Relative influence of sincere,insincere, and neutral symbolic models

The study investigated how the sincerity of models affects their influence, using a delay-of-reward paradigm. Subjects were 40 fifth and sixth graders (ages 9 and 10 years, respectively), selected for delayed gratification patterns. In the experimental manipulation, sincerity or insincerity was explicitly attributed to the model or, in a neutral-model condition, no information about the model's sincerity was given. Subjects then observed the symbolically presented model's immediatereward choices, opposed to their own preferences. Immediately after treatment, children in all model conditions and in a fourth, no-model control group responded to a second delay-preference test. It was found that the influence of models varied substantially as a function of experimentally attributed sincerity. Insincere models had considerably less effect than sincere and neutral models, who provoked substantial and equivalent changes. Insincere models did not evoke significantly different change than occurred in the control group. A postexperimental inquiry showed the experimental manipulation had affected perceptions of the model's sincerity and liking for the model, with the insincere model rated considerably lower than the sincere and neutral models. The relevance of cognitive appraisal in observational learning was discussed.     

Androgyny: Some audacious assertions toward its coming of age

It is proposed that the field of research on psychological androgyny has entered a crucial period during which its development will not be optimal unless the following problems are recognized and corrected for: (a) the dangers of too rigidly held values; (b) the prevalence of dubious definitional assumptions; (c) the pervasity of diffuse and/or atheoretical research directions; and (d) alienation from certain basic concerns in mainstream personality research. The origins and nature of each of these problems are discussed, and in each case recommendations for future research are made. Finally, broad outlines are proposed for an idiographic model of sex roles designed to increase the predictive utility of assessment in the area of androgyny research.     

Concluding comments on androgyny: Some intimations of its mature development

Major problems and ideas raised by the articles in this special issue are discussed, with an emphasis upon their implications for the productive development of androgyny research. First, the various methods of scoring a given sex-role inventory differ in their definitions of androgyny and in their underlying models of the relationships among masculinity, femininity, and other variables. Accordingly, recommendations for the judicious use of scoring methods are made. Second, adjustment differences between androgynous and sex-typed individuals are discussed, and researchers are urged to determine the specific aspects of sex roles which may be dysfunctional in particular settings. Third, attention is drawn to new methodologies and new content areas for androgyny research. Finally, the implications of the historical and cultural location of this research area for its status as a scientific enterprise are discussed.     

The relationship between auditory recall and dysfluency in young stutterers

This study examined the relationship between auditory recall and dysfluent behavior in children. Subjects were 11 stutterers and 11 nonstutterers, ages 4.9–11.10. The Auditory Sequential Memory subtest of the ITPA and the Auditory Attention Span for Related Syllables subtest of the Detroit Test of Learning Aptitudes were administered to both groups. Results indicated that scores on the ITPA were not significantly different. Comparison of the group's scores on the DTLA were highly significant with the control group's scoring 35 months higher. After 6 months of therapy, six children in the experimental group were fluent. Posttests revealed no significant differences on the ITPA. On the DTLA, the experimental group's mean scores significantly increased by 13.9 months. The gain in auditory recall of meaningful material substantiated the hypothesized relationship between auditory recall and dysfluency. This relationship was not viewed as causative of stuttering; data were interpreted as evidence that increased fluency allows children to use previously suppressed linguistic data.