Maternal stress and pituitary-adrenal manipulations during pregnancy in rats: effects on morphology and sexual behavior of male offspring.

The purpose of the present study was to determine whether the demasculinizing and feminizing effects of prenatal stress (i.e., stress applied to the mother during pregnancy) in rats reported previously are mediated by activation of the maternal pituitary-adrenal axis. Neither whole-body restraint, with or without hyperthermia, nor ACTH treatment during the last third of gestation had any reliable effect on masculine or feminine sexual behavior in male Sprague-Dawley offspring, although these treatments produced maternal pathology and evidence of maternal adrenocorticoid release. Significant littermate similarity was found for almost every morphological and behavioral measure. Failure to control for the litter variable may account for many previously reported effects of prenatal stress on sexual behavior in rats. The discrepancy between the present and earlier findings is discussed in terms of methodological and theoretical considerations.     

Behavioral profiles of children with different levels of achievement

This study examines the relative importance of three behavioral dimensions to reading and mathematics achievement of elementary school children. Previous research on the dimensions which characterize the school behavior of children has shown that these dimensions can be understood as reflecting (a) an adaptation or learning problems dimension, (b) an interpersonal or a social problem dimension, and (c) an intrapersonal or personal adjustment dimension. Scores for each dimension were derived from a cluster analysis of the Pupil Behavior Rating Scale. Based on results of the cluster analysis, subjects were assigned to 12 behavioral typology groups. Analysis of variance showed that behavior typologies were related to both reading and mathematics achievement test scores. Post hoc contrasts revealed that levels of reading achievement are associated primarily with behaviors defined by attributes of the adaptation dimension, and that differences in measures of interpersonal and interpersonal dimensions do not contribute appreciably to group differences in reading and mathematics achievement.     

Isolating causal effects through experimental changes in parent-child interaction

A distinction is made between functionaland intentionalcontrol in parent-child interaction. These concepts are drawn, respectively, from opérant and cognitive models of interaction process. Experimental evidence is presented that cognitive factors such as expectations or hypotheses indeed affect the relations between parents and their own children. This necessitates a further distinction between long-termand short-termcausal effects: Since changes in parents' expectations for their children may lag behind actual changes in children's behavior, short-term effects inferred from observations of ongoing interactions may not reflect the long-term dynamics of the relationship.     

The effects of distributed training on retention of operant conditioning in human infants

Long-term retention of operant footkicking acquired in the mobile conjugate reinforcement paradigm was assessed as a function of the distribution of training time. In the first study, 3-month-old infants were trained for either one 18-min session or for two 9-min or three 6-min sessions separated by 24-hr intervals. All infants exhibited retention during a test administered immediately after training, but only those trained in a single session continued to perform the conditioned response during cued-recall tests 7 or 14 days later. Infants trained in three sessions showed no evidence of remembering the contingency even after a week. A warm-up decrement, seen in the day-to-day performance of infants in the distributed conditions, was eliminated in the second study by the interpolation of a nonreinforcement period at the outset of daily sessions. This procedure also enhanced long-term retention such that infants trained in three 6-min session now remembered the contingency for 14 days and did not differ from infants who had received a single 18-min session. Whether distributed training facilitates or impairs long-term retention appears to depend on the opportunity for infants to acquire a sufficient number (or kind) of effective retrieval cues during original learning.     

The Pittsburgh Initial Neuropsychological Testing System (PINTS): A neuropsychological screening battery for psychiatric patients

This paper presents a new neuropsychological screening battery for psychiatric patients. It takes 1.5 to 2 hr to administer and briefly assesses general level of performance, memory, language skills, attention, and spatial-constructional abilities. Scoring and profiling are computerized. Initial validation based on discriminant analysis of a group of brain-damaged and non-brain-damaged psychiatric patients yielded a diagnostic accuracy level of 84.51%. Cross-validation on a different population led to a substantial attrition of classificatory accuracy, but cross-validation based on a comparison between two samples drawn from a homogeneous population yielded substantially less attrition. It was concluded that while the battery discriminates accurately in a homogeneous population, it is necessary to develop separate norms for populations varying in level of impairment.     

Evaluating competence of women and men: Effects of marital and parental status and occupational sex-typing

A sample of 160 female and male college students read a completed job application and a letter written by the applicant. The job was in either a feminine or a masculine field. The applicant was described as either female or male, single or married, and having one or no children. Subjects answered seven evaluative questions about the competence of the applicant and the merits of the letter. Women, especially single ones, who applied for a sex-typical job generally were evaluated most favorably. Men, especially single ones, and women who applied for sex-atypical jobs were evaluated least favorably.     

Homemaking as an occupational plan: Evidence from a national longitudinal study

While several guidelines for avoiding sexist language in career materials have been published, little empirical evidence exists to support the assumption that sexist language in career information has deleterious effects on clients. The purpose of this study was to explore the effects of sex-biased language in occupational information on subject interest and attitudes regarding gender appropriateness of occupations. Eighth-grade students read occupational briefs on two occupations presented in either neutral, female-biased, or male-biased language. Results showed a nonsignificant language effect and a significant sex difference in interest in the occupations. A significant three-way interaction (language by subject sex by occupation) was found for gender-appropriateness ratings. The findings, together with previous research, suggest that language may have little impact on specific occupational interests, but may affect other career attitudes related to interests.     

The Mediational Role of Perceived Competence in Psychological Adjustment to Rheumatoid Arthritis1

Chronic illnesses such as rheumatoid arthritis (RA) have been linked to poor psychological adjustment, although individual differences in this relationship have been observed. This study examines the role of perceived competence as a mediator between RA and adjustment. Persons with RA (N= 208) were surveyed three times at 6-month intervals concerning several potential antecedents of adjustment (pain, psychosocial impairment, social support, and control beliefs), self-perceived level of competence, and level of adjustment (life satisfaction and depressive symptomatology). Within each observational period strong evidence was obtained for perceived competence as a mediator of adjustment. Longitudinally (across the year) the data were consistent with a mediational model, but strong evidence establishing mediation was not obtained. Implications of these findings, and the importance of examining the role of perceived competence in adaptation to chronic illness, are discussed.     

A COMPREHENSIVE EVALUATION OF REINFORCER IDENTIFICATION PROCESSES FOR PERSONS WITH PROFOUND MULTIPLE HANDICAPS

We evaluated comprehensively a preference assessment for identifying reinforcers for persons with profound multiple handicaps. Four experiments were conducted involving 18 individuals. Results of Experiment 1 replicated previous findings in that the assessment identified student preferences for respective stimuli, and caregiver opinion of preferences did not coincide with the systematic assessment. Results of Experiment 2 indicated highly preferred stimuli were likely to function as reinforcers in training programs, whereas stimuli not highly preferred did not function as reinforcers. Results of Experiment 3 suggested the 12 stimuli used in the assessment represented a comprehensive stimulus set for identifying preferences, although the utility of the set sometimes could be enhanced by caregiver opinion. Results of Experiment 4 indicated the assessment identified preferences likely to be maintained over time. Overall, results are discussed in terms of identifying limits and alternatives to a behavioral teaching technology when applied to persons with profound multiple handicaps.