A New Way of Assessing Ways of Knowing: The Attitudes Toward Thinking and Learning Survey (ATTLS)

In four studies, college students (both male andfemale, predominantly white) filled out a 50-item surveyconsisting of statements illustrating“separate” (critical, detached) and“connected” (empathic) ways of knowing (Belenky, Clinchy, G oldberger,& Tarule, 1986). The instrument showed acceptableinternal reliability. Scores on the two scales wereuncorrelated, supporting the view that the twoepistemological positions are independent. Females consistentlyrated connected knowing (CK) statements higher thanseparate knowing (SK) statements, while males showed aslight, but non-significant difference favoring SK statements. When participants were dividedinto groups using a joint median split of the two ratingscores, females were disproportionately likely to beplaced in the High CK-Low SK group. CK and SK scores were unrelated to performance on avariety of cognitive tasks, but were related to somemeasures of preference, suggesting that ways of knowingmay function more as approaches or styles rather than basic abilities.     

Undermining the Undermining Effect of Reward on Sustained Interest1

Sometimes, without recourse to controlling rewards, it is difficult to secure desirable behaviors. Yet, much work has demonstrated the damaging effect that such rewards can have on subsequent independent interest in the reward-induced behavior. Therefore, one who feels required to use controlling rewards to increase desirable action in another faces a dilemma: Failing to employ the rewards means foregoing the desired conduct in the immediate situation, hut applying them risks undermining the other's long-term interest in the conduct. We tested a technique designed to avoid this dilemma by (a) providing a controlling reward to obtain the desired action, but (b) then attributing the action to an abiding trait of the actor. Using this technique, we were able to reverse the damaging impact of a controlling reward on children's motivation to write well.     

Body Image and Self-Esteem: A Comparison of African-American and Caucasian Women

The purpose of this study was to assess howwomen's perceptions of themselves and their bodies varyby race/ethnicity and class. One hundred and fourteenfemale students (45 African-American, 69 Caucasian) from two Connecticut community colleges weresurveyed. We predicted that African-American women willreport higher levels of self-esteem and a more positivebody image than Caucasian women. These predictions were supported. Also as predicted,African-American women report possessing more masculinetraits and that men of their race tend less to preferthin, small figured women. Controlling for theseprotective factors substantially reduces therelationship between race/ethnicity and self-concept.African-American women's racial identity and exposure tothe dominant culture did not relate to self-conceptmeasures.     

Provision of leisure activities for the reduction of challenging behavior

Behavioral treatment of challenging behaviors, such as aggression, self-injury, property destruction, and stereotyped movement is often a priority in residential facilities for persons with developmental disabilities. If these behaviors occur when the client is otherwise unengaged, a potentially effective treatment may be to provide alternative activities. In the present study, 3 adults with severe disabilities were observed. During baseline, these 3 individuals frequently displayed challenging behavior at times when they were otherwise unengaged. Opportunities to participate in leisure activities were then provided to each client in a multiple-baseline design. Provision of leisure opportunities was associated with increased adaptive behavior and collateral reductions in problem behaviors. The effectiveness of the intervention procedures suggest that these challenging behaviors may have been related to the lack of alternative activities.     

The effect of invalid task parameters on short-term motor memory

Two experiments tested the influence of information from an invalid movement parameter on short-term motor memory for a valid task parameter. Experiment 1 showed that invalid task distance information affected location retention. Experiment 2 showed that invalid task location information affected task distance retention. These findings strengthen the evidence that the codes important for short-term motor retention are affected by a variety of factors within the movement context.     

Mental rotation under head tilt: Factors influencing the location of the subjective reference frame

We report five experiments on the effect of head tilt on the mental rotation of patterns to the “upright.” In Experiment 1, subjects rotated alphanumeric characters, displayed within a circular surround. Experiment 2 was similar except that the character was an unfamiliar letter-like symbol. In Experiment 3, subjects again rotated alphanumeric characters, but they were displayed within a rectangular frame tilted 60° to the right. Experiment 4 was similar, except that the subjects were instructed to rotate the characters to the “upright” defined by the tilted frame. In all four experiments, the subjects performed the task with their heads either upright or tilted 60°. In Experiment 5, subjects had their heads and bodies tilted 90°, and rotated alphanumeric characters displayed within a circular surround. In all except Experiment 4, analysis of response latencies revealed that the subjective vertical lay closer to the gravitational than to the retinal vertical, although it was somewhat displaced in the direction of the head tilt—more so in Experiments 2 and 3 than in Experiment 1, and more so still in Experiment 5. In Experiment 4, instructions to adopt the axes of the frame land thus of the retina) succeeded in bringing the subjective vertical closer to the retinal than to the gravitational vertical, although the subjective vertical was still some 20° on average from the gravitational vertical. The results show that the subjective reference frame is distinct from both gravitational and the retinal frames, and that the gravitational frame exerts the stronger influence. They also argue against the primacy of a “retinal factor” in the perception of orientation.     

Modeling,tuition, and sanction effects on self-control at different ages

The effects of age, modeling, tuition, and sanctions on self-control of motor behavior were examined. Children 6, 7, 9, and 11 years of age individually participated. A male model either: (a) instructed and performed “Simon Says” in the traditional manner, (b) introduced the sanction “Don't” on the inhibition trials, (c) performed an action that differed from the instruction, or (d) gave instructions only. Activation latency and inhibition error were influenced most greatly by the actions of the model and the introduction of a negative sanction, whereas tuition was less effective. Age differences were present for inhibition errors as well as activation latency and error. The discussion focused on the differential effects of modeling and tuition on deviant responding.     

Behavior problems of elementary-school children

Normative or baseline data are presented on a modified (shortened) form of the Peterson-Quay Behavior Problem Checklist. Scores on the two primary factors, Conduct and Personality, were obtained on an entire public elementary-school population (approximately 25,000 children) in a mediumsized midwestern city (Des Moines, Iowa). The data presented are categorized by sex, grade level, and intellectual level. Percentages of children checked on each checklist item and on given numbers of items are also presented.Formerly school psychologist with Des Moines (Iowa) Public Schools.     

Instrumental Behaviors Following Test Administration and Interpretation: Exploration Validity of the Strong Interest Inventory

A two-phase longitudinal study was conducted to explore the exploration validity (i.e., the power of interest inventories to facilitate career exploration activities such as talking to professionals and seeking vocational information) of the 1985 Strong Interest Inventory (SII) for college students. Participants in the study included an experimental group (N =75), which participated in the SII testing and a group interpretation, and a contrast group(N=67). Students in the experimental group reported significantly more instrumental career exploration behaviors at a 1-year follow-up than did the contrast group.     

Ethical Issues in Counseling Adult Survivors of Incest

Most counselors working with an adult clientele are faced with negotiating the many ethical dilemmas that occur when counseling adult survivors of child sexual abuse. In this article, the primary ethical concerns encountered in the treatment of adult survivors are addressed. Meta-ethical principles are identified for guiding ethical decision making in dealing with issues that arise in the survivor's relationships with the counselor, the abuser, and other family members.