Gender and Sex as Determinants of Hireability of Applicants for Gender-Typed Jobs

The effects of gender and sex of applicants for gender-typed jobs were investigated in the context of a simulation of a post-interview decision. Student subjects (N=102) rated eight applicants for one of three gender-typed jobs. Results indicated that, in general, masculine applicants (of both sexes) were preferred over androgynous applicants who were preferred over feminine applicants. For the neutral job, androgynous applicants were preferred over masculine applicants who were preferred over feminine applicants. Male and female students did not differ in their ratings of the applicants. The results were interpreted as indicating raters' preference for masculine characteristics in any job applicant.     

Effects of cognitive training on academic and on-task behavior of hyperactive children

A cognitive training program that taught both self-instructional and self-management skills was used with three 7-to 8-year-old hyperactive children. A multiple baseline across individuals design was used to evaluate the effects of training on on- task behavior and math accuracy. There were significant changes in math accuracy for all subjects, and two subjects showed significant improvements in on- task behavior. Evidence suggesting generalization to untrained behaviors was shown by an increase in self-correction of oral reading for all subjects. The results suggest that cognitive training specifically designed to promote generalization to classroom tasks can improve the classroom behavior and academic achievement of hyperactive children.The study was supported by a scholarship to the first author from the Specific Learning Difficulties Association (SPELD, Auckland). The authors would like to thank Mr. T. F. Walbran, deputy district senior inspector of primary schools, and Mrs. S. Gribben and the staff of Dominion Road Primary School; Mrs. F. Donovan helped with the collection of reading data and Dr. G. Arvidson gave assistance with data analysis. Special thanks also go to the graduate students who served as trainers or observers.     

Individual differences in preschool object play: The influences of anxiety proneness and peer affiliation

Individual differences in anxiety and peer affiliation were investigated as factors influencing variability of object play among preschoolers. Eighteen three-year-olds were divided into high- and low-anxious groups on the bases of separation anxiety and general anxiety scales. Their mature and immature object play, their peer affiliation, and their peer-watching behaviors were observed in preschools. Low-anxious children played more, showed more mature play, and watched peers less when they were alone; high-anxious children showed no play increases but watched peers more when alone. Separation anxiety scores predicted preschool differences more sensitively than general anxiety scores. It was theorized that separation anxiety related mechanisms hinder children's ability to fully profit from preschool experiences.     

Developmental aspects of the generation effect

Children from Grades 2, 3, 5, and 7 (7.6, 9, 11, and 13 years of age, respectively) were required to generate or study exemplars of semantic categories (semantic orientation) or rhymes to stimulus words (phonetic orientation). Each child then participated in one of three retention tests: free recall, standard recognition, and rhyme recognition. The results indicated that the developmental emergence of the “generation effect” (C. E. McFarland, Jr., T. J. Frey, & D. D. Rhodes, Journal of Verbal Learning and Verbal Behavior, 1980, 19, 210–225; N. J. Slamecka & P. Graf, Journal of Experimental Psychology: Human Learning and Memory, 1978, 4, 592–604) was dependent on both encoding orientation and the type of retention task employed. A substantial generation effect first emerged (7-year-olds) for standard recognition in the semantic condition. A similar effect for recall was evident for 9-year olds, but not for younger children. Internal stimulus generation became a strong memory facilitator for phonetically encoded items at age 11 for standard recognition, but not until age 13 for recall. The results of the rhyme recognition test indicated that internal generation facilitated “transfer-appropriate processing” (C. D. Morris, J. D. Bransford, & J. J. Franks, Journal of Verbal Learning and Verbal Behavior, 1977, 16, 519–533) only for seventh graders (age 13). The processes underlying this developmental pattern were discussed.     

School psychology: Reminiscences of earlier times

This article is an account of the variety of early vocational experiences which contributed to a career in school psychology. It provides a practitioner's view of activities and responsibilities and their implications for training and the future.     

Academic achievement in children of divorce

The influence of parental divorce on Swedish children's final grades from compulsory school was studied. The study group comprised all children (n = 74) of a 1-year-sample of divorcing parents, who finished school within 1 year before, to 5 years after the parental divorce. Each child was matched with two classmates of the same sex from nondivorced homes, born at approximately the same time (control group). Comparisons of grade point average were made among children with different socioeconomic status. The grades of the children of divorce and the controls were similar, but children of manual workers were found to have a lower grade point average than children of higher level nonmanual employees. Thus, the study indicates that parental divorce in itself does not imply a significantly detoriated outcome in final school grades among children.     

Exploration into the sources of individual differences in Aggression-, Hostility- and Anger-related (AHA) personality traits

In this study a behavior-genetic approach was used to identify sources of individual differences in Aggression-, Hostility- and Anger-related (AHA) personality traits (as measured with Spielberger's anger scales and scales from the Karolinska Scales of Personality), based on a sample (N = 140 individuals) that comprised of monozygotic twin pairs reared together (N_pairs = 26) or reared apart (N_pairs = 15), and dizygotic twin pairs reared together (N_pairs = 29). In general, the results suggest that environmental factors account for sibling similarity in hostility, whereas genetic factors account for sibling similarity in angry aggression and irritability (trait anger).     

Black and White employed mothers' role experiences

This study examined the maternal, employment, and marital role consequences experienced by 40 Black and 65 White middle-class mothers. Analyses of variance showed that the Black compared to White respondents experienced significantly more marital conflict. However, the two samples reported similar levels of personal costs, personal rewards, marital benefits, insufficient time for husband, and emotional reactions to separation from their children. The similarity of role outcomes across ethnicity is discussed in the context of the similarity of roles. It is suggested that role engagement shapes actual role experiences.An earlier version of this paper was presented as a poster at the Annual Meeting of the American Psychological Society, June 1996, San Francisco. The research was supported by a grant from Eastern Connecticut State University. The authors thank Louis Boudreau for his service as a computer consultant.     

Classroom behavior and children with mental retardation: Comparison of children with and without ADHD

Thirty-four children (ages 6–12 years) with moderate to borderline mental retardation were studied in a laboratory classroom setting to determine whether children identified as having attention deficit hyperactivity disorder on the basis of Conners Questionnaires differed in classroom behavior. Half of the children scored 15 or greater on both the Parent and Teacher Conners; the remaining children scored 11 or less. All were participants in a Saturday Education Program serving children with mental retardation. Direct observation of the laboratory classroom documented significant differences between groups on measures of on-task behavior and fidgetiness, especially during situations where little direct teacher feedback or supervision was available. Saturday Education Program staff, while blind as to group designation, rated the two groups as differing significantly on all scales of two standardized behavior problem checklists. Checklists by parents and teachers appear to be valid measures of classroom behavior of children with moderate to borderline mental retardation.This research was supported by a grant to the first author from the National Institutes of Child Health and Human Development, U.S. Department of Health and Human Services, grant No. 1R29HD26186-01A1. The authors gratefully acknowledge the assistance of the staff of Children's Hospital of Pittsburgh's Saturday Education Program: Nancy Hall, Aimee Hart, Phyllis Loeffler, Robin Nelson, Christina Poljak, Kelley Sacco, Sarah Stewart, and Mary Zuberbuehler.