Person perception: Effects of sex,marital status,and sex-typed occupation

A sample of 208 male college students evaluated a briefly described stimulus person on 20 7-point bipolar scales which described personality traits and professional performance characteristics. Each subject rated one of 16 persons who were described as either female or male; never married, divorced, widowed, or unmarried; and employed in either a feminine or masculine sex-typed occupation. Female stimulus persons generally were rated more favorably than male stimulus persons. The personality traits of married persons of both sexes were evaluated more favorably than those of unmarried persons. Individuals in sex-typical and sex-atypical occupations received similar evaluations.Parts of this article were presented at the meeting of the American Psychological Association, Los Angeles, August 1981.     

Facial expressions and interpretation of emotion-arousing situations in deaf and hearing children

Deaf and hearing children were given two tasks: (a) sorting faces portraying nine emotions and (b) matching those faces with drawings of appropriate emotion-arousing situations. The deaf children performed as the hearing children did on the first task but did not match the faces to the situations as well as the hearing children. It appeared that the deaf children were unable to analyze and interpret emotion-arousing events adequately. Possible reasons for this finding are presented and discussed in detail.This research was supported, in part, by Social Rehabilitation Services Grant No. RD-2552.The authors are indebted to Dr. Lloyd Graunke, Delmas Young, and Warren Flower of the Tennessee School for the Deaf, Elizabeth Stallings of the Monroe Harding Children's Home, Rev. Lucius Hart and Rev. Hudlow of the Baptist Children's Home, Dr. Lloyd Funchess and Jerome Freeman of the Louisiana State School for the Deaf, W. W. Wallace, Milton Lillard, and Wilburn Kelley of the Williamson County Tennessee School System, and Charles Barham of Tennessee Preparatory School.     

Novelty and familiarity as redundant cues in retardate discrimination learning.

Forty retarded children, a Low Mental Age (MA) Group (mean MA 3-3 yrs.) and a High MA Group (mean MA 5–7 yrs.) were trained on 120 different two-choice visual discrimination problems. For all subjects, half of these problems were standard four-trial problems (Standard Condition). The remaining 60 problems were variants of the Moss-Harlow Design, the first trial differing from the initial two-choice trial of the Standard Condition in having only a single stimulus present, either the positive stimulus (Positive Condition) or the negative stimulus (Negative Condition), in both cases followed by three trials with both stimuli present. Each subject received either Positive Condition Problems or Negative Condition Problems, but not both. An analysis of Trial 2 performance revealed that although no interproblem changes in the Standard Condition occurred, there were large initial performance differences and large interproblem changes in the Positive and Negative Conditions which varied with MA. Initial performance differences were interpreted as a differential preference for novel and familiar stimuli in the two MA Groups. Changes in interproblem performance were consistent with the hypothesis that these MA dependent novelty-familiarity preferences could be influenced by novelty-familiarity redundancy training. These interpretations were supported by predictions from theory.     

Is preschool education more highly valued for boys than girls?

Questionnaires concerning reasons for enrolling one's child in nursery school were completed by 599 parents in a Midwestern city. Parents of girls and boys did not differ in mean ratings of reasons. However, a greater number of reasons were rated as more important by boys' parents than by girls' parents for both lower- and middle-class respondents. Proportionately more lower-class boys than lower-class girls were enrolled in the city's nursery schools. These data are consistent with the hypothesis that lower-class parents consider preschool education to be more important for boys than girls.     

Some psychological correlates of generalized and focal epilepsy in children

School-aged children with two types of epilepsy, generalized and focal, were compared with normal children of the same age, sex, and IQ on measures of cognitive style, attention, motor control, and behavioral pathology. Epileptic children were found to employ less efficient cognitive strategies and to have longer reaction times and poorer control of fine motor movements than have normal children. Children with generalized epilepsy were more impaired than were normal children when sustained motor performance was required. Mothers of children with generalized epilepsy reported more behavior problems than did control mothers on an objective checklist. These results suggest special educational methods for the treatment and education of epileptic children.The research reported in this paper was supported by Grant No. MA-45O5 from the Medical Research Council of Canada. Grateful thanks are extended to Dr. Katherine Metrakos, Director of the Convulsive Disorder Clinic, Montreal Children's Hospital, who screened epileptic subjects and gave us her enthusiastic support. The Diagnostic Test Center was most helpful in providing blood serum levels on the clinical sample. We wish to thank the Notre Dame de Grace and Westmount branches of the Y.M.C.A. for access to control subjects.     

CAREGIVING HISTORY AND PRENATAL DEPRESSIVE SYMPTOMS IN LOW-INCOME ADOLESCENT AND YOUNG ADULT WOMEN: MODERATING AND MEDIATING EFFECTS

Prenatal depressive symptoms have been linked to negative outcomes for mothers and children. Using attachment theory as a framework, this study examined developmental differences in the interpersonal context of prenatal depressive symptoms among adolescents (age 14 to 19 years; n = 352) and young adults (age 20 to 24 years; n = 348). Participants included low-income, single, predominantly African American and Latina women. Moderating and mediating factors were found in the relation between caregiving history (perceived unavailability and inconsistency of maternal and paternal figures during childhood) and depressive symptoms. For pregnant adolescents, maternal unavailability predicted depressive symptoms whereas maternal inconsistency did not. In contrast, for pregnant young women, only maternal inconsistency predicted depressive symptoms; and this association was mediated by perceptions of prenatal support. For both groups, paternal caregiving history had a small yet independent association with depressive symptoms. Results highlight the need to consider developmental differences in the interpersonal context of prenatal depressive symptoms in delivering mental health interventions to young women of color.     

Counselors’ Mandated Responsibility to Report Child Maltreatment: A Review of U.S. Laws

Although counselors in 44 states are mandatory reporters of child maltreatment, they may lack an understanding of their legally designated role. This article presents the results of a systematic review of child maltreatment reporting laws in all 50 states and the District of Columbia. The authors apply relevant legislation to real‐life contexts for counselors.     

Mediated pathways from maternal depression and early parenting to children's executive function and externalizing behaviour problems

Structural equation models were used to examine pathways from maternal depression and early parenting to children's executive function (EF) and externalizing behaviours in the first nationally representative study to obtain direct assessments of children's kindergarten EF skills (i.e., the Early Childhood Longitudinal Study Kindergarten Class of 2010–2011). Preliminary analyses revealed that maternal depression was negatively related to children's EF and positively related to children's externalizing behaviour problems. However, the negative association between maternal depression and children's EF was completely mediated by maternal parenting practices (i.e., warmth and home learning stimulation). Furthermore, there was an indirect effect from maternal parenting practices to children's externalizing behaviour problems through EF, such that children with stronger EF skills had fewer externalizing behaviour problems. Findings provide support for a family process model in which warm, cognitively stimulating parenting supports children's EF, which in turn decreases externalizing behaviours.

Highlights

• This study examined pathways from parent mental health to children's executive function (EF) and behaviour problems.
• Maternal depression was negatively related to children's EF and positively related to children's behaviour problems.
• The negative association between maternal depression and children's EF was completely mediated by maternal parenting. There was an indirect effect from maternal parenting to children's behaviour problems through EF.

     

Improving Identity Matching of Newly Encountered Faces: Effects of Multi-image Training

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