Exploring stereotypes of popular and unpopular occupations among women-in-general

To find clues to cultural meanings of highly popular and highly unpopular occupations from SVIB-W, 227 women-in-general subjects judged nine popular and nine unpopular titles on 26 semantic-differential scales. The ranges of prestige and femininity judgments were deliberately restricted, in the hope that less understood stereotypes would stand out independently of these familiar variables. Eleven scales effectively differentiated popular from unpopular occupations. These 11 polarities (a) both confirmed and disconfirmed common-sense predictions; (b) suggested themes that were not “WIG-bound,” themes probably relevant to parallel judgments in a male subculture; and (c) often echoed variables that have been treated elsewhere as “work-adjustment” needs, such as “variety,” “independence,” and “security.” Scale intercorrelations were low, with only a sprinkling of moderate relationships present; many scales helpfully tapped stereotypes that emerged independently of status perceptions. The role of a “femininity” variable remained ambiguous. Inspection of scale interrelationships suggested that factor structures of meaning in an occupational context will differ importantly from well-known structures displayed by general semantic judgments.     

Habit reversal vs. negative practice treatment of nailbiting

A previous study of the habit reversal treatment of nailbiting was extended by using more subjects (97) and a comparison with an alternative method (negative practice). Negative practice reduced nailbiting episodes by about 60% whereas habit reversal reduced nailbiting episodes by about 99% throughout the 5-month follow-up.     

Effect of timing of information about mitigating circumstances on emotional responses to provocation and retaliatory behavior

To determine whether the reduction of retaliatory behavior by knowledge of mitigating circumstances is due to less motivation to retaliate or to an inhibition of motivated retaliation, subjects were provoked by a rude experimenter and informed of mitigating conditions (a) before provocation, (b) after provocation, or (c) not at all. Physiological data revealed that prior knowledge of mitigation prevented pronounced excitatory responses to prococation. In contrast, when mitigating conditions were not known, excitatory responses to provocation were intense. In addition, when mitigating information was supplied after provocation, excitatory responses decayed more rapidly than when no such information was supplied. Retaliatory behavior, as measured in complaints about the rude experimenter, was substantially lower in the condition in which mitigation preceded provocation than in the other two conditions. The retaliatory behavior of subjects who were informed of mitigation after being provoked did not differ significantly from that of subjects who were not informed of mitigation. The findings were interpreted as incompatible with the assumption that under mitigating conditions retaliation is motivated but inhibited and as generally supportive of the proposal that mitigation attenuates the response to provocation. In order to explain the failure of the reception of mitigating information after provocation to reduce retaliatory behavior in spite of the observed facilitation of excitatory decay, it was suggested that when subjects were experiencing high levels of anger, they formed a behavioral disposition to retaliate, which outlasted the state of elevated arousal.     

The nature of curiosity in children

This study examined several behaviors claimed to reflect curiosity in order to determine whether there are one or more types of curiosity. A secondary purpose was to examine the relations between the one or more types of curiosity and sex, social class, intelligence, achievement level, and ratings of personality traits. In two individual sessions 84 American first-grade boys and girls were administered five tasks which measured observation of complex and simple stimuli, preference of complex and simple stimuli, preference for the unknown, structure of meaning, and object exploration. A normalized Varimax factor analysis allowed the extraction of five factors: manipulatory curiosity, perceptual curiosity, conceptual curiosity, curiosity about the complex, and adjustive-reactive curiosity. Only the first factor was related to a demographic variable, sex. The nature of the factors and their theoretical and practical significance are discussed.     

Individualized learning environments: Intra- and interpersonal consequences

This study examines the effects of individual goal structures on the intra- and interpersonal behavior of 120 fourth-grade children. Each group of four children was introduced to one of two individualized learning programs: (a) workbook materials color-coded according to level of difficulty (allowing implicit comparisons among children as to progress), and (b) materials not coded according to difficulty (discouraging comparisons). In both learning programs, children worked individually (at story writing) and were rewarded for the work. Results indicate that boys, but not girls, who were rewarded equally for doing good work in an individualized setting but who start and end at a lower step than other more frequently took away a toy from those peers with whom they compared themselves than did boys who were rewarded equally for good work and where there were no comparisons. Boys as a group, regardles of condition, gave more prize tickets to themselves than to others and gave more prize tickets to themselves than girls gave either to themselves or others. Both boys and girls appear to adopt the evaluations of their work given by the experimenter and appear to be influenced thereby in later prized-giving to themselves and to others.     

Interpersonal problem solving as a mediator of behavioral adjustment in preschool and kindergarten children

An experimental model tested the mediating function of interpersonal cognitive problem solving skills on behavioral adjustment in preschool and kindergarten children. Relative to controls, nursery-trained youngsters improved in three such skills, kindergarten-trained in two. In both the nursery- and kindergarten-trained groups, increased ability to conceptualize alternative solutions to interpersonal problems significantly related to improved social adjustment. Consequential thinking also emerged as a clear behavioral mediator, especially among kindergarten-aged youngsters. Improvement in behavior could not, however, be attributed to change in causal thinking skills. Having identified two significant behavioral mediators in young children, a beginning has been made to isolate specific thinking skills, which, if enhanced, can contribute to healthy social adjustment and interpersonal competence at an early age.     

School-related problems of Mexican-American adolescents

An attempt is made to explain certain selected aspects of the school problems of some Mexican-American adolescents by an analysis of major cultural themes. The data presented suggest that for some Mexican-American adolescents, school has at least the following four meanings: (1) a place where teachers are frequently perceived and treated as authority figures similar to their fathers and, therefore, are targets of rebellion; (2) a place lacking strict external prhibition of encounters with the opposite sex; (3) a public arena of activity where one can bring honor or shame to one's family: and (4) an institution which expects participating individuals to value individual competition and success. Finally, these problems are discussed with respect to problems that Mexican-American female adolescents have in direct expression of anger.     

II. The comparability of the WISC-R and WAIS among 16-year-old EMR children

Thirty 16-year-old EMR children were administered the WAIS and WISC-R in counterbalance order to determine the comparability of the two assessment instruments. The WAIS was found to yield significantly higher Verbal, Performance, and Full Scale IQ scores. The comparisons of corresponding subtests indicate that all WAIS subtests were significantly higher than the WISC-R except Picture Completion. Correlations between corresponding WAIS and WISC-R IQ scales and subtests, however, were significant. The results suggest differences between the two instruments among children of subnormal intelligence, thus presenting the possibility that a child may be differentially classified based on the selection of the intelligence test.     

Selection of consultees in school mental health consultation

To further understanding regarding the selection of teacher consultees, 15 mental health consultants completed a questionnaire. Consultants ranked teachers in their school consultation placements on ability to meet academic and socioemotional needs of children, receptivity to change, and likability. Next, after indicating which teachers they would most and least like to work with, consultants rated the teachers on nine 5-point rating scales. In general, results indicate that most preferred consultees, in comparison to least preferred consultees, are perceived as less needy of assistance around issues concerning children and lessons, more responsive to consultation, and more likable. It appears that teachers most in need of assistance are not selected for consultation.     

Persistence of response prevention effects following retraining of escape behavior

This study evaluated the effects of response prevention procedures on the extinction of escape behavior following the reinstatement of shock-escape training prior to the start of extinction. Female hooded rats were assigned to four groups (N = 10) in a factorial design which orthogonally combined response prevention or pseudo-prevention procedures with escape retraining or no retraining procedures. Results showed that prevention reliably impaired shock-escape behavior on early retraining trials; but this effect dissipated completely by the end of retraining. In extinction, prevention reliably facilitated the extinction of escape behavior relative to that of pseudo-prevention controls; but the degree of facilitation was reliably attenuated by retraining procedures. These findings were related to the competing response interpretation of prevention effects.     

Social inhibition as a function of observation and recording of performance

In order to compare the relative effects of observation of performance and recording of information about performance on social facilitation/inhibition, 256 college students solved three concept-attainment problems in an orthogonal design. The variables were (a) number of observers (an additional observer or the experimenter alone), (b) videorecording (yes or no), (c) audiorecording (yes or no), (d) task complexity (four, six, eight, or ten total attributes in the problems). Each of videotaping, filming, and audiotaping resulted in poorer performance than the control condition, with no differences between these three recording conditions. The presence of an additional observer had no effect on performance. Pulse measures indicated that the presence of an additional observer increased arousal, but covariance analysis indicated no association between differences in performance and arousal.     

Self-observation and behavior change: Applications to academic and adjustment problems through behavioral consultation

Self-observation as a behavior change technique was implemented through behavioral consultation in a public elementary school system. The self-observation procedures were introduced to two subjects with academic problems (assignment completion) and two subjects with behavioral problems (disruptive talk and interruptions, respectively). In each of the four cases, self-observation resulted in improvement in client behavior. Results are discussed within the context of previous methodological issues in the self-observation literature and the relevance of self-observation as a therapeutic tool in school settings.     

An investigation of vocational indecision in college students: Correlates and moderators

This study investigated the relationships among fear of success, locus of control, and vocational indecision in college students and the extent to which these relationships are moderated by sex and ability. Subjects, 103 female and 98 male undergraduate students, were administered measures of fear of success, locus of control, and career indecision. In addition, American College Test (ACT) composite scores were available for 154, or 77%, of the subjects. Results indicate that vocationally undecided college students are more external in their locus of control, are more fearful of success, and have lower ACT scores than decided students. Multiple regression analyses for the prediction of vocational indecision yield mixed results, as the power of prediction of the independent variables of locus of control and fear of success were influenced by the sex and ability level of the student. Results, implications for future vocational indecision research, and implications for counseling assistance of vocationally undecided students are discussed.