“Think Athletic Director, Think Masculine?”: Examination of the Gender Typing of Managerial Subroles Within Athletic Administration Positions

To examine the influence of gender stereotyping of administration positions in intercollegiate athletics, the present study evaluated the gender typing of managerial subroles by undergraduate and graduate sport management students from two northeastern universities in the U.S. (59 women, 189 men). Participants indicated importance of managerial subroles for the positions of athletic director, life skills coordinator, and compliance coordinator. Participants rated masculine managerial subroles as most important for athletic director, however feminine managerial subroles were rated of similar importance for both the life skills coordinator and the athletic director. There were no differences between women and men on evaluation of the importance of managerial subroles across all positions. Results of the current study provide some support for role congruity theory within athletic administration.     

Heterogeneity impairs numerical matching but not numerical ordering in preschool children

Do preschool children appreciate numerical value as an abstract property of a set of objects? We tested the influence of stimulus features such as size, shape, and color on preschool children's developing nonverbal numerical abilities. Children between 3 and 5 years of age were tested on their ability to estimate number when the sizes, shapes, and colors of the elements in an array were varied (heterogeneous condition) versus when they did not vary (homogeneous condition). One group of children was tested on an ordinal task in which the goal was to select the smaller of two arrays while another group of children was tested on a match‐to‐sample task in which the goal was to choose one of two visual arrays that matched the sample in number. Children performed above chance on both homogeneous and heterogeneous stimuli in both tasks. However, while children showed no impairment on heterogeneous relative to homogeneous arrays in the ordering task, performance was impaired by heterogeneity in the matching task. We suggest that nonverbal numerical abstraction occurs early in development, but specific task objectives may prevent children from engaging in numerical abstraction.     

The property of rationality: a guide to what rationality requires?

Can we employ the property of rationality in establishing what rationality requires? According to a central and formal thesis of John Broome’s work on rational requirements, the answer is ‘no’—at least if we expect a precise answer. In particular, Broome argues that (i) the property of full rationality (i.e. whether or not you are fully rational) is independent of whether we formulate conditional requirements of rationality as having a wide or a narrow logical scope. That is, (ii) by replacing a wide-scope requirement with a corresponding narrow-scope requirement (or vice versa), we do not alter the situations in which a person is fully rational. As a consequence, (iii) the property of full rationality is unable to guide us in determining whether a rational requirement has a wide or a narrow logical scope. We cannot resolve the wide/narrow scope debate by appealing to a theory of fully rational attitudes. This paper argues that (i), (ii) and (iii) are incorrect. Replacing a wide- with a corresponding narrow-scope requirement (or vice versa) can alter the set of circumstances in which a person is fully rational. The property of full rationality is therefore not independent of whether we formulate conditional requirements of rationality as having a wide or a narrow logical scope. As a consequence, the property of full rationality can guide us in determining what rationality requires—even in cases where we expect a precise answer.     

SHORES: A Practical Mnemonic for Suicide Protective Factors

Guidelines for addressing and managing client suicide risk include discussing and conceptualizing protective factors. Counselors should be able to recall and discuss suicide protective factors that are applicable across client populations. SHORES, a suicide protective factors mnemonic that is supported by the literature, has applications for risk assessment and crisis intervention across settings, preventative care, strengths‐based management, and counselor training. A case example and discussion serve to illustrate the wide‐ranging application of SHORES in counseling practice.     

Compliance Dynamics Within a Simulated Friendship Network I: The Effects of Agency,Tactic, and Node Centrality

This study investigated the structural causes of perceptions of power and the way that these perceptions create expectations regarding influence attempts. It applied measures derived from dynamic social impact theory to model predictions of target compliance and agent response to an influence attempt. Sociograms provided the structure within which compliance dynamics were investigated. Results from an experiment (N = 458) showed that structural positions with greater eigenvector and betweenness centrality generated stronger perceived power, and that observers' attributions regarding responses to a compliance request follow a systematic three‐step process—agent acts, target responds, and agent reacts. The model, reflecting agency, influence tactic, and power, formalizes the attributional process that observers employ when evaluating compliance requests.     

Early pathways to bullying: A prospective longitudinal study examining the influences of theory of mind and social preference on bullying behaviour during the first 3 years of school

Research has focused on the role of theory of mind (ToM) for positive social behaviour, while the association between ToM and negative social behaviours is less well understood. This longitudinal study compares two mediation models examining the role of ToM and peer-rated social preference at ages 5 and 6 for bullying at age 7. Participants were 114 children (58 boys, M_age = 67 months) at entry to primary school (T1). At Time 2 (T2), 106 children and, at Time 3 (T3), 96 children remained. Teacher-rated externalizing problems and children’s language ability were controlled at T1. Poor ToM was found to indirectly predict later bullying via poor social preference, while for boys only, greater earlier ToM directly predicted greater bullying 2 years later. These results suggest that there are different pathways to bullying via ToM and social preference , which has implications for interventions to prevent the development of bullying behaviour.     

Girls' and Boys' Changing Attitudes Toward School

This study considered children in kindergarten, first grade, and second grade in order to determine whether boys and girls differ from one another in their attitudes toward school when they first begin, and whether the relationship between boys' and girls' attitude changes with time. The information used in the study was collected during an evaluation of the California preschool program. A total of 6011 educationally disadvantaged children in 148 elementary schools were selected for the evaluation. The Attitude to School Questionnaire, developed at UCLA, was used to measure attitude. The study found that the sample of disadvantaged girls and boys has similar attitudes toward school in kindergarten. As they progress through the second grade, girls' attitude remains stable, while boys' attitude improves. The study also found that the differences between these attitude patterns were statistically significant. The study's results challenge the belief that girls have a better attitude toward school and suggest that differences in attitude between girls and boys develop between kindergarten and first grade.