Gender-related inequalities in the division of family work in close relationships: A social psychological perspective

We offer a social psychological perspective on gender-related inequalities in close relationships and integrate two lines of research that have focused on the intrapersonal perceptions and interpersonal consequences respectively of the gendered division of labour. We start with a brief summary of research on gender-related inequalities in the division of labour and discuss prior explanations and paradigms. We then address the extent to which spouses consider the division of labour as fair and the factors that contribute to perceptions of (un)fairness. Central to our argument is the distributive justice framework (<citeref rid="b76">Major, 1987</citeref>, <citeref rid="b77">1993</citeref>; <citeref rid="b113">Thompson, 1991</citeref>) which claims that fairness judgements are affected by people's wants and values, comparison standards, and justifications. In the following section, we address the question of whether dissatisfaction over the division of labour causes relationship conflict and how couples manage these conflicts. The main argument is that conflict over the division of labour generally comprises an asymmetrical conflict structure (with wives as complainants and husbands as defenders of the status quo), which elicits asymmetrical conflict interaction patterns (i.e., demand/withdraw interaction) that result in asymmetrical outcomes (i.e., status quo maintenance). Finally, we summarise the main conclusions and address contributions to theory and research as well as directions for further research.     

Verbal Memory Deficits in Children with Less than 750 g Birth Weight

Numerous studies have documented memory deficits in very low birthweight (VLBW, < 1500 g) children, yet we know little about the nature of these memory problems. To clarify memory sequelae and examine memory deficits in relation to the degree of low birth weight, we administered the California Verbal Learning Test–Children’s Version (CVLT-C) to a regional sample of 57 < 750 g birthweight children and to groups of 53 750–1499 g birthweight children and 49 term-born controls. Group comparisons revealed significant differences between the < 750 g birthweight group and term-born children on measures of list learning, delayed recall, and inaccurate recall. In addition, the percentage improvement in correct recognitions relative to long-term delayed recall was greater in the < 750 g group than in the term-born controls. Similar differences were observed between VLBW children with and without abnormal neonatal cerebral ultrasounds (high- and low-risk groups). Differences in learning rate between the VLBW and term-born groups, and between high- and low-risk VLBW children, were evident even when vocabulary skill was covaried or when children with neurosensory deficits or IQ < 80 were excluded from analysis. The findings document deficits in verbal memory in the subset of VLBW children at greatest biological risk, and suggest that acquisition processes are selectively impaired.     

Attention Deficits in Children with < 750 gm Birth Weight

Although attention deficit disorders are frequently diagnosed in low birth-weight children, it is not clear if attention problems are apparent in neuropsychological testing. The present study examined the performances of a regional sample of 68 children with birth weights <750 gm on several psychometric measures of attention given at early school age. Matched groups of 65 children with birth weights between 750–1499 gm and 61 term controls were also assessed. The group <750 gm performed more poorly on one attention test than did either comparison group, even when overall cognitive ability was taken into account. Performances on the attention tests were also related to academic skills and ratings of behavior. Findings confirm the hypothesis that children with birth weights <750 gm have specific attentional weaknesses and support the validity of attention tests as predictors of learning and behavior problems.     

The Effects of Word Identity,Case, and SOA on Word Priming in a Subliminal Context

Journal of Psycholinguistic Research - It is widely assumed that subliminal word priming is case insensitive and that a short SOA (<?100 ms) is required to observe any...     

Post-concussive Signs and Symptoms in Preschool Children: A Systematic Review

Neuropsychology Review - Mild traumatic brain injury (mTBI) is common in children aged?<?5 years, however, less is known about their experience of post-concussive signs...     

Pursuing and Distancing,and Related Traits: A Cross-Cultural Assessment

We previously showed (Bernstein, Santelli, Alter-Reid, & Androsiglio, 1985) pursuing and distancing to be semi-independent constructs sharing variance with the Rathus Assertiveness Scale (Rathus, 1973), the Zuckerman Sensation-Seeking Scale, Form V (Zuckerman, Eysenck, & Eysenck, 1978), the Eysenck Personality Inventory (EPI; Eysenck & Eysenck, 1968) extraversion score, and the Bem Sex Role Inventory (Bem, 1974). This study extends our findings by administering these scales and Rotter's Internal-External Locus of Control Scale (Rotter, 1966) to a sample of 203 Indians and 161 Thais (all were English speaking and primarily students at universities where instruction is in English). Our original findings were supported. We also found that locus of control and the EPI neuroticism score are significantly related (p < .05) to pursuing and distancing in our Eastern samples. In general, our Eastern subjects pursued less and distanced more (p < .05). Although unrelated to pursuing or distancing, in general, our Eastern subjects were more androgynous (p < .001) than our American sample.     

Sources of Variability in Sequelae of Very Low Birth Weight

Few investigations have examined the specificity of sequelae of very low birth weight (VLBW, &lt;1500 g) or sources of variability in outcome. To better understand the nature and determinants of outcome, we assessed neuropsychological and achievement skills at mean age 11 years in 62 children with &lt;750 g birth weight, 54 with 750-1499 g birth weight, and 66 term-born controls. Distinct cognitive constructs were identified by factor analysis, and the three birthweight groups were compared on these constructs and on composite measures of achievement. Although the group with &lt;750 g birth weight performed less well on all tests than term-born controls, group differences in a perceptual planning factor and in mathematics remained even when IQ was controlled, and deficits were more pronounced in mathematics than in reading. Results from structural equation modeling were consistent with the hypothesis that neuropsychological skills mediated the relationship between birth weight and achievement. The findings confirm the differential deficit hypothesis, support the need to consider multiple sources of variability in VLBW outcomes, and highlight the importance of neuropsychological constructs in developing an explanatory framework.     

Effort Effect: An Artifact of Effort-Produced Partial Responses?

The Psychological Record - It was previously found (Arm us, 1986, 1988, 1990) that greater response effort requirements led to a greater percentage of short (&lt; 1 s) interresponse times...     

Predictors of Maternal Bonding and Responsiveness for Mothers of Very Preterm Infants

Journal of Clinical Psychology in Medical Settings - Identify predictors of maternal bonding and responsiveness for mothers of very preterm infants (&lt;?32 weeks gestational age) at 6...     

The impact of variation and autonomy on psychological responses to high intensity interval training exercise

IntroductionHigh-intensity interval training (HIIT) provides notable physiological benefits and is generally well-tolerated across modalities and populations. This study investigated how exercise autonomy support impacts psychological responses to exercise.MethodsTwenty-nine participants completed three HIIT trials: Conventional-HIIT with 60-sec work segments, Varied-HIIT with a mix of 30, 60, 90, & 120-sec segments, and Autonomous-HIIT with self-selected 30, 60, 90, & 120-sec segments. Affective valence, enjoyment, and intention were measured.ResultsAffective valence during exercise was not different between trials (p > 0.05) but enjoyment during exercise was higher for Autonomous-HIIT (p < 0.05). Enjoyment and intention measured post-exercise were greater for Autonomous-HIIT than Varied-HIIT (p < 0.05).ConclusionAutonomous HIIT produced more desirable responses than varied and traditional HIIT sessions. These data suggest that HIIT sessions utilizing self-selected interval durations can produce more positive responses, which provides the basis for recommending autonomy within HIIT exercise.     

Age and walking conditions differently affect domains of gait

IntroductionAnalysing gait in controlled conditions that resemble daily life walking could overcome the limitations associated with gait analysis in uncontrolled real-world conditions. Such analyses could potentially aid the identification of a walking condition that magnifies age-differences in gait. Therefore, the aim of the current study was to determine the effects of age and walking conditions on gait performance.MethodsTrunk accelerations of young (n = 27, age: 21.6) and older adults (n = 26, age: 68.9) were recorded for 3 min in four conditions: walking up and down a university hallway on a track of 10 m; walking on a specified path, including turns, in a university hallway; walking outside on a specified path on a pavement including turns; and walking on a treadmill. Factor analysis was used to reduce 27 computed gait measures to five independent gait domains. A multivariate analysis of variance was used to examine the effects of age and walking condition on these gait domains.ResultsFactor analysis yielded 5 gait domains: variability, pace, stability, time & frequency, complexity, explaining 64% of the variance in 27 gait outcomes. Walking conditions affected all gait domains (p < 0.01) but age only affected the time & frequency domain (p < 0.05). Age and walking conditions differently affected the domains variability, stability, time & frequency. The largest age-differences occurred mainly during straight walking in a hallway (variability: 31% higher in older adults), or during treadmill walking (stability: 224% higher, time&frequency: 120% lower in older adults).ConclusionWalking conditions affect all domains of gait independent of age. Treadmill walking and walking on a straight path in a hallway, were the most constrained walking conditions in terms of limited possibilities to adjust step characteristics. The age by condition interaction suggests that for the gait domains variability, stability, and time & frequency, the most constrained walking conditions seem to magnify the age-differences in gait.     

Effects of attentional focus and gaze instruction during observational learning of a basketball free-throw

Observational learning has long been used to instruct individuals on how to perform a novice motor skill. Recently, research has shown a benefit to instructing learners to focus externally when viewing a video model (Asadi, Aiken, Heidari, & Kochackpour, 2021). Research has also highlighted the effectiveness of modeling correct gaze behaviors when learning a cognitive task (Jarodzka, van Gog, Dorr, Scheiter, & Gerjets, 2013). The purpose of the present study was to investigate the effectiveness of combining these two modalities. 40 individuals with a mean age of 21.77 ± 1.40 performed a novel motor task where they were asked to either focus internally or externally, and were provided with traditional instruction or were provided with an experienced performer's gaze behaviors while viewing a video demonstration. It was observed that both the external focus groups and the gaze instructed groups performed a basketball free-throw more accurately and had longer periods of quiet eye than an internal focus or traditional verbal instruction (p's < 0.05). Eye tracking also allowed for the assessment of attentional focus adherence. Participants focused on the instructed cues significantly more than irrelevant task aspects or a different focus types (p's < 0.05). These results highlight the effectiveness of cuing a learner to focus externally during observational learning. It also highlights the usefulness of providing correct gaze behaviors when observing a model.     

The effects of parental alcoholism on perception of control and imposter phenomenon

The present study examined the differences in internal and external locus of control and imposter phenomenon among persons with alcoholic and non-alcoholic parents. The subjects were 48 college students and 21 members of local Adult Children of Alcoholic groups. The students were further divided into those with alcoholic parents and non-alcoholic parents. The subjects were administered the following three instruments: the Nowicki-Strickland Internal-External Control Scale for Adults (Nowicki & Duke, 1973), the Imposter Test (Chance & O’Toole, 1987), and a family history survey. Analysis of locus of control scores revealed a highly significant (p<.01) difference for externality, with Adult Children being most external and students with non-alcoholic parents least external. Similarly, internality scores differed significantly (p<.0001), with Adult Children being least, and the non-alcoholic group being most internally oriented. Analysis of variance for imposter phenomenon revealed a significant (p<.05) difference among the three groups, with the Adult Children of Alcoholics group having the highest scores and students with non-alcoholic parents having the lowest. These findings are consistent with the idea that parental alcoholism interferes with nurturing and consistent reinforcement, and with the development of personal adaptability.     

The effect of prenatal androgen exposure on the development of neural reactivity systems: A study of the HEXACO Personality Inventory

The ratio of the lengths of the second and fourth digits of hands (2D:4D) seems to vary as a function of systematic differences in prenatal androgen exposure (Hönekopp & Watson, 2010). The 2D:4D ratio has been shown to be related to a variety of personality attributes. This study predicted that 2D:4D would covary with scores on the emotionality dimension of the six-facet HEXACO personality assessment, due to emotionality’s relationship with neural reactivity systems controlled by the amygdala (Hines, Allen, & Gorski, 1992), but that 2D:4D would relate to no other facet. Consistent with hypotheses, data showed that men had smaller ratios than women on both the right, t(405) = 2.84, p < .05, d = .28, and left hands, t(405) = 4.51, p < .05, d = .45, and the relationship between 2D:4D and emotionality was outside of sampling error of zero, r = .18, p < .001. Additionally, 2D:4D was unrelated to the remaining HEXACO facets. Findings suggest that prenatal testosterone exposure has an organizing effect on personality traits.     

Sensitivity of the Informant Questionnaire on Cognitive Decline: An Application of Item Response Theory

ABSTRACT

The Informant Questionnaire on Cognitive Decline (IQCODE) is a formal informant report instrument, originally developed by Jorm and Jacomb (1989 Jorm, A. F. and Jacomb, P. A. 1989. The Informant Questionnaire on Cognitive Decline in the Elderly (IQCODE): Socio-demographic correlates, reliability, validity and some norms. Psychological Medicine, 19(4): 1015–1022. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]; Psychological Medicine, 19(4), 1015). The goal of the present study was to evaluate the range of cognitive decline in which the IQCODE is most sensitive, using item response theory (IRT). Existing data (N = 740) from a sample of community-dwelling older adults was used for this purpose. A 2-parameter model estimating item difficulty and discrimination fit the data best. Additionally, the IQCODE provided the most psychometric information in the range of ?0.5 < θ < 1.5, with peak information obtained at approximately θ = 0.4. Based on individuals' latent score (θ) estimates, items on the IQCODE are adequate for use as a screening tool for dementia. Results of the item calibration may be useful for targeted assessment needs, such as the development of short forms.     

Teachers' perceptions of children's sport learning capacity predicts their fundamental movement skill proficiency

The intrapersonal mechanism that drives and explains individual differences in motor development is still a relatively underexplored area of research. In this study, we set out to determine whether in teachers' perceptions, higher sport-learning capacity (SLC) is associated with the level of fundamental movement skills, and the changes therein over 24 weeks in 7-year-olds. We assessed 170 children from eight primary schools in the Netherlands twice (T1, T2) in 24 weeks, using a tool to assess their FMS in applied settings (Platvoet, Elferink-Gemser, & Visscher, 2018). The schools' eight PE teachers used a digital questionnaire to score their perceptions of children's SLC (Platvoet, Elferink-Gemser, Baker, & Visscher, 2015). Based on their SLC, each child was then placed in the low (n = 33), average (n = 107), or high SLC-group (n = 30). We used a MANOVA to examine group differences, with the four subtests as dependent variables. The results revealed that regardless of SLC-group, children improved their FMS over 24 weeks (F(4,163) = 10.22, p < .05, Wilks Lamba = 0.800). An interaction effect was found for FMS assessment and SLC-group (F(8,326) = 2.23, p < 0,05, Wilks Lamba = 0.899). The children in the average and high groups improved more on the moving sideways subtest than those in the low group (p < .05). The MANOVA showed a main effect for SLC-group (F(4,163) = 4.69, p < .05, Wilks Lamba = 0.804). The average and high groups outperformed the low group on the measurements for walking backwards and moving sideways (p < .05). The high group also outperformed the low group on jumping sideways at both measurements, while the average group only achieved this at T1. The high group scored better on jumping sideways than the average group at T1 (p < .05). No differences in proficiency were found between the three groups on the hand-eye coordination assessment (p > .05). In sum, we found an association between children's SLC and level of FMS and changes therein; this was especially pronounced in children with a lower SLC, who had a lower proficiency and improved less on the subtest moving sideways.     

Effects on High School Students of a Teaching Module for Reducing Homophobia

Outcomes of an antihomophobia teaching unit for 130 high school students were evaluated in a pretest-posttest follow-up design, with gender and school type as independent variables. Dependent variables were cognition (Modified Attitudes Toward Homosexuality Scale; Price, 1982); homophobic guilt, homophobic anger, and delight (Affective Reactions to Homosexuality Scale; Van de Ven, Bornholt, & Bailey, in press); behavioral intentions (Homophobic Behavior of Students Scale; Van de Ven et al., in press); and short-story responses. Multivariate analyses of variance revealed that participants' anger (p < .05) and behavioral intentions (p < .0005) were significantly less homophobic at posttest and follow-up. Analyses of the cognition variable showed that hostility toward homosexuals was significantly reduced for girls (p < .0005) and initially for boys (p < .0005); however, boys reverted to previous levels of homophobia on this variable at 3-month follow-up. Similarly, analyses of the delight variable for students in single-sex schools showed that girls became less hostile (p < .05) and maintained their reduced levels of homophobia, whereas boys became less hostile initially (p < .05) but then regressed. The intervention had no effect on students' guilt and no effect on delight for coeducational students. Analysis of all participants' short-story content using sign tests indicated that the instruction had the desired effect (p < .005). However, only the female, coeducational school cohort yielded significant results (p < .05). The findings reinforce the importance of using multiple dependent measures of homophobic response and of collecting follow-up data. They also imply that extensions of the unit are warranted, especially in the absence of longer term impact for boys.     

References to social norms by preschool children and their linguistic expression

The study is based on the domain approach to the social norms and it investigated whether preschool children's references to social norms are related to their language expression. Children aged 3;8–7;5 years (N = 73; 35 boys and 38 girls) participated and were video-recorded playing in triads for 20 minutes. The norms mentioned were coded as moral or conventional rules according to Piotrowski's (1997 Piotrowski, C. 1997. Rules of everyday family life: The development of social rules in mother–child and sibling relationships. International Journal of Behavioral Development, 21: 571–598. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) coding system. Older children and more talkative children mention more conventional rules (p < .05 and p < .001, respectively); boys tend to refer to moral rules more often than girls, yet the use of moral rules was not influenced by age or talkativeness of the child. This supports the idea that children treat social norms of different domains differently: the use of moral rules does not seem to be influenced by the characteristics of the child, while the references to conventional rules depend on the age and talkativeness of the child.     

Congruence and Career Change in Employed Adults

Holland's theory of congruence was applied to adults changing careers. Forty-two nontraditional students attending college to attain a new occupation were surveyed. The group's average experience in the work force was 14.5 years, and their average age was 34.4 years. Using theCindex (Brown & Gore, 1994) and Kwak and Pulvino's (1982) K-P index to measure congruence, data supported the hypothesis that employed adults in the process of changing their careers move in a direction of greater congruence. Further, job satisfaction was correlated significantly with congruence as operationalized by theCindex (r= .33,p< .03) and the K-P index (r= .32,p< .04).     

Dichotic temporal interactions: Fusion and temporal order

Attention, Perception, & Psychophysics - Several phenomena are associated with a monotonic increase in interaural temporal asymmetry (Δt) of equally intense auditory stimuli:...