Change in college students' attitude toward child-bearing from 1971 to 1973

Summary: Two samples of college students, one obtained in 1971 and one in 1973, were asked to draw a picture of a happily married couple. Some subjects were asked to draw the couple after two years of marriage and some after five years of marriage. The pictures were scored for the presence or absence of children as an estimate of the attitude that children are necessary for a happy marriage. A large decrease in the "presence of children" from the 1971 to 1973 sample was interpreted as indicating that fewer college students now accept the notion that children are necessary for marital happiness.     

Comstock,Gary David,Gay Theology Without Apology

Abstract

This article explores the theology of procreation in marriage from traditional Catholic and traditional Evangelical viewpoints. Both groups believe that children are an integral aspect of Christian marriage, yet the barren couple is welcomed in the community despite Church insistence on children in marriage. Voluntary childfree unions and gay marriages, however, are both rejected by traditional Catholics and traditional Evangelicals. I contend that in this particular cultural climate of gay rights, one hurdle to accepting childfree straight marriages in traditional Christian branches is the perceived dissolution of conventional marriage. If traditionalists affirm that a married couple may choose to not procreate, then there is very little to distinguish straight childfree marriages from gay childfree marriages. Removing one pillar of conventional marriage – children – will bring Christian unions closer to theoretical support for gay marriage, a move that many traditionalists would be loath to make.     

Are there developmental differences in reality-monitoring?

The question addressed by the present experiment is whether the ability to distinguish between veridical and imaginal memory representations changes with age. Second-grade, fourth-grade, and sixth grade children (8, 10, and 12 years old) and college students were shown pictures of familiar objects. Each picture was presented one, two, or three times and, interspersed with these presentations, subjects were asked to imagine each picture zero, one, or three times. Subsequently they were asked to judge the presentation frequency of each picture. For all groups, imagining the pictures resulted in inflated estimates of event frequency. However, contrary to the idea that children have a particularly difficult time discriminating externally generated from internally generated memories, one analysis indicated adults were actually somewhat more affected than children by the imagination trials.     

Factors influencing the desire for children

187 college students (139 women; 175 between the ages of 18 to 25 years) were asked to report how many children they desired. Participants' desire for children was unrelated to skin color, socioeconomic status, and the need for postbaccalaureate education. Conversely, sex, value orientation, and religious orientation were significantly associated with a desire for children.     

Initial Primary Teacher Education Students and Spirituality

In recent years there has begun to be a resurgence of interest in educating the whole child in response to an over emphasis on basic skills teaching. In the study reported in this article, initial primary teacher education students at a regional Australian university were asked to explore and discuss their beliefs about the notion of spirituality. A survey was one of the instruments used and the responses obtained were placed into one of five categories or dimensions of spirituality. These included spirituality and self (reflection); religion; nature (environment/universe); relationships; and major life events (birth/marriage/death). Each of these categories are discussed in relation to a similar study conducted in the United Kingdom. Some implications for teacher educators and their initial primary teacher education students are discussed. These implications are able to help both groups work towards a more spiritually sensitive curriculum which seeks to recognise spiritual development as integral and central for providing a holistic education for all children.     

Conditional teaching and mindful learning

Abstract:

Most people can draw on vast categories of stored information when explicitly asked to do so. The spontaneous, creative, mindful use of previously learned information, however, tends to be atypical. Three studies were designed to assess whether the manner in which information is initially presented affects how such information will subsequently be used, that is, in a mindful or mindless way. More specifically, two experiments (one with children, the other with college students) were conducted to compare the effects of a conditional versus absolute form of teaching upon creativity. Results revealed that instruction presented in an absolute manner resulted in mindless use of the information for both age groups. In contrast, subjects who were taught in a conditional way were better able to creatively deal with the information. For the college students, this finding was obtained even when the absolute learning condition was concerned with theoretical (i.e., conditional) information. In a third experiment, student teachers were taught conditionally or unconditionally in a confident or unconfident manner. Results indicated that confident but conditional instruction was most effective in provoking subsequent mindfulness.     

Depth relationships in young children's drawings

It has been found in previous studies that attempts to represent the occlusion of a further object by a nearer one are infrequent in the drawings of young children (N. Ingram, The encoding of depth relations in children's drawing. Unpublished paper, Department of Psychology, University of Southampton, 1975; N. Freeman, D. Eiser, & J. Sayers, Journal of Experimental Child Psychology, 23, 305–314, 1977; M. Cox, Journal of Experimental Child Psychology, 26, 551–554, 1978). Possible explanations for this are considered. In the first part of the present study 64 children of mean age 6 years 10 months were asked to draw two opaque objects placed one behind the other. Previous findings were confirmed in that over two-thirds of the children drew the two objects separately in a horizontal or, more commonly, a vertical relationship. In the second part of the study the children were asked to draw an opaque object which they saw placed inside and/or behind a transparent glass beaker. All Inside Glass drawings showed the object within the confines of the glass, but half of the Behind Glass drawings showed the object to the side of, or above, the glass. Implications of these findings are discussed in terms of an orientation to the visual world rather than the visual field.     

Women's Liberation Among Two Samples of Young Women

Interviews conducted in 1970 and 1971 with women who were university students and women registered with the state department of employment indicated that compared to married women, single women who did not have direct experience in the traditional female role held opinions which tended to idealize that role orientation. In particular, inexperienced women as opposed to more knowledgeable women tended to see marriage and children as the most important life experience for a woman, to have lower career commitment (p <.05), to plan to alter their career plans significantly to accommodate children (p <.05), and to idealize the sexual relationship in a marriage (p <.003). Neither group of women revealed belief patterns strongly supportive of the women's liberation movement.     

Perceptions of Mate Selection for Marriage Among African American,College‐Educated,Single Mothers

This ethnographic study researched the perceptions of mate selection for marriage and the decisions of college‐educated, African American mothers who bore children while single. Twenty‐five senior‐level African American students who attended a college in New York City participated in the study. There has been a significant change in the family life‐cycle stage of coupling and marriage for these women because of their lived experiences.     

Retrieval-based learning: The need for guided retrieval in elementary school children

Three experiments were aimed at adapting retrieval practice techniques that are effective with college students to work with elementary school children. Children participated in their classrooms and completed activities with educational texts selected from the school curriculum. In Experiment 1, when children were asked to freely recall the texts, they recalled very little of the material (about 10%) and showed almost no improvement after rereading. In another condition that involved creating concept maps, the children produced only about 20% of the ideas on their maps, even though they viewed the texts during the entire activity. Experiments 2 and 3 explored ways to provide support during retrieval activities. In Experiment 2, children were very successful at retrieving knowledge on concept maps that were partially completed. In Experiment 3, a question map activity, where questions were displayed in a relational map format, was effective for guiding retrieval practice and improving learning relative to repeated studying. The results demonstrate the importance of examining strategies that work with college students with young children in educational settings using authentic materials. The results also highlight the need for guided retrieval practice in young children.     

Draw It again Sam: the effect of drawing on children's suggestibility and source monitoring ability

Preschool children (aged 3 to 6 years) participated in a magic show. Later, the children were given repeated true and false reminders about the show. Half the children were asked to draw these true and false reminders (drawing condition) and half the children were asked questions about the reminders but not to draw them (question condition). Later, children in the drawing condition had better recall of true reminders than children in the question group; however, children in the drawing group also recalled more false reminders than children in the question group. Finally, although children in the drawing group had better memory of the source of the reminders than children in the question group, both groups equally reported that the false reminders actually happened.     

Is marriage/cohabitation beneficial for young people? Some evidence on psychological distress among Norwegian college students

Although a large number of studies have examined the association between marital status or cohabitation on the one hand and psychological distress on the other, few have looked specifically at young people. Theoretically, the effects of marriage may be expected to vary with age, and differential selection into or out of marriage/cohabitation may also have different implications at different age levels. This paper uses cross‐sectional data on about 2300 Norwegian college students aged from 19 to 30; for nearly 1000 of these two‐wave panel data are also used. Psychological distress is measured by the General Health Questionnaire (GHQ), and linear regression analysis is used. Cross‐sectional analyses show that among female students marriage/cohabitation is associated with less distress. For male students the association changes with age; in the youngest group, married/cohabiting men are more distressed than those living alone, this is reversed beyond about 23 years of age. The longitudinal analyses show that termination of marriage/cohabitation is associated with increased distress. Going from single living to marriage/cohabitation does not seem to have any effect, however. These results are interpreted as providing some tentative support for social selection effects, and for the stressfulness of terminating a marriage or relationship of cohabitation. Copyright © 2006 John Wiley & Sons, Ltd.     

Expression of the emotions in the drawing of a man by the child from 5 to 11 years of age]

This study examines the development of children's ability to express emotions in their human figure drawing. Sixty children of 5, 8, and 11 years were asked to draw "a man," and then a "sad", "happy," "angry" and "surprised" man. Expressivity of the drawings was assessed by means of two procedures: a limited choice and a free labelling procedure. Emotionally expressive drawings were then evaluated in terms of the number and the type of graphic cues that were used to express emotion. It was found that children are able to depict happiness and sadness at 8, anger and surprise at 11. With age, children use increasingly numerous and complex graphic cues for each emotion (i.e., facial expression, body position, and contextual cues). Graphic cues for facial expression (e.g., concave mouth, curved eyebrows, wide opened eyes) share strong similarities with specific "action units" described by Ekman and Friesen (1978) in their Facial Action Coding System. Children's ability to depict emotion in their human figure drawing is discussed in relation to perceptual, conceptual, and graphic abilities.     

Logical versus Associative Performance on Transitive Reasoning Tasks by Children: Implications for the Status of Animals Performance

Although monkeys, pigeons, rats and chimpanzees all appear to be able to draw transitive inferences, young children fail to do so in some situations. If we take successful performance to be indicative of rationality-as animal researchers sometimes do (Monkeys are rational!McGonigle & Chalmers, 1992)-we have the paradox that animals are, on this criterion, more rational than are school-age children. It is possible, however, to complete 5-term transitive tasks by recruiting associative rather than logical processes; and, indeed, the tasks given to animals not only afford associative solutions but seem to require them (M&C tasks, after McGonigle & Chalmers, 1992). We asked whether 5- to 6-year-old children find a task that naturally affords the application of a logical rule (a B&T task, after Bryant & Trabasso, 1971) easier to perform than an M&C task that does not. The children found the B&T task easiera difference that could not be explained in terms of difference in memory for the premises. This leaves open the possibility that, although children are not restricted to associative strategies when completing 5-term series tasks, animals may be thus restricted.     

Emergence of representational activity during the early drawing stage: process analysis

This study analyzed the process underlying the emergence of representational drawing. Eighty-seven children aged 1–3 years were asked to color or draw either a simple picture (P) or a contour for an object (DC) in a shared task. After that, they were asked to draw their mother on a blank sheet of paper in a no drawn contour task (NC). Whereas 1½- and 2-year-olds were more successful in the P task than in the DC task, the 2½- and 3-year-olds were successful in both. The 2-year-olds were better in the DC than the NC task. The results show that 1½- and 2-year-olds can extract the component parts of a drawing even though they cannot produce them and children over 2½ years old can organize these components into a drawing by themselves. These findings indicate that representational drawing is based on the extraction of the component parts and the acquisition of the drawing ability to combine the parts into a drawing and that the beginnings of representational drawing are found in 1½- and 2-year-old children.     

Children's recognition of time in the causes and cures of physical and emotional reactions to illnesses and injuries

The present set of studies examined children's and college students' recognition of the role of time in the manifestation of causes and cures for illnesses and injuries. In Study 1, participants ranging from 4‐year‐olds through college students were presented with biological, moral, psychological, and irrelevant causes for illness symptoms and were asked how much time elapsed between the cause and the symptom. They were also asked if medicine would make the person feel better and if so how much time elapsed between taking the medicine and feeling better. Study 2 replicated Study 1 with 4‐ and 5‐year‐olds. Study 3 examined whether 4‐ and 5‐year‐olds and college students could differentiate between physical and emotional reactions to illnesses and injuries, with regard to time course. Overall, young children underestimate how long it takes for illness symptoms to emerge (expecting them to result right away following exposure to contamination). Nonetheless, children generated longer timelines for biological cures than biological causes. Moreover, 4‐ and 5‐year‐olds expect physical and emotional reactions to follow different time courses. These results suggest that young children have a nascent expectation that biological events are distinct from non‐biological events, in how they unfold over time.     

Are Deaf Dating Scripts Really Different from Those of Their Hearing Peers?

An initial study found that Deaf participants have a different definition of a date than the Traditional Sex Script (TSS). In the TSS, the man is viewed as the initiator who pushes for sex and the woman is expected to limit sex if they do not want to have intercourse; neither of these ideas were included in Deaf participants’ responses when asked what happens on a typical date. These findings may relate to early experiences in childhood. At an early age, hearing children are exposed to the TSS through popular culture. Deaf children are not exposed to these cues at the same level because of their lack of communication access. Here we compare Deaf college students to hearing college students to further investigate these issues using a more quantitative design.     

Gender Biases and Therapists’ Conceptualization of Couple Difficulties

In spite of the fact that gender issues have played an important role in many family therapy training programs, little research has been developed to explore the effects of gender and gender biases in therapists’ conceptualizations of client problems. This study explores beginning and advanced marriage and family therapy (MFT) student’s inclusion of gender in the conceptualization of a clinical case. To examine clinician’s thinking, 32 therapists (18 beginning MFT students and 14 advanced MFT students) were asked to 1) view the first 20 minutes of an intake interview conducted by a sex therapist, and 2) identify the couple’s central issues. Qualitative and quantitative analyses were used to explore constructs associated with therapists considerations and inclusion of gender and cultural issues in their conceptualizations of marital difficulties. Results revealed that trained MFT students who considered gender may have analyzed gender issues more extensively than untrained MFT students. In addition, results of qualitative analysis of participant critiques revealed subtle forms of gender and cultural biases. Discussion focuses on how these biases, some of which are linked to clinical theory, can lead to differential expectations and inequality in the treatment of men and women in couple therapy. Implications for clinical training, curriculum development, and future research are also discussed.