Cross-sex comparisons: A word of caution

A cross-sex difference on one variable is often hypothesized to be related to a gender difference on a second variable. However, caution should be exercised in making such comparative hypotheses. We gathered the expected and actual examination grades for 168 female and 163 male college students. As in prior research, males had higher expectancies than females (p<.05). But analysis of the intrasex regression equations indicated that the relationship of expectancies to performance was different for women than it was for men. Thus, a cross-sex difference in expectancies did not correspond to a parallel difference in grades. This finding highlights the potential hazards of making certain cross-sex comparisons, and we argue for more caution in their application.     

PROMOTING AUTOMOBILE SAFETY BELT USE BY YOUNG CHILDREN

A program using behavioral practice, assertiveness training, and social and contrived reinforcers was developed to establish and maintain automobile safety belt use by young children. Sixteen children (ages 4.8 to 7 years) who never used their safety belts during a 5-day preexperimental observation period were randomly assigned to two groups of eight each. A multiple baseline design across groups was used to evaluate the effectiveness of the training program. During the 8-day baseline period for Group 1, no children used their safety belts when unobtrusively observed while being driven from school. During the 26-day intervention period, the children were buckled up on 96% of the observations. Follow-up probes conducted 2–3 months after program discontinuance found safety belt use to range from 86% to 100%. For Group 2, the 14-day baseline safety belt use averaged 6% and increased to a mean of 81% during the 20-day training and maintenance program. Follow-up probes 2–3 months later found safety belt use to occur during 75% to 96% of the observations. Parent questionnaires indicated the generalizability and social validity of the program.     

INCREASING APPOINTMENT KEEPING BY REDUCING THE CALL-APPOINTMENT INTERVAL

We examined the effect of reducing the interval between a patient's call for an appointment and the appointment itself. In Experiment 1, patients calling a family planning unit of a public health department were assigned appointments within either 1 or 3 weeks of their call. Data on patient “shows” and “no-shows” were recorded weekly for 6 weeks. Show rates for those in the 1-week appointment group were significantly higher than those in the 3-week group. In Experiment 2, patients were assigned to appointment dates either the next operating clinic day (next-day group) or 2 weeks from the call date (2-week group). Show rates for those in the next-day group were significantly better than show rates for patients in the 2-week group. Clinic productivity, time spent with patients, and consumer satisfaction were also assessed. Implications for appointment scheduling are discussed.     

Modification of severe disruptive and aggressive behavior using brief timeout and reinforcement procedures

Brief timeout for disruptive and aggressive behaviors and reinforcement for appropriate behaviors were used with two retarded patients in a state hospital ward setting. The procedures reduced loud vocal behavior in one patient and aggressive behavior in another to near-zero levels when first applied. The behaviors returned to previous levels when the procedures were removed and were again greatly reduced when timeout and reinforcement were reapplied. The results were significant because the behavior problems were severe and long-standing and the procedures were instituted without greatly disturbing normal ward routine.     

The effects of a response cost treatment tactic on hyperactive children

In a pilot study, a multielement design was used to assess the effectiveness of a response cost procedure on a 7-year-old child's hyperactive behavior and academic performance across days. The procedure was effective in reducing off-task behavior and in increasing academic assignment completion. In Experiment 2, three strategies were compared to a no-treatment baseline in treating an 8-year-old hyperactive child: drug (Ritalin) alone, response cost alone, and drug plus response cost. The cost program alone and the cost program combined with medication were effective in reducing off-task behavior and in increasing academic performance. In both studies, the procedure was viewed by the teachers as practical and effective for use in a classroom setting. The subjects liked the cost system and believed that they completed more academic work when it was operative.     

On the young child's comparison of sets

When asked to make comparisons between sets of objects, 4-year-old children succeed when the comparison questions are symmetrical with respect to the referential status of their terms. Thus questions that request the comparison of set with set, or subset with subset (both within and between sets), are answered correctly. However, when the comparison questions are referentially asymmetrical, calling for the comparison of set with subset, either within or between sets, young children typically fail to complete such tasks successfully. In such cases, what comparisons young children arrive at is established, how they arrive at them is described, and why they respond in the ways that they do is discussed.     

Sharing behavior and racial preference in children

Three groups of white children, 43 preschoolers and first-graders, 46 third-graders, and 44 fifth-graders, were asked to choose either a white child or a black child as a recipient of sharing and also as a companion for several social interaction situations ordered for social distance. The preschoolers and first-graders preferred to share and interact socially with the white child. The third-graders and the fifth-graders displayed a weaker preference for the white child over the black child on the sharing task, no preference in situations of high social distance, and a preference for the white child in situations of low social distance. The results from ancillary measures suggested that the choices of the younger children were motivated by a generalized color preference but that the choices of the older children were guided by an awareness of the social meaning of racial categories.The investigation was supported by the Research Advisory Council of East Tennessee State University.     

The deterrent effect of capital punishment during the 1950s

This investigation examines the deterrence hypothesis of an inverse relationship between state execution rates and homicides. Although this question has received some attention in recent studies, the findings of these investigations are mixed. Cross-sectional analyses of states have typically shown execution and homicide rates to be positively associated, while at least two national time-series studies report support for the deterrence hypothesis. To test whether these divergent findings are result of the two different methodologies employed (cross-sectional vs. time-series), a methodology that combines the strengths of each is used in the present study. For the period 1950 to 1960, we examine cross-sectionally for states the relationship between changes in execution rates and changes in murder rates. This analysis does not find support for the deterrence argument for the certainty of the death penalty when a number of models of the execution rate--murder rate relationship are considered, and when a variety of imprisonment and socio-demographic factors are considered as control variables.