form, and actual levels of activity were assessed by means of the Lifecorder uniaxial accelerometer. The Sit-and-Reach Test was employed to estimate flexibility, while lower limb strength was measured by squat jump and counter-movement jump tests. Weight and height were measured, and sex-specific age-related body mass index cutoff points were used to identify overweight and obesity. Findings showed a drop in objective vigorous physical activity in older girls, which was also reflected in the physical activity questionnaire. Contrary to expectations, no association was found between motor abilities and measured physical activity. Results highlight the need to understand the reasons why girls progressively reduce their involvement in physical activity as they get older, so as to plan interventions aimed at preventing this decline.