Sex-role self-concept and attitudes related to occupational daydreams and future fantasies of college women

This study explored the relationship of sex-role self-concept and general attitudes toward women's roles to patterns of career preferences and to career salience among 50 undergraduate women. Sex-role self-concept was measured by the Bem Sex-Role Inventory, and attitudes by the Attitudes Toward Women Scale. Patterns in career preferences were determined by studying the degree of gender dominance in past occupational daydreams as well as in present college major and intended future occupation. Career salience was measured using a content analysis of written future fantasies. Sex-role self-concept was related to past occupational preferences, with masculine-typed women showing a pattern of nontraditional daydreams compared to those of feminine-typed women. Attitude variables were related to present career choices, with liberal women in more male-dominant fields than conservative women. Both self-concept and attitude variables were related to career salience, measured by the proportion of fantasies about the future devoted to work themes. Masculine women showed evidence of more career salience than androgynous or undifferentiated women, and liberal women more than conservative women.     

Piaget's data and spearman's theory—An empirical reconciliation and its implications for academic achievement

A hierarchical simple structure factor solution was obtained for item scores from a psychometrized battery of Piagetian-type tasks individually administered to 660 kindergarten children. At the first level of factors were the Piagetian theoretical entities of seriation, classification, conservation of number, and temporal and spatial reasoning, with numeration loading on seriation and classification as indicated by the theory. At the second level were two factors identified as Piaget's logicomathematical and infralogical operations. A third-level factor was identified as a g factor. The association of the Piagetian-type tasks with kindergarden and first grade academic achievement was through the third-level g factor. The second-level factors appeared to be similar to Vernon's k:m and v:ed but, like the first level factors, made no important contribution to predicted achievement above that contributed by the g factor. A socioeconomic factor made no unique contribution to predicted first grade achievement. It was concluded that the Piagetian concrete operations variables have no unique role in the prediction of kindergarten or first grade academic achievement.     

Medication effects in the classroom: Three naturalistic indicators

Hyperactive and comparison boys participated in 5-week summer enrichment programs that included classroom activities and structured assessments of peer interaction patterns. During the 3rd and 4th weeks of these programs, a double-blind, methylphenidate-placebo crossover design was implemented within the hyperactive group. Three heterogeneous indicators of everyday behaviors were obtained: number of negative incidents noted by staff, quality of handwriting, and number of times the teacher called the boys' names aloud in the classroom. Medication effects emerged for each of these indicators. When hyperactive boys were taking placebos, they were involved in more negative incidents, their handwriting was poorer, and their names were called more frequently than when the boys were taking methylphenidate. Interrelationships among the measures suggest moderate cross-situational generality of medication responsiveness. Discussion focused on the bandwidth of medication effects and the need to examine the social ramifications of child treatments.This research was supported in part by NIMH grant 29475 and NIDA grant 01070. We gratefully acknowledge the participation of the data coders and the many summer school staff. Special thanks go to Mike Berlin, Barry E. Collins, and Sharon Dotemoto. Methylphenidate and placebo were supplied by Ciba-Geigy, Summit, New Jersey.     

Ear differences in simple reaction time: The influence of attentional factors

Simple motor reaction times (right-handed) to tape-recorded consonant-vowel syllables were obtained from 12 subjects under two conditions of monotic stimulation: “expected” presentation (subject informed as to ear of presentation) and “random” presentation (ear of presentation varied randomly). Significantly faster left ear reaction times were obtained in the “expected” condition. The rank order of subjects' standard dichotic listening task scores correlated negatively with reaction time ear differences in the “expected” presentation condition. Results are discussed in terms of existing theories of response lateralization in simple reaction time tasks, and an expanded hypothesis is offered. Specifically, it is suggested that two or more distinct but potentially overlapping mechanisms may be responsible for observed asymmetries in monotic auditory perception. Both an attentional or lateralized motor response bias and an inherent lateralization of function may operate side by side, differentially activated by task demands, mode of stimulus presentation, and nature of stimuli.     

Sex differences in self-disclosure: Effects of topic content,friendship, and partner's sex

Male-female differences in self-disclosure were found as a function of sex stereotyping of topic content. Men disclosed less than women on “feminine” topics, which emphasized personal concerns and sensitivities. Men and women did not differ in disclosure on “neutral” topics, considered appropriate for both sexes to discuss. Men and women did not differ in disclosure on “masculine” topics (emphasizing assertiveness) in two of three experiments. Theoretical mechanisms that might mediate sex differences in self-disclosure were considered.     

The role of Canadian school psychologists: Perceptions of a sample from the general public

A sample of 77 subjects responded to a questionnaire designed to collect information about their perceptions of the role of school psychologists. The results indicate that overall the respondents had a fairly accurate sense of what a school psychologist does, although they overestimated the importance of psychotherapy as one of the school psychologist's functions. It is recommended that school psychologists more clearly specify their function when dealing with members of the general public.     

“We really need to know what pastoral counseling Is”—Reflections for colleagues in other disciplines

This article suggests that pastoral counselors in the field must vigorously engage in the process of self-interpretation to colleagues in allied professions. It accordingly attempts to offer a bilateral approach to such interdisciplinary communication. Part One focuses on the psychology of id, superego and ego as an exegetical principle to describe recent trends in the field. Part Two offers a complementary theological account of pastoral counseling, seen from the inside, focusing on the image of the pastoral counselor as theviator or fellow pilgrim along the way.Chaplain and Lecturer in Religion at Wellesley College for thirteen years     

The effect of phonemic processing on the retention of graphemic representations for words and nonwords

The three experiments reported in this study were each conducted in two phases. The first phase of Experiment 1 involved a same-different comparison task requiring “same” responses for both mixed-case (e.g., MAIN main) and pure-case (e.g., near near) pairs. This was followed by Phase 2, a surprise recognition test in which a graphemic effect on word retention was indicated by the superior recognition accuracy obtained for pure-case compared with mixed-case pairs. The first phases of Experiments 2 and 3 involved pronounceability and imageability judgment tasks, respectively. Graphemic retention was assessed by contrasting recognition accuracy for letter strings presented, during Phase 2, in their original Phase 1 case, with letter strings presented, during Phase 2, in. a graphemically dissimilar new case. The experiments provided evidence that there was minimal retention of the graphemic representations from which the phonemic representations of words are generated and, further, that the locus of this effect is probably postlexical. Nonwords were recognized more accurately than words in all three experiments. The latter result was attributed to differences between nonwords and words in both graphemic retention and semantic distinctiveness.     

Meeting a deviant person: Subjective norms and affective reactions

Studied differences in verbal, nonverbal, and physiological responses during a confrontation with a male confederate role-playing either a physically handicapped (PH), homosexual (HS), or normal (NOR) person. One hundred and eight males from colleges of economics and engineering listened in a laboratory experiment to personal introductions by two confederates in succession. Whereas the first confederate always appeared normal, the second took one of the three roles mentioned. A further informal meeting with this confederate was arranged outside the laboratory; all subjects had taken a stereotype test before. Normative differences between PH and HS (p ≤ 0.05) are found on verbal measures including the stereotype test, self-rated emotion and consent to a further contact. General effects of deviance separating PH and HS from NOR (p ≤ 0.05) emerge on observed emotion, interpersonal distance during the informal meeting, and skin-resistance responses. The results largely confirm the hypotheses. They are interpreted as supporting a distinction between intended (action-type) components of behaviour which are strongly influenced by subjective norms, and unintended (reaction-type) components reflecting undifferentiated reactions to deviance.     

“Impossible figures” and interpretations of polyhedral figures

The concept “impossible figure” is analyzed by formalizing the interpretations of a polyhedral figure by an observer, and defining several types of inconsistency in such interpretations. Tests for these inconsistencies are developed using simple graph theory, and a sufficient condition is established for the feasibility of an interpretation. Finally, techniques are derived for the automatic construction of usual or unusual multibar figures.