Environmental control of independent and dependent behaviors in preschool girls and boys: A model for early independence training

Differential adult response to the dependent behaviors of young girls and boys has been widely reported in the literature. The present study was an experimental investigation of the role of adult response patterns in shaping and maintaining independent behavior in preschoolers. A two-group design using random assignment was used to examine environmental control of independent and dependent behaviors, defined as task persistence and exploration, and proximity-seeking and socialization of attention, respectively. Subjects were 20 3- and 4-year-olds, 11 females and 9 males. Results indicated that independent and dependent behaviors are both strongly under the control of environmental contingencies in both boys and girls. Implications of these results for the theoretical understanding of sex-role development and women's mental health problems are discussed.     

The encoding of perceptual information in the organization of individual stimulus patterns

Two experiments compared the effectiveness of variable physical dimensions and relationships among the components of individual stimulus patterns as means for encoding perceptual information. Four different codes were constructed in which letters (A through P) were represented by redundant combinations of the shape and brightness of the four component forms in each stimulus pattern. Three of the codes differed in terms of the physical variables that were redundant, and a fourth code was designed to simplify the relationships within individual stimulus patterns. Ss were asked to identify each pattern by naming its letter label as rapidly as possible. Differences in the speed of identification between codes and between individual patterns within codes indicated that perceptual information was effectively encoded by the organization of relationships within individual stimulus patterns. The representation of stimulation in terms of relationships among components has several implications for models of human information processing.     

Assessing the Current Validity of the Bem Sex-Role Inventory

The Bem Sex-Role Inventory (BSRI) is a widelyused instrument in measuring gender role perceptions.Recent concerns regarding the validity of the adjectiveshave arisen as changes in the roles of men and women have occurred in American society sincethe 1970's. A partial replication of the method that Bem(1974) used to validate the masculine and feminineadjectives comprising the instrument was conducted. All but two of the adjectives were validatedusing Bem's criteria. These findings suggest that theBSRI may still be a valid instrument for assessing genderroles. However, evidence was revealed that traditional masculine and feminine gender role perceptionsmay be weakening. Future validation of the BSRI iswarranted in light of these patterns.     

Sex comparisons on causal attributions: Another look at the null hypothesis

Eighty-two subjects (49 women, 33 men) solved a difficult or easy set of anagrams, after which they indicated their subjective level of performance, provided causal attributions, and stated expectations for future performance. Sex comparisons were conducted on each element in the attribution model. Results indicated no sex differences on subjective evaluation of success, on causal dimensions, on expectations for future performance, or on performance on a final set of anagrams.     

Effects of peer presence on sex-typing of children's play behavior

Effect of peer presence on the sex-typed toy choices of 3- and 4-year-olds was investigated in a repeated measures experimental design. Twenty-six girls and thirty-six boys were tested under three conditions: (a) alone; (b) in the presence of a same-sex peer; and (c) in the presence of an opposite-sex peer. Amount of time spent playing with three feminine- and three masculine-stereotyped toys was recorded. For both boys and girls, play with “sex role-inappropriate” toys was significantly lower in the presence of an opposite-sex peer than in the solitary condition. Across conditions boys exhibited less play with opposite-sex-typed toys than girls. Rate of play with opposite-sex-typed toys increased in successive trials for both sexes. These results indicate that the presence of an opposite-sex peer functions as a discriminative stimulus for avoidance of “sex role-inappropriate” play in preschoolers and suggests that preschoolers may have a history of differential reinforcement for sex-typed play in the presence of peers.     

Sex-Typed instructions and sex-role preference in young children's task performance

Two measures of sex-role preference were administered to 32 male and 32 female preschool children. Each group of children was divided according to sex-role preference scores, assigned to a male experimenter or a female experimenter, and performed two sorting tasks after being instructed that one task was masculine and the other feminine. One analysis was based on the sex preference of subjects as measured by the IT Scale for Children and the other was based on subject assignment from Toy Preference Test scores. The hypothesis that sex-role preference would predict performance on sex-labeled tasks was partially confirmed. All subjects performed better on the female task than on the male task and more accurately on all tasks with a male experimenter than with a female experimenter.This report is based on a master's thesis submitted to the University of Guelph by the first author. Acknowledgments are due to MacDonald, Aladdin, Jack and Jill, Wee Y'rs, Cambridge, and Christopher House preschools in Guelph and Cambridge, Ontario, for their cooperation.     

Factors Related to the Seeking and Contribution of Prenatal Care Among Ethnically Diverse Adolescents

This article describes an issue of importance to the field of medicine and nursing. We examined factors related to the seeking of prenatal care (PNC) and contribution of PNC on infant complications and psychological birth trauma among adolescents. Additionally, we addressed the confounding factors of violence and depression, common occurrences within this frequently overlooked age range. We collected data from a convenience sample of 260 ethnically diverse adolescents, ages 13–19, within 72 h of birth. We found that most adolescents did not receive the minimum number of PNC visits. Logistic regression models documented that none of the study variables influenced seeking PNC. However, we did find gestational age, as expected, and partner violence to affect the number of PNC visits obtained. Depressive symptoms significantly influenced infant complications, and psychological birth trauma, which was measured via objective and subjective indicators (appraisal). Our findings also revealed that PNC did not contribute to infant complications or birth trauma. Yet, despite obtaining the most PNC visits, Black adolescents appeared most at risk for infant complications, depression, and birth trauma. We believe that the clinical significance of these findings supports the need to better address the psychosocial dimension of care as part of routine PNC. We recommend increased assessments of violence and depression throughout pregnancy, especially for the Black adolescent with targeted education to aid in recognition of symptoms, consequences to maternal and infant health, and connections to psychological birth trauma.     

Cultivating spiritual intelligence in adolescence in a divisive religion education classroom: a bridge over troubled waters

Religion Education (RE) forms part of the curriculum of public schools in South Africa. The teachers are, however, not always certain how to deal with divisive religious plurality in multicultural classrooms. Our aim was therefore, to illustrate how the implementation of a spiritual intelligence (SQ) programme can in a constructive way encourage meaningful interaction among students in RE classrooms in secondary schools. Over a period of three months a programme to stimulate SQ was implemented by means of a qualitative case study with ten Grade 11 students of diverse religious convictions. This article reports on the impact of the programme in respect of self-awareness, as well as universal awareness and connectedness as key characteristics of SQ. The collection of the data included reflective activities, informal conversation interviews, focus group discussions, field-notes of observations, and a self-reflective journal. The findings indicate how the programme stimulated meaningful interaction and opportunities to deal with religious plurality in RE.