Sex differences in the professional orientation of first-year medical students

This article, presenting the findings from a 1975 survey of first-year medical students in the state of North Carolina, explores the relationship between students' sex and professional orientations considered relevant to current health care problems. The professional orientations concern four problem areas: (1) physicians' relationships with patients, (2) political and economic change in the medical profession, (3) the treatment of women physicians and women patients, and (4) geographic and specialty mal-distribution of physicians. Substantial sex differences are found for some professional orientations. As hypothesized, women orient more highly than men to humanizing physician-patient relationships, political and economic change in medicine, the problems facing women physicians and patients, and expecting an inner-city practice. Implications of the findings for health care and medical education are discussed.This report is based on the author's doctoral dissertation, Boys and Girls in White: Professional Orientation of the Student Physician Department of Sociology, Duke University, 1976. The author would like to express appreciation to Jim House for his continued guidance and encouragement as dissertation advisor.     

A functional equation analysis of two learning models

One-absorbing barrier random walks arising from Luce's nonlinear beta model for learning and a linear commuting-operator model (called the alpha model) are considered. Functional equations for various statistics are derived from the branching processes defined by the two models. Solutions to general functional equations, satisfied by statistics of the alpha and beta models, are obtained. The methods presented have application to other learning models.Abstracted from portions of the author's doctoral dissertation, University of Pennsylvania, June 1960. The author is indebted to Robert R. Bush, his dissertation supervisor for the valuable help and encouragement received from him and to R. Duncan Luce for many helpful discussions and for partial support from an NSF grant.The author is grateful to J. G. Brainerd, S. Gorn, and C. N. Weygandt of the Moore School, and N. F. Finkelstein, D. Parkhill and A. A. Wolf of General Dynamics for their encouragement.     

Jackknifing disattenuated correlations

The utility of the jackknife for constructing confidence intervals and testing hypotheses about the disattenuated correlation is evaluated for small samples. Computer simulations were used to generate the empirical sampling distributions of jackknife statistics for two sample sizes (30, 60), five values of the disattenuated correlation coefficient (1.00, .90, .80, .50, .00) and three pairs of reliabilities (.90, .80; .80, .80; .90, .50). The theoretical and cumulative proportions of jackknife statistics were compared at selected points in the appropriatet-distributions. The results obtained support the claim that the jackknife can be used to construct sensible confidence intervals. However, the jackknife possesses limited utility for testing hypotheses about the disattenuated correlation coefficient.This paper is based upon part of the author's doctoral dissertation (Rogers, 1971) completed at the University of Colorado. The author gratefully acknowledges Dr. Gene V. Glass for his interest and encouragement shown in completing this research.     

An application of a multitrait-multimethod test to validity data of a social learning treatment for aggressive children

Campbell and Fiske's (1959) multitmit-multimethod matrix was applied to data from two independent social learning measures designed to evaluate procedures used to aid aggressive children. Six parallel or like-named variables — noncomplying, crying, whining, negativism, destructiveness, and yelling — from both a home observation assessment system and a parent telephone data system were used. The data from 47 cases indicated that the categories of whining, crying, and destructiveness demonstrated significant convergent validity, but only whining demonstrated discriminant validity. The situation-specific versus cross-situational consistency aspects of the behaviors studied, and the implications for future research, were discussed.This article is based on a doctoral dissertation submitted to the Department of Educational Psychology of the University of Oregon. The author wishes to express his appreciation to his dissertation advisor, Lloyd Lovell, and to Gerald Patterson for his generous offer to use data that he had spent years collecting.     

Anxiety and affiliation in children

Hypotheses about the relationship between anxiety and affiliation derived from the psychoanalytic, drive, and social comparison models were tested by exposing high anxious (HA) and low anxious (LA)Ss to stress and subsequently to conditions meant to fulfill either nurturance or information needs. Unstressed and non-need fulfilled control groups were included. (N=224 grade school children.) Stress significantly increased the strength of adult affiliating in HA Ss; nurturance reduced it. Peer affiliating was not influenced by stress or information, nor did the conditions affect the affiliation of LASs. Results supported the hypothesis that dependency motives mediate the anxiety-affiliation relationship.This study is based on a doctoral dissertation completed at Yale University. The author thanks Prof. Seymour Sarason, who directed the thesis, and the children, teachers, and school psychologists of Milford, Conn. whose cooperation made this study possible.     

A comparative evaluation of several prominent methods of oblique factor transformation

The oblimax, promax, maxplane, and Harris-Kaiser techniques are compared. For five data sets, of varying reliability and factorial complexity, each having a graphic oblique solution (used as criterion), solutions obtained using the four methods are evaluated on (1) hyperplane-counts, (2) agreement of obtained with graphic within-method primary factor correlations and angular separations, (3) angular separations between obtained and corresponding graphic primary axes. The methods are discussed and ranked (descending order): Harris-Kaiser, promax, oblimax, maxplane. The Harris-Kaiser procedure—independent cluster version for factorially simple data,P'P proportional to , with equamax rotations, for complex—is recommended.This paper is based upon part of the author's doctoral dissertation [Hakstian, 1969] completed at the University of Colorado. The author is greatly indebted to Dr. Gene V Glass, who, as thesis advisor, generously contributed his time, erudition, and encouragement.     

Some statistical considerations in multidimensional scaling

Some shortcomings of current methods of estimating the magnitude of perceived difference are considered. A statistical model for perceived difference is derived which avoids these difficulties and employs judgments of ratios of differences as data. Three estimators of squared difference are developed.This study was conducted while the author was a Psychometric Fellow at Princeton University and Educational Testing Service and is part of a dissertation presented in candidacy for the degree of doctor of philosophy. This research was supported by Office of Naval Research Contract Nonr 1858 and by National Science Foundation Grant GB3402. Extensive use was made of the computing facilities of Princeton University supported in part by National Science Foundation Grant NSF-GP579. The author wishes to express his appreciation to Prof. H. Gulliksen, Prof. F. Geldard, Dr. C. Helm, and Dr. F. Lord for their comments and encouragement.     

A loss function for alpha factor analysis

Most of the factor solutions can be got by minimizing a corresponding loss function. However, up to now, a loss function for the alpha factor analysis (AFA) has not been known. The present paper establishes such a loss function for the AFA. Some analogies to the maximum likelihood factor analysis are discussed.The author is greatly indebted to Prof. Henry F. Kaiser (University of California, Berkeley) for his kind encouragement. He is also indebted to an anonymous referee ofPsychometrika for having confronted him with the problem in 1977. Financial support by the Wiener Hochschuljubiläumsstiftung is gratefully acknowledged.     

His and her marital satisfaction: The double standard

Despite the wealth of research on marital satisfaction, little is known about the cross-effects of husband and wife variables on the satisfaction of the self, on the one hand, and the spouse, on the other. The study presents a model that simultaneously examines the direct and indirect effects of several sociocultural factors on the satisfaction of each spouse. In a sample of 206 Israeli couples, linear structural relationships path analysis revealed two dominant effects: the husband's liberalism and his desire to marry. The more liberal his attitudes and the stronger that desire, the greater the marital satisfaction of both spouses. Men were more satisfied when they themselves held liberal views and when their wives held conservative ones. Premarital cohabitation and the pattern of spouse selection had little effect on marital satisfaction, implying that arranged marriages and autonomous choice constitute symmetric options.In part, the study reported here is based on a doctoral dissertation (1988) prepared for the Department of Education, Bar-Ilan University, Ramat Gan, Israel. This research was supported by a grant from the Ford Foundation received through the Israel Foundations Trustees. The author is grateful to Prof. Dafna Izraeli, Prof. Fern Kramer-Azima, Dr. Ruth Katz, and Dr. Yoav Lavee for their insightful comments, and to Helen Hogri for her editorial assistance.     

Hyperactive boys in their classroom: Assessment of teacher and peer perceptions,interactions, and classroom behaviors

Teacher ratings, peer perceptions, peer interactions, and classroom behaviors of 17 hyperactive and 17 active elementary school-age boys, nominated by their teachers, were compared using multivariate analyses and planned comparisons in order to better describe and assess hyperactivity in its most probable setting —the classroom. Hyperactive boys were found to be significantly different from actives on measures from all data sources in that they were perceived and interacted more negatively. Cluster analyses of teacher ratings of 90 hyperactives from a clinical sample and 17 hyperactives from the current sample were used to discriminate among different types of hyperactives. Four types were named anxious, conduct problem, inattentive, and low problem hyperactives. The fact that six conduct problem hyperactives were found to be more disruptive and have higher activity level ratings than six inattentive hyperactives, when observed in their classrooms, points to the need to study and treat hyperactives as heterogeneous groups.This study is based in part on a doctoral dissertation submitted to the Psychology Department, Indiana University, by the first author. Thanks are expressed to the students and teachers of the Monroe County School System who took part in the study. The authors also wish to thank Prof. Robert Sprague of the University of Illinois for providing the Conners Rating Scales on 90 hyperactive children.     

Social problem solving among popular and unpopular children

The present study investigated two issues related to children's social status and problem solving: the content of problem-solving measures and judgments of the quality of responses to social problems. Three types of social problem situations were studied: peer entry/initiation, maintaining social interaction, and management of conflict. The quality of children's strategies for solving these problems was rated on two dimensions: effectiveness and social competence. Liked-most children obtained significantly more effective and socially competent ratings than liked-least children for only one of the social problem situations-management of conflict. Significant differences between liked-most and liked-least children were also found between the quality of their best effective and best socially competent solution and their worst socially competent solutions. Results are discussed in terms of the psychometric adequacy of social problem-solving measures and the resultant problems in interpretation.This article is based on a doctoral dissertation submitted by the first author to the Graduate School, University of North Carolina-Chapel Hill. The first author appreciates the assistance of her dissertation committee: John Brantley, Donald Bailey, Barbara Goldman, and Rune Simeonsson. We also thank Carolyn Jackson, Alex Epanchin, Joanne Edelman, and the kindergarten teachers and assistants in Durham, North Carolina, for their help with data collection, Michael Fimian for his statistical help, Joanne Gartenmayer for her help with editing, and Karen Thigpen for her help with typing.     

Word-finding abilities of three types of aphasic subjects

Word-finding difficulties are often observed among different types of aphasic patients. This investigation analyzed the word-finding abilities of 30 aphasic subjects (10 Broca's, 10 Wernicke's, and 10 anomic). Forty nouns counterbalanced according to word length and frequency of occurrence in English language usage were used as stimuli and presented through four modalities (oral expression, writing, auditory comprehension, and reading comprehension). It was expected that patterns of word finding abilities would help in the classification of the different types of aphasia. In addition, long words and less frequently occurring words in English language usage should prove more difficult in word-finding ability, regardless of modality. The results of this study found long words and less frequent words were more difficult for aphasic subjects. Among the modalities, long words were significantly harder than short words for the writing modality only. It was also found that semantic errors were the most common errors for all types of aphasic subjects. Broca's subjects produced significantly moreno response errors in oral expression; Wernicke's subjects produced significantly more semantic and phonemic errors in reading comprehension; and, Wernicke's subjects produced significantly more unrelated errors in both oral expression and reading comprehension. Clinical implications were also discussed.The present study was based on a doctoral dissertation completed at the City University of New York in partial fulfillment of the requirements of the doctoral degree in Speech and Hearing Sciences by the first author under the direction of the second author. The authors wish to thank Dr. Louis J. Gerstman for his assistance with the statistical analysis of this research and Dr. Robert Goldfarb for all his helpful suggestions and editorial comments.     

A statistical model which combines features of factor analytic and analysis of variance techniques

This paper describes a method of matrix decomposition which retains the ability of factor analytic techniques to summarize data in terms of a relatively low number of coordinates; but at the same time, does not sacrifice the useful analysis of variance heuristic of partitioning data matrices into independent sources of variation which are relatively simple to interpret. The basic model is essentially a two-way analysis of variance model which requires that the matrix of interaction parameters be decomposed by using factor analytic techniques. Problems of judging statistical significance are discussed; and an illustrative example is presented.Much of the work on this paper was completed while the author held a U.S.P.H.S. Postdoctoral Fellowship at Yale University (1964–65). Many of the ideas in this paper have been discussed in the author's doctoral dissertation which was submitted to Yale University in 1965.Special thanks are due to Robert P. Abelson for his encouragement and for many helpful and stimulating discussions about problems which arose in the preparation of this paper. I would also like to thank Francis J. Anscombe and Alan T. James for their valuable suggestions and constructive criticism of an earlier draft of this article.     

The Platine Clergy,Independence, and the Rivadavian Reforms, 1806-27

Abstract

After a brief historical account of the early nineteenth-century Platine Church of Argentina, the author provides a select bibliography of archival guides, printed primary sources, and secondary literature on the subject. The scope of this survey and bibliography is 1806-27, and is derived from the author's doctoral dissertation.     

Feminist and community mental health center psychotherapists' expectations of mental health for women

Female (n=75) and male (n=55) community mental health center psychotherapists and feminist therapists (n=82) were given the Rosenkrantz, Vogel, Bee, Broverman, and Broverman (1968) Sex-Role Stereotype Questionnaire and were asked to rate either mentally healthy adults, females, wives, or mothers. Female community mental health center therapists and feminist therapists were found to maintain one standard of mental health; that is, their perceptions of mental health for adults, females, wives, and mothers did not differ. In contrast, male therapists perceived mentally healthy adults in more male-valued terms than they perceived mentally healthy females, wives, and mothers. Additionally, both feminist and other female therapists differed from male therapists in their perceptions of health for mothers, but not for adults and wives.This report is based on a dissertation submitted in partial fulfillment of the requirements for the doctoral degree at the College of Education, University of Maryland, 1974. The author wishes to express her appreciation to her dissertation chairperson, Dr. Janice M. Birk, for her invaluable assistance during all phases of this study.     

Attitudes and illusions: Herbert Leyendecker’s phenomenology of perception

In this paper, I discuss aspects of Herbert Leyendecker’s 1913 doctoral dissertation, Towards the Phenomenology of Deceptions (Zur Phänomenologie der Täuschungen), which he defended in 1913 at the University of Munich. Leyendecker was a member of the Munich and Göttingen Phenomenological Circles. In my discussion of his largely neglected views, I explore the connection between his ideas concerning “attitudes” (Einstellungen), e.g., of searching for, observing, counting, or working with objects, and the central topic of his text, perceptual illusions, thematized by Leyendecker as a kind of perceptual “deception” (Täuschung). Indeed, Leyendecker argues that a change of attitude is a necessary aspect of an illusion. I argue that Leyendecker’s use of the notion of attitude in accounting for illusions is problematic; yet I also suggest that his ideas are not devoid of philosophical interest, in relation to current debates.

     

Empathy: A factor in antisocial behavior

Empathy has been accepted as a crucial factor in the development of prosocial thought and behavior. This study attempted to clarify the role of empathy in the development of antisocial and aggressive delinquent behavior. The subjects were 331 delinquents and 64 nondelinquent controls ages 12 to 18. The delinquents were found to be significantly delayed or arrested in the development of empathy. The nondelinquent group exhibited a significant age-related increase in empathy during the adolescent period, whereas the delinquent group did not. Of three delinquent subgroups utilized, the neurotics were least empathic, the psychopathics next, and the subculturals the most empathic; the groups differed significantly from each other. Aggressive delinquents were significantly lower in empathy level than nonaggressive delinquents, though differentiation by type of aggression (person or property) was not significant.This research was based on the author's doctoral dissertation. The author wishes to express his appreciation to Dr. Henry R. Angelino, Dr. Charles Wenar, and Dr. John Gibbs of the Ohio State University for their support and guidance.     

Outline forms as visual stimuli in psychological experiments

Summary A set of stimuli to be used in psychological experiments is presented. Drawn spontaneously by the Ss, these stimuli are outline forms which can be freely reproduced in an experimental situation. The complexity and meaning-fulness of 100 forms were investigated. Meaningfulness depended on two variables: the probability of a given form having a certain meaning for a S, and the homogeneity of the meanings a given number of Ss ascribe to this form. Three types of meaningfulness could be distinguished: forms with one meaning only, ambiguous forms and nonsense forms. Complexity, homogeneity and probability of having a meaning are listed for all 100 forms.This research was carried out as part of a doctoral dissertation at the Department of Behavior Science of the Swiss Federal Institute of Technology in Zurich. The author expresses gratitude firstly to his supervisors, Professor H. Fischer and Professor K. Bättig, for their encouragement and criticism throughout the research. Thanks are also due to Professor Klaczko and Dr. H.U. Baumann for their many valuable suggestions, to Laurel Gutmann, Professor A. Flammer and Professor M. Perrez for their many helpful comments on earlier drafts of the paper, and to W.G. Hoffmann and R. Casetti for their further assistance.     

A generalized solution of the orthogonal procrustes problem

A solutionT of the least-squares problemAT=B +E, givenA andB so that trace (EE)= minimum andTT=I is presented. It is compared with a less general solution of the same problem which was given by Green [5]. The present solution, in contrast to Green's, is applicable to matricesA andB which are of less than full column rank. Some technical suggestions for the numerical computation ofT and an illustrative example are given.This paper is based on parts of a thesis submitted to the Graduate College of the University of Illinois in partial fulfillment of the requirements for a Ph.D. degree in Psychology.The work reported here was carried out while the author was employed by the Statistical Service Unit Research, U. of Illinois. It is a pleasure to express my appreciation to Prof. K. W. Dickman, director of this unit, for his continuous support and encouragement in this and other work. I also gratefully acknowledge my debt to Prof. L. Humphreys for suggesting the problem and to Prof. L. R. Tucker, who derived (1.7) and (1.8) in summation notation, suggested an iterative solution (not reported here) and who provided generous help and direction at all stages of the project.