WOMEN'S HOSTILITY TOWARD WOMEN

Three studies investigating the self-report correlates of women's hostility toward other women were conducted among a total of 477 college women. In Study 1, hostility toward women was negatively associated with both personal and collective self-esteem and positively associated with hostility toward men, controlling for state anger. In Study 2, hostility toward women was negatively associated with self-efficacy and age and positively associated with emotional dependence on men, but not with self-identification as a feminist or support of the feminist movement. In Study 3, women's hostility toward women was negatively associated with measures of intimacy and life satisfaction and positively associated with acceptance of interpersonal violence. We suggest that women's hostility toward other women not only is an important aspect of women's personal satisfaction, happiness, intimacy, and self-esteem, but also may serve as a barrier to women's progress as a group.     

Models of verbal working memory capacity: what does it take to make them work?

Theories of working memory (WM) capacity limits will be more useful when we know what aspects of performance are governed by the limits and what aspects are governed by other memory mechanisms. Whereas considerable progress has been made on models of WM capacity limits for visual arrays of separate objects, less progress has been made in understanding verbal materials, especially when words are mentally combined to form multiword units or chunks. Toward a more comprehensive theory of capacity limits, we examined models of forced-choice recognition of words within printed lists, using materials designed to produce multiword chunks in memory (e.g., leather brief case). Several simple models were tested against data from a variety of list lengths and potential chunk sizes, with test conditions that only imperfectly elicited the interword associations. According to the most successful model, participants retained about 3 chunks on average in a capacity-limited region of WM, with some chunks being only subsets of the presented associative information (e.g., leather brief case retained with leather as one chunk and brief case as another). The addition to the model of an activated long-term memory component unlimited in capacity was needed. A fixed-capacity limit appears critical to account for immediate verbal recognition and other forms of WM. We advance a model-based approach that allows capacity to be assessed despite other important processing contributions. Starting with a psychological-process model of WM capacity developed to understand visual arrays, we arrive at a more unified and complete model.     

Brief wakeful resting boosts new memories over the long term

A brief wakeful rest after new verbal learning enhances memory for several minutes. In the research reported here, we explored the possibility of extending this rest-induced memory enhancement over much longer periods. Participants were presented with two stories; one story was followed by a 10-min period of wakeful resting, and the other was followed by a 10-min period during which participants played a spot-the-difference game. In Experiment 1, wakeful resting led to significant enhancement of memory after a 15- to 30-min period and also after 7 days. In Experiment 2, this striking enhancement of memory 7 days after learning was demonstrated even when no retrievals were imposed in the interim. The degree to which people can remember prose after 7 days is significantly affected by the cognitive activity that they engage in shortly after new learning takes place. We propose that wakeful resting after new learning allows new memory traces to be consolidated better and hence to be retained for much longer.     

Results of Motor Reconditioning Methods Used in Training a Backward Child

Abstract

Elements of Human Psychology. By Howard C. Warren. N. Y., Houghton Mifflin Co., 1922, 416 p. Reviewed by Douglas Fryer

Experimentelle Untersuchungen über das Gefühlsleben des Kindes im Vergleich mil dem des Erwachsenen.¹ By Helga Eng, Kristiania. Leipzig, Barth, 1922. 258 p.

The Practical Application of Psychology. By Claude Wm. Chamberlain. Sioux City, International Society of Applied Psychology, 1922. 225 p. Reviewed by Douglas Fryer     

Behavior Problems and Peer Rejection in Preschool Boys and Girls

The authors tested the hypothesis that deviant behaviors within a preschool peer group would be linked with peer rejection, irrespective of child gender. Seventy-six children, aged 3 to 5 years, participated. Teachers rated children's behavior on the Child Adaptive Behavior Inventory, and children provided sociometric ratings. For a subsample of children (n = 47), observers coded aggressive, noncompliant, and withdrawn behavior using a time-sampling system. For both boys and girls, noncompliance, hyperactivity, and social withdrawal were associated with peer rejection; overt aggression was associated with peer rejection for boys, but not for girls. Analysis revealed that approximately half of the variance in sociometric and teacher ratings of peer rejection was accounted for by aggression and social withdrawal for both boys and girls. The results suggest that the association between behavior problems and peer rejection emerges at a very early age.