Situating Work–Family Negotiations Within a Life Course Perspective: Insights on the Gendered Experiences of NCAA Division I Head Coaching Mothers

Despite the progress women have made since the inception of Title IX, many still face discrimination in the sport workplace. Given the assumption that time-use is gendered, the traditional culture of US intercollegiate sport stands in sharp contrast to the evolving notion of work-life balance. This study employed a qualitative life course perspective to examine the experiences of seventeen head coach mothers in NCAA institutions. Results focus on the participants’ historical/social context, biography, relationships, interplay between these factors, and most importantly the role of administrators as life linkages. The results suggest that it is insufficient for managers to view the employee in isolation or to neglect the organizational culture in athletics. Supervisor attention to this, while time and effort-intensive, can impact employee well-being.     

The Appropriateness of Using Three Measures of Self‐Beliefs With European American,Latino/a,and Native American College Freshmen

The authors investigated the psychometric appropriateness of the Valuing/Commitment to Education scale (A. M. Gloria, 1993), the Rosenberg Self‐Esteem Scale (M. Rosenberg, 1965), and the Educational Self‐Efficacy Scale (A. M. Gloria, 1993) for use with European American, Latina/o, and Native American college freshmen. Strong to moderate reliabilities were found, as was initial evidence of validity across groups. Los autores investigaron la idoneidad psicométrica de la Valoración/Compromiso con la Escala de Educación (A. M. Gloria, 1993), la Escala Rosenberg de Autoestima (M. Rosenberg, 1965) y la Escala de Autoeficacia Educativa (A. M. Gloria, 1993) para su uso con alumnos universitarios Euroamericanos, Latinos y Americanos Nativos de primer curso. Se hallaron datos que prueban una fiabilidad entre moderada y alta, como lo fue tambien la validez observada inicialmente entre los grupos.     

TouchStat v. 3.00: A new and improved Monte Carlo adjunct for the sequential touching task

The sequential-touching procedure is employed by researchers studying nonlinguistic categorization in toddlers. TouchStat 3.00 is introduced in this article as an adjunct to the sequential-touching procedure, allowing researchers to compare children's actual touching behavior to what might be expected by chance. Advantages over the Thomas and Dahlin (2000) framework include ease of use, and fewer assumptive limitations. Improvements over TouchStat 1.00 include calculation of chance probabilities for multiple "special cases" and for immediate intercategory alternations. A new feature for calculating mean run length is also included.     

Inverse duration effects in partial report.

In partial-report experiments, an array of stimuli is displayed briefly, followed by a probe indicating the items to be reported. When exposure duration of the array is increased, 2 contrasting outcomes have been found: Some experiments find that performance improves (direct-duration effect); others find that it deteriorates (inverse-duration effect). The objective here was to identify the reasons for the discrepant results. This was done by investigating the roles played by 5 factors that differed between the 2 sets of contrasting studies. An inverse-duration effect was obtained in each of 6 experiments; its magnitude was affected by retinal eccentricity and by the number of items denoted by the probe. The effect was independent of array configuration and of number of items in the array. The direct-duration effect was shown to arise from a confounding of exposure duration and brightness.     

Equivalence‐based instruction of academic skills: Application to adolescents with autism

This study evaluated the efficacy of three equivalence‐based instruction procedures on the acquisition of novel academic skills by 3 adolescents diagnosed with autism in a school setting. The skills targeted for instruction were related to topics in history, science, and mathematics, and were taught using different training structures from the PEAK‐E curriculum. All participants demonstrated mastery of the trained relations and the tested derived relations following all variants of equivalence‐based instruction.     

“Going episodic”: collaborative inhibition and facilitation when long-married couples remember together

Two complementary approaches to the study of collaborative remembering have produced contrasting results. In the experimental “collaborative recall” approach within cognitive psychology, collaborative remembering typically results in “collaborative inhibition”: laboratory groups recall fewer items than their estimated potential. In the cognitive ageing approach, collaborative remembering with a partner or spouse may provide cueing and support to benefit older adults’ performance on everyday memory tasks. To combine the value of experimental and cognitive ageing approaches, we tested the effects of collaborative remembering in older, long-married couples who recalled a non-personal word list and a personal semantic list of shared trips. We scored amount recalled as well as the kinds of details remembered. We found evidence for collaborative inhibition across both tasks when scored strictly as number of list items recalled. However, we found collaborative facilitation of specific episodic details on the personal semantic list, details which were not strictly required for the completion of the task. In fact, there was a trade-off between recall of specific episodic details and number of trips recalled during collaboration. We discuss these results in terms of the functions of shared remembering and what constitutes memory success, particularly for intimate groups and for older adults.