Grammatical Gender Systems: A Linguist's Assessment

The notion of grammatical gender is defined and criteria for assigning nouns to genders are discussed, in particular semantic and formal criteria. Data from child language acquisition show that both semantic and formal criteria can be the basis of children's overgeneralizations, although the question of to what extent more opaque semantic or formal gender assignment criteria are available to children remains to be ascertained.     

Gender Differences in Cheating Attitudes and Classroom Cheating Behavior: A Meta-Analysis

Although academic dishonesty is a major problemin American colleges and universities, relatively littleresearch has investigated gender differences incheating. Based on the differential socialization theory of gender differences in moral reasoning(e.g., Chodorow, 1989; Gilligan, 1982) we expected that,compared to women, men would report more favorableattitudes toward cheating and more cheating behavior. We conducted a meta-analysis that included 8studies of gender differences in attitudes towardcheating, 34 studies of gender differences in cheatingbehavior, and 6 studies that investigated both attitudes and behavior. Although the mean effect size forgender differences in attitudes was of moderatemagnitude, equivalent to a correlation of r = .21, themean effect size for behavior was small, equivalent to r = .08. Behavior effect sizes also varied asa function of field of study, method of data collection,and country in which the study was conducted. We discussthe implications of our results for future research on gender differences in academicdishonesty.     

Middlemarch Revisited: Changing Responses to George Eliot

The American Journal of Psychoanalysis -     

Validation of the General Attitude and Belief Scale

The purpose of this study was to provide further validational information on the General Attitude and Belief Scale (e.g., DiGiuseppe, Leaf, Exner & Robin, 1988). Particular interest was in determining further the factor structure of the General Attitude and Belief Scale as confirming REBT theory concerning the nature of irrational thinking. A sample of 236 males and 490 females drawn from a variety of populations completed the General Attitude and Belief Scale as well as a number of cross-validational measures (Spielberger's Trait Anxiety, Curiosity and Anger Scales, Spielberger's Anger Expression Scale, Beck's Depression Inventory (short-form) and Diener's Life Satisfaction Scale). A second sample of 18 couples receiving on-going marriage counselling and 43 couples not receiving counselling also completed the General Attitude and Belief Scale. A principal factors analysis yielded one factor of rationality and six irrationality factors (need for achievement, need for approval, demands for fairness, need for comfort, self-downing and other-downing). Significant correlations were obtained between the seven sub-scales of the General Attitude and Belief Scale and cross-validational measures. The clinical group of distressed couples scored lower in rationality and higher on three of the six sub-scales of irrationality. The findings support the continued use of the General Attitude and Belief Scale as a research instrument and of value to practitioners.     

Simple auditory reaction time in blind and sighted adolescents.

This study compared simple auditory reaction times of 20 subjects aged between 11 and 15 yr. (M = 13), 10 born-blind from the Louis Braille Institut (Montréal) and 10 normal sighted subjects of the same age and sex. Their task was to press a telegraph key as fast as possible after presentation of an auditory stimulus. Each subject executed five blocks of 10 trials; the blocks were separated by a rest period of 1 min. The results showed no significant difference (p greater than .05) between born-blind and sighted people of the same sex and chronological age in regard to simple auditory reaction time.     

MODIFICATION OF ACTIVITY LEVEL THROUGH BIOFEEDBACK AND OPERANT CONDITIONING1

The biomotometer, an electronic device that simultaneously measures activity and provides auditory feedback to the subject, was used in combination with material reinforcers in two experiments attempting to modify activity level in children. In the first study the activity level of an 11-year-old highly active boy was decreased below mean baseline during conditioning in a classroom setting. His level of activity returned to baseline when feedback was withdrawn. In the second study, activity level of a 10-year-old hypoactive boy was increased over mean baseline level during conditioning in a free-play setting, and returned to slightly below baseline during five extinction trials. Results of these studies indicate that the biomotometer is a useful instrument for modification of activity level.     

Activity level: A comparison between actometer scores and observer ratings

Activity level of 13 boys (aged 9–13) from a day hospital program was measured using actometers in classroom, gym, woodshop, and group therapy settings. Ratings of Ss' activity were obtained from mothers using the Werry scale, and from six clinical staff familiar with the Ss using the Davids scale. It was predicted that activity ratings would have situationally specific relationships with actometermeasured activity level according to the rater's opportunities for observation. Comparisons between measures indicated that all clinical staff ratings correlated significantly with actometer activity in the classroom (r=.49 to r=.73), while mothers' ratings correlated significantly with actometer activity in gym (r=.67), and woodshop (r=.77), and with overall activity (r=.65), a combined measure derived from actometer scores in the four conditions tested. Five of six clinical staff raters showed significant interrater reliability (r=.58 to r=.83). Results are discussed in terms of their implications for solution of current problems in assessment of activity level and hyperactivity.     

Stuttering following brain damage

This paper describes the neurological, language, and speech status of seven brain-damaged patients with symptoms of cortical stuttering. We compare data from our seven patients to data presented on other brain-damaged stutterers, review theories of cortical stuttering's etiology, advance alternative hypotheses about mechanisms underlying such dy sfluencies, and compare cortical stuttering to stuttering in childhood.