Racial Identity,African Self-Consciousness,and Career Decision Making in African American College Women

The purpose of this study was to examine the relationships among racial Identity, African self-consciousness, and career decidedness in 212 African American women classified as first year or senior at an historically Black university and a predominantly White university. It was hypothesized that senior women at both institutions would have higher levels of racial identity and African self-consciousness and would be more career decided than first year women. The findings provided partial support for the hypothesis.     

Neuropsychological Evaluation of Everyday Memory

The evaluation of everyday memory (EM) was reviewed and reconceptualized. EM has established new objectives of study and the development of new methods to reach these objectives . At the basic level, this approach has already produced important discoveries and the development of new principles about memory and functioning. At the clinical level, this new area of investigation has resulted in evaluating deficits of EM, which is defined as what daily life functions remain impaired after a deficit pathology has occurred. A type of evaluation has evolved that is oriented toward treatment and extremely useful in designing rehabilitation programs for individuals with alterations in memory.     

Gender and coping: The dual-axis model of coping

Examined a dual-axis model of coping that included both action (active vs. passive) and social dimensions (prosocial vs. antisocial) of coping strategies among a combined sample of students and community residents. We developed an assessment device to represent the model and allow investigation. Mixed support for the model and instrument were noted. Women were more prosocial than men in their coping, but no less active. Men were more likely to use antisocial and aggressive, but less assertive coping strategies than women. More prosocial, action coping strategies were also more likely to be related to greater sense of mastery and more liberal gender-role orientation. Antisocial and passive strategies tended to be related to lower mastery and more traditional gender-role orientation. Active coping was related to lower emotional distress for men and women, but both prosocial and antisocial coping were related to greater emotional distress for men, suggesting that men may have a narrower band of beneficial coping strategies than do women. This research was made possible, in part, by a grant from the National Institute of Health (R01-HD24901-01) and by support of the Kent State Applied Psychology Center, which was established through the support of the Ohio Board of Regents.     

A scale to assess the restrictiveness of educational settings

The placement of students into educational settings is perhaps one of the most debated issues in special education, particularly for students with emotional and behavioral disorders (EBD). A primary consideration in this decision is the restrictiveness of the setting, yet no scale to assess restrictiveness of educational settings exists. We undertook two surveys that asked respondents to rate the restrictiveness of 18 educational placements. The first survey was sent to a national panel of experts, the second survey was sent to supervisors of programs for students with EBD. The results of the surveys led to the development of theScale to Assess Restrictiveness of Educational Settings. This scale is designed to provide a measure of restrictiveness of educational settings that can provide data to evaluate student progress and program outcomes.     

Effects of chronic ethanol consumption on gestation and lactation in rats

Chronic consumption of ethanol during pregnancy and lactation may lead to abnormalities in the fetus or infant. A group of female Wistar rats was submitted to ethanol treatment over a period of a month. A pair-fed control group received sucrose solution isocaloric to ethanol and the control group received water “ad libitum.” Afterward, the females were mated with males over a period of 20 days. At birth, each litter was maximized to eight pups and the remaining ones were decapitated to remove the fetal blood and brains. No significant difference was observed in fetal body and brain weight at birth. During lactation the ethanol and pair-fed groups gained less weight than the control group. After weaning, their weight became similar. Fetal blood glucose levels were decreased in the ethanol-treated group. One hundred percent of the pair-fed and control females delivered live fetuses at term and all survived; only 40% of the females in the ethanol group delivered, and one pup did not survive. Chronic ethanol treatment pointed to a possible reduction in the fertility. It seems likely that the change in body weight of ethanol-fed dams was caused by undernutrition.     

Age- and task-related differences in the use of category-size information for the retrieval of categorized items

Both the accuracy of category-size information and its use during the retrieval of categorized materials were investigated among kindergarten (5-year-old) and third-grade (8-year-old) children. Subjects were asked for free recall of a 34-item, categorized list wherein eight categories contained varying numbers of items. Subjects recalled items under either limited-time or unlimited-time conditions. Additionally, subjects were tested under one of three instructions: they were provided with the size of each category (Informed group), they were asked to estimate the size of each category (Estimation group), or they were given standard free recall instructions. Analysis of both the amount recalled and intercategory pause times indicated that third-graders' use of category size information was spontaneous, while kindergartners used the size information only when explicitly provided with it or asked for size estimates. Also, kindergartners' estimates of category size were much more in error than those of third-graders, although both groups erred on the side of underestimation. Importantly, when recall time limitations made the use of exhaustive category search less appropriate, third-graders were more apt to modify their search strategies.     

Authoritarianism-situation interactions in the determination of punitiveness: Engaging authoritarian ideology

An analysis of previously reported authoritarianism-situation interactions in the determination of punitiveness suggested that the extent to which target person characteristics or behaviors engage the important ideological content dimensions of the authoritarianism syndrome is a potent mediator of authoritariansim-punitiveness relationships. Support for this analysis was obtained in a jury decisions task in which high authoritarians recommended more severe punishments than did low authoritarians for a defendant accused of incest (p < .01) but not for a defendant accused of child abuse in the course of disciplining a disobedient son or daughter. It was argued that a thorough understanding of authoritarianism-situation interactions as well as other disposition-situation interactions will be achieved only if dispositional variables receive a degree of scrutiny at least equal to that which has recently been recognized as crucial for situational variables.     

Associative transfer and stimulus selection in classical conditioning of the rabbit's nictitating membrane response to serial compound CSs

Four experiments were conducted to determine whether in conditioning to a serial compound, CS1-CS2-UCS, there are (a) associative mechanisms operating to extend conditioning beyond the bounds of a CS-UCS contiguity gradient and (b) stimulus selection processes acting to attenuate the potency of CS-UCS contiguity. In Experiments 1 and 2, the CS2-UCS interval was held at .35 sec while the CS1-UCS interval was varied across groups from .75 to 2.75 sec. CS1 test trials revealed substantial CR acquisition at all CS1-UCS intervals. Moreover, Experiment 2 indicated that when the contribution of cross-modal generalization from CS2 to CS1 was factored out, there still remained a substantial level of conditioning, which Experiment 3 indicated was attributable to an associative mechanism like higher-order or sensory conditioning. The observation of CR acquisition at CS1-UCS intervals of 4.75, 8.75, and 18.75 sec in Experiment 4 suggested that serial compound training yields conditioning to CSs located well beyond the single CS contiguity gradient for the rabbit's nictitating membrane response. Experiments 1 and 2 also indicated the presence of stimulus selection processes because, at the shorter CS1-UCS intervals (.75 and 1.25 sec), the levels of test-trial responding to CS2 fell below those observed to the less contiguous CS1.     

The effect of affirmative action on attributions about minority group members

In the first study subjects were given information about an applicant to graduate school and asked to rate his qualifications. The information experimentally varied (a) whether the school had an affirmative action policy, (b) the ethnicity of the applicant, and (c) whether the applicant was accepted or rejected. Based on Kelley's discussion of the discounting and augmentation principles, it was predicted that the minority applicant would be rated as less qualified when the university was committed to an affirmative action program. The reverse pattern was predicted for the non-minority applicant. The results supported the first prediction but not the second. Experiment 2 was designed to eliminate alternative interpretations of the data and the same results were found. Possible interpretations for the failure of affirmative action in affecting the ratings of nonminority applicants are discussed.     

Developmental changes in free recall: The interaction of task structure and age

Free-recall learning and organization were measured for 3rd, 7th, and 11th graders under conditions which varied the type and amount of task structure. Task structure for the input or list-presentation phase was manipulated by using a random, constant, or alphabetic item sequence across trials. Task structure for the output or recall phase was manipulated by providing standard instructions or instructions which suggested the possible use of an alphabetic ordering scheme. Recall performance and organization showed an interaction between age and both manipulations of task structure. The 3rd graders required the maximal amount of task structure (alphabetic order with alphabetic instructions) to demonstrate recall facilitation relative to the completely unstructured control condition. The 7th graders showed recall facilitation for intermediate and high levels of task structure, and the 11th graders showed recall facilitation for low, intermediate, and high levels of task structure. The results are related to current hypotheses about developmental changes in recall performance and their relationship to changes in the systematic use of organizational strategies.