Motivation is not enough: prediction of risk behavior following diagnosis of coronary heart disease from the theory of planned behavior.

Perceived behavioral control (PBC) and intention, the proximal predictors from the theory of planned behavior (TPB), were used to predict cardiovascular risk behaviors in 597 patients 1 year after diagnosis with coronary heart disease. The outcome measures were self-report measures of exercise plus objective measures of fitness (distance walked in 6 min) and cotinine-confirmed smoking cessation. In multivariate analyses incorporating both PBC and intention, PBC predicted exercise, distance walked, and smoking cessation, but intention was not a reliable independent predictor of any health behavior measured. Thus, the effective theoretical component of the TPB was PBC. Similar predictions could derive from social-cognitive theory. In coronary patients, behavioral change needs to address issues of action implementation rather than motivational factors alone.     

The production of gender among Black and White women and men: The case of household labor

Using the National Survey of Families and Households (N = 13,017; 11.09% Black, 79.99% White), we compare the household labor time of Black and White women and men, and assess the extent to which the time constraint, relative resource, and ideology explanations account for racial and gender differences in housework time. We find that although time constraint, relative resource, and ideology explanations account for some of the variation in housework time, they do not account for all of the gender and racial differences. We also find that paid work and housework trade off differently for Black men than for White men and also for women and men. Finally, a variety of relative resource, time constraint, and ideology factors are associated differently with women’s and men’s housework time. We argue that our findings lend support to the production of gender approach to understanding the division of household labor and that this approach can be used to help us understand racial differences in housework time as well. We would like to thank the anonymous reviewers for their helpful comments.     

The family on television: Evaluation of gender roles in situation comedy

This study investigated whether television domestic comedies’ depictions of gender roles within the family have changed in the past 40 years. Ten domestic comedies were selected based on their popularity and the inclusion of siblings. These series were divided into two groups—pre and post 1984, given the time span covered by the series and the series’ setting. College students screened three representative episodes and made subsequent judgments on the portrayals of similarity, equality, and dominance, family satisfaction and family stability in the spousal, sibling, and familial relationships. Results indicated the depictions of gender roles fluctuated throughout the period, with peaks in satisfaction and stability ratings in the 1950s and mid-1980s. More recent domestic comedies contained less positive depictions, specifically displaying more dominance and less satisfaction and stability. Subjects reported families that were more distressed were less desirable and less like their own.     

EFFECTS OF REINFORCEMENT CHOICE ON TASK RESPONDING IN INDIVIDUALS WITH DEVELOPMENTAL DISABILITIES

The effects of reinforcement choice on task performance were examined with 6 individuals who had been diagnosed with severe to profound mental retardation. Five highly preferred items were identified for each participant via stimulus preference assessments. Participants then were exposed to choice and no-choice conditions that were alternated within reversal and multielement designs. During choice sessions, participants were permitted to select between two preferred stimuli contingent on responding. During no-choice sessions, the therapist delivered a single item contingent on responding. Preference for the stimuli was held constant across conditions by yoking the items delivered during no-choice sessions to those selected during the immediately preceding choice sessions. All participants exhibited similar rates of responding across choice and no-choice conditions. These findings indicate that for individuals with severe disabilities, access to choice may not improve task performance when highly preferred items are already incorporated into instructional programs.     

Sex-role stereotypes: Self-reports of behavior

The present study represents a self-reported behavioral approach to the study of sex differences and sex-role stereotypes. One hundred forty-eight undergraduate women and men responded anonymously in group testing sessions to two questionnaires. The first questionnaire asked them to report their own involvement in 45 masculine and feminine sex-typed behaviors; the second questionnaire asked for their perceptions of the involvement of men and women in the same behaviors. Major findings included (a) sex differences in reported ability, enjoyment, performance, and opportunity which mirrored traditional sex-role stereotypes and indicated greater competence at stereotypic behaviors (the majority of differences significant at p<.001); (b) perceptions of men and women's behavior also consistent with sex-role stereotypes; and (c) sex differences in the perceived appropriateness of behaviors (p<.05) which indicate greater sex-typing in men's (as compared with women's) perceptions of both sexes. The study focuses on the self-reported behavioral bases of gender-specific stereotypes and how these behaviors are influenced by aspects of the social environment (such as reinforcement contingencies) and by aspects of the the person (such as simple learning and performance deficits), and suggests ways in which sex differences might be changed to provide increased behavioral options for women and men.Portions of this research were supported by National Institute of Mental Health Grant #5 RO1 MH06613-4. The authors wish to express their gratitude to Drs. David Sanuders, Socrates Rapagna, William Hodges, and Gene Glass for their design, data analytic, and editorial assistance.     

Stimulus and response contributions to the children's reaction-time repetition effect

Adults and 8-, 10-, 12-, and 14-year olds completed a serial reaction-time task with two stimuli mapped to each of two responses and 100-, 500-, and 1000-msec response-stimulus intervals (RSIs). Trials were classified as (1) identical (same stimulus and same response on two consecutive trials), (2) response equivalent (different stimulus but same response on two consecutive trials), or (3) different (different stimulus and different response on two consecutive trials). Identical and different trials were compared as a general indication of repetition effects. Response-equivalent minus identical reaction time identified stimulus contributions, and different minus response-equivalent reaction time identified response contributions. Adults received a repetition advantage at all RSIs and children received a repetition advantage at 500- and 1000- but not 100-msec RSIs. Stimulus contributions accounted for the repetition effect for both adults and children. At the 500- and 1000-msec RSIs, both the overall repetition effect and stimulus contribution were positive and decreased in magnitude as age increased. The response contribution was independent of RSI and was negative for 8- and 10-year-olds and near zero or positive for older performers. At the longer RSIs, positive stimulus contributions were sufficient to overcome the negative response contributions present for younger children.     

PREVENTING SCHOOL VANDALISM AND IMPROVING DISCIPLINE: A THREE-YEAR STUDY

Vandalism is a major problem facing educators and taxpayers alike. The present investigation analyzed how vandalism costs and student disruption were related to the implementation of a training and consultation package designed to increase the reinforcing ambience of the school. A positive environment, it was posited, would displace previous events that may have set the occasion for vandalism, with cues to promote productive school performance. Eighteen elementary and junior high schools were involved over a 3-year period. Using a delayed treatment control design, treatment was delivered following either 4 or 13 months of baseline. During treatment, teams of school personnel attended training workshops in behavioral strategies for reducing vandalism and disruption by students in school. Each team also met regularly on its campus to plan and implement programs on a schoolwide basis. To demonstrate that reinforcing procedures were actually implemented and accompanied by change in student performance, these variables were periodically probed throughout the study. Project staff also provided consultation. Vandalism costs decreased significantly (p < .05) more in treatment than control schools, with an average reduction of 78.5% for all project schools. Rates of praise delivered by project teachers and other randomly selected teachers in the school increased significantly (p < .05), and rates of off-task behavior by students decreased significantly (p < .05) following treatment. The staff development model used in this study appeared to be both feasible and economical.     

Problem solving and the development of abstract categories in programming languages

The question of how novice and expert computer programmers represent and use programming concepts is addressed here. Lines of programming code forming three complete programs were presented one at a time and in random order in a multitrial free recall procedure. Qualitative and quantitative measures revealed clear but different subjective organization in the two groups. The novices used a syntax-based organization, whereas the experts used a more abstract hierarchical organization based on principles of program function.     

Defining and Measuring Harmony Control

This study proposes a new control construct, harmony control (HC), inspired by a reanalysis of Rothbaum, Weisz, and Snyder's (1982) primary and secondary control constructs. Traditional primary control, and its supporting construct secondary control, affirm the Western cultural emphasis on an agentic self that separates positively from others. Harmony control reflects an interdependent self-concept. In HC, people are flexible and adjusting, and they recognize the agency that resides in spiritual and social forces. Guided by culturally informed views of the interdependent self and previously defined categories of secondary control, the present research develops an individual difference measure of HC framed independently of traditional primary and secondary control. Results from over 2300 community and student participants show that the scale meets traditional psychometric standards for reliability and predictive validity. As predicted, HC correlates with interdependence and collectivism and is orthogonal to two measures of traditional primary control. HC is uncorrelated with self-esteem, suggesting that harmony control may not engage self-efficacy because the social context is more in focus than the self. Women and Hispanics, two groups for whom role requirements and cultural background emphasize interdependence and harmony, score higher than men and Anglos, respectively. In a laboratory study, people higher in HC were more likely to transfer decision power to another person or to chance.