Individual Differences in the Effectiveness of Sexual Harassment Awareness Training1

Little research has investigated the effectiveness of sexual harassment awareness training videos on potential harassers' knowledge, behavior, or attitudes. A laboratory study was conducted that assessed the effects of a sexual harassment awareness training video on several training outcomes: sexual harassment knowledge, touching behavior, and attitudes associated with the likelihood of harassing others. Participants' propensity to harass was measured prior to their participation in the study. Results indicated that video-based training increased knowledge acquisition and reduced the inappropriate behavior of men who had a high propensity to harass. However, the training did not influence participants' long-term attitudes associated with the propensity to harass others. The research and practical implications of the study results are discussed.     

On Marx,Hegel, and Critical Theory in Postwar Germany: A Conversation with Iring Fetscher

This paper consists of an introduction to the life and work of Iring Fetscher by the interviewer, followed by a conversation with Fetscher, and notes. In the interview, Fetscher discusses his relationship to Marxism, Hegelianism, Lukács, and the Frankfurt School, as well as his critique of Althusser. The contribution of Fetscher, an extremely well-known German specialist on Soviet and Marxist thought, is here discussed in greater detail than anywhere else to date in the English-language scholarly literature.     

Effects of High-Probability Request Sequences on Preschoolers' Compliance and Disruptive Behavior

A high-probability request sequence was implemented with three preschool children with developmental delays within their classroom during typical activities. A multiple baseline design across subjects was used to evaluate the effects of the high-probability request sequence on compliant responding to low-probability requests and the occurrence of disruptive behavior. Results of the study indicate that the use of the high-probability request sequence was effective in increasing compliant responding to low-probability requests delivered by two different trainers for all children. No increases in disruptive behavior were noted as a result of using the high-probability request sequence. When the high-probability request sequence was withdrawn, compliant responding to low-probability requests was maintained for all children across time and in different settings.     

Validity of the Sex-Role Egalitarianism Scale: Two replication studies

To enhance the construct validity of the Sex-Role Egalitarianism Scale (SRES), two replications of earlier validity studies were undertaken. Samples were from several college campuses and primarily Caucasian. In Study 1, multiple regression analyses confirmed a hypothesized curvilinear relationship between scores on the SRES and scores on the MacDonald Sex Role Survey, a measure of gender role ideology regarding women. In Study 2, the expectation that SRES would share a relatively small amount of total variance with both the Femininity/Expressiveness and Masculinity/Instrumentality trait subscales of the Personal Attributes Questionnaire was supported. Both sets of results are consistent with earlier validity research using different measures.Lynda King would like to express her appreciation to the Central Michigan University Research Professorship Award program for its support of the studies reported here. The authors would also like to thank the anonymous reviewers for their thoughtful guidance and suggestions. A previous version of this paper was presented at the annual meeting of the American Psychological Association, Washington, DC, August 1992.     

Gender differences in way-finding strategies: Relationship to spatial ability and spatial anxiety

Sex Roles - Differences between women and men in the self-reported use of two different way-finding strategies were examined in a sample of primarily white middle to lower middle class college...     

LOCAL AND GLOBAL PROCESSES IN VISUAL COMPLETION

In the natural environment, objects are frequently occluded, and people continuously complete partly occluded objects Do local processes or global processes control the completion of partly occluded objects? To answer this question, most previous studies simply asked subjects to draw the completions they "saw" Such drawing tasks are highly subjective, and they provide equivocal results Our studies are the first to use an objective, implicit paradigm (primed matching) to determine the extent to which local or global processes underlie the visual completion of partly occluded objects Our results suggest that global processes dominate perceptual completion, whereas local processes do not play a large role Therefore, local theories of completion, or theories in which local processes dominate, cannot be entirely correct     

Computer use in psychology instruction: A survey of individual and institutional characteristics

This paper reports the results of a national survey of psychology faculty regarding their instructional use of computers. The survey was designed to answer three general questions: (1) In what ways and to what extent are psychologists using computers in their instruction? (2) What individual characteristics differentiate among levels of users? (3) What institutional characteristics appear to promote or inhibit the instructional use of computers? The results reveal that, although there appears to be extensive use of computers to support instruction, there are both institutional and individual characteristics that differentiate among levels and types of use. Several factors are identified that could lead to increased instructional use of computers, but their impact will largely be determined by the characteristics of the individual and the institution.     

Self-control in hyperactive boys in anger-inducing situations: Effects of cognitive-behavioral training and of methylphenidate

The effects of cognitive-behavioral intervention and methylphenidate on anger control in hyperactive boys were investigated in two studies. The anger-inducing stimuli in both studies involved verbal provocation from peers. Study 1 assessed a brief intervention using self-control strategies, while Study 2 employed a longer training period and a control intervention that focused on enhancement of empathy. Both studies included methylphenidate versus placebo comparisons. Methylphenidate reduced the intensity of the hyperactive boys' behavior but did not significantly increase either global or specific measures of self-control. Cognitive-behavioral treatment, when compared to control training, was more successful in enhancing both general self-control and the use of specific coping strategies. There was no advantage for the combination of methylphenidate plus cognitive-behavioral intervention. Implications for intervention to ameliorate the social and interpersonal difficulties of hyperactive children are discussed.Major support for this study was provided by NIDA grant 01070. This research was also facilitated by a grant from the Spencer Foundation. The many training staff and raters, too numerous to mention individually here, are deserving of our special thanks. We also appreciate the cooperation of Marion Jacobs and the staff of the UCLA Psychology Clinic, where the first study was held, and of Howard Adelman and the staff of Fernald School, where the second study was housed; the clinical and administrative skills of Stephen Alkus, who organized the intervention program for the first study; the talents and diligence of David Neswald, who coordinated much of the videotape scoring; and the ever-present contributions of Doris Finck, who also edited and dubbed the video segments. Medication and placebos were supplied by CIBA-Geigy.     

A SOCIAL ECOLOGY OF HYPERACTIVE BOYS: MEDICATION EFFECTS IN STRUCTURED CLASSROOM ENVIRONMENTS

Hyperactive boys on methlyphenidate (Ritalin), hyperactive boys on placebo, and comparison boys were observed in quasi-naturalistic classroom settings. Ambient stimulation (quiet versus noisy conditions) and source of regulation (self-paced versus other-paced activities) were varied in a 2 × 2 design. Compared to their peers, hyperactive boys on placebo showed lower rates of task attention and higher rates of gross motor movement, regular and negative verbalization, noise-making, physical contact, social initiation, disruption, and acts that were perceived as energetic, inappropriate, or unexpected. Self-paced activities resulted in increased rates of verbalization, social initiation, and high-energy episodes. High ambient noise levels reduced task attention and increased the rates of many other behaviors including verbalization, physical contact, gross motor movement, and high-energy acts. Medication-by-situation interactions emerged for both classroom dimensions, with hyperactive boys on placebo being readily distinguishable from their peers under some classroom conditions and indistinguishable under other conditions. Moderate relationships were found between teacher ratings and many individual behavior categories. Discussion focused on (a) the merits and limitations of a social ecological research perspective, and (b) the implications of these findings for the design of intervention strategies.