What you don't know can hurt you: The effects of performance criteria ambiguity on sex differences in self-confidence1

Previous investigators have suggested that women display lower self-confidence than men across almost all achievement situations. The empirical validity of this suggestion is assessed in an experiment testing the hypothesis that performance evaluation guidelines moderate sex difference in self-confidence. Undergraduates read the guidelines by which their performance on an impending test would be evaluated. Guidelines were: ambiguous (A); clear—specifying the dimensions of performance to be examined, but not providing any examples of others' performance against which subjects' work would be compared (C); or clear with performance examples (CE). Subjects then completed the test and estimated how will they had done. Results showed the predicted pattern in conditions A and C: While women underestimated their actual performan?e much more than men when guidelines were ambiguous, they did not do so when guidelines were clear. Further, the rise in self-confidence for women from conditions A to C was greater than that for men. Also as predicted, both sexes' self-confidence and performance were higher in condition C than in condition A. Finally, although condition CE was expected to depress only women's self-confidence and performance, both sexes showed this effect. It is concluded that sex differences in self-confidence are moderated by situation variables and that programs designed to reduce such differences might be improved by a greater focus upon women's response to clearly specifiable factors in achievement settings.     

Role relevant sex typing and opportunity in agentic and communal domains1

The hypothesis associating psychological androgyny with greater personal adjustment has recently been contradicted in several studies in which masculine individuals, regardless of gender, generally appeared to be better adjusted than either androgynous or feminine persons. In the present research, five studies involving 363 subjects tested the hypothesis that such data may reflect a culture that values and differentially rewards agentic (masculine) characteristics and competencies in both men and women while taking communal (feminine) characteristics somewhat for granted. Subjects evaluating candidates for agentic roles preferred masculine candidates (regardless of gender). Masculine and androgynous persons were preferred for a communal role, while feminine persons were almost never chosen for either agentic or communal roles.     

Medial septal lesions: disruptions of microregulatory patterns and circadian rhythmicity in rats

The microregulatory patterns of food and water intake were examined in male and female rats bearing medical septal lesions and in sham-operated controls. Medial septal ablation, although not affecting the total amount of food or water ingested, resulted in a profound disruption of the pattern of intake. Circadian rhythmicity was disrupted for a period, returning to normal by 25 days postlesion. Permanent disruptions occurred in feeding patterns in the rats with septal lesions ingested more frequent but smaller meals. There was also a marked increase in food-intake-associated drinking and a decrease in non-food-intake-associated drinking. The results are interpreted to reflect two separate independent effects, a general circadian disruption and an alteration in requlatory behavior produced by a chronic depletion of body fluid.     

College-bound girls and science careers: Perceptions of barriers and facilitating factors

Student perceptions of barriers, facilitating factors, and information needs related to the consideration of careers in science and technology were investigated with a nationwide sample of talented high school senior women (N = 1017). Data were collected through a mailed questionnaire as part of a broader National Science Foundation project. Results of the study suggest that relatively few girls choose careers in science and technology because: They have doubts about combining family life with a science career; they lack information about steps in preparing for a science career; they believe influential adults; and they see few examples of the important role women can play in science. The data describing the students' perceptions of facilitating factors and information needs suggest that encouragement from family, access to role models, extra help and encouragement from science teachers, and information about careers in science, including the steps involved in preparation, might be influential in helping change perceptions of barriers to careers in science and technology.     

Application of the verbal transformation effect with learning-disabled children

Verbal Transformations (VTs) are an illusory effect which results from hearing a tape recording consisting of one word repeated twice per second. VTs have been employed to ascertain auditory perceptual differences in normal subjects relative to chronological age. This research tested two groups of 10 male children (normal and learning disabled). Results showed a significant difference (p < .01) between the reported number of VTs per group, with normal subjects verbalizing more different words. LD results are compared to VT studies with geriatrics. A theory is presented to explain our findings based upon a defect in short-term memory.     

Secret ambitions and public performances: The effects of anonymity on reward allocations made by men and women

The degree of equality or equity in reward allocations made by men and women is explored in three studies. Study 1 was a classroom survey which was administered after the members had completed a series of team assignments. When asked to indicate anonymously whether they would share some points with team members who had earned fewer, the men more often said yes and the women no, contradicting the patterns found in much of the literature. Studies 2 and 3 examined the hypothesis that under public conditions men and women would behave as tradition and the previous literature suggest, allocating rewards equitably and equally, respectively. In private, however, they would reverse themselves, each preferring the otherwise forbidden option. The results confirmed the prediction: when anticipating disclosure of their decisions, men chose to divide credits equitably and women equally between themselves and a less deserving partner, but when assured of anonymity, men chose more equal and women more equitable allocations. The results are discussed in light of both childhood socialization and adult constraints on sex role performances.     

Autumn leaves and old photographs: The development of metaphor preferences

In order to determine the development of preferences for different types of metaphors, a metaphor preferences task was designed. Subjects at seven ages, from 6 through 20 years, received incomplete sentences followed by metaphorical and literal completions, and were asked to select their preferred completions. The pattern of preferences shifted with age. Metaphors based on grounds involving color or shape were preferred by the youngest subjects; metaphors based on movement or sound were preferred by subjects of intermediate age; and metaphors based on nonperceptual, conceptual grounds were preferred by the oldest subjects. At all ages the most frequently chosen metaphors were those based on a combination of two grounds (e.g., color and shape). Preference for literal completions declined with age, but there was an increase in literal selections in the 8th and 10th grades. This study demonstrates the systematic development of aesthetic preferences in the domain of figurative language.     

Physical and cognitive dimensions in stimulus comparison

Two experiments were carried out using a same-different task with sets of four stimuli varying orthogonally in three dimensions. Sameness was defined by each of the three dimensions in turn, as well as by physical identity. Two types of dimensions, physical and cognitive, were studied. In Experiment 1, the numerals 6, 10, VI, and X, which vary in Length, System, and Name, were used. With simultaneous presentation, order of difficulty was from the physical dimension of Length to the cognitive dimension of Name. While overall difficulty was related to dimensional discriminability, internal evidence suggested that Name was not a dimension in the same sense as Length is, and that some stimulus pairs were simply easier to process than others, regardless of the response required (e.g., short stimulus pairs and Arabic numerals). With sequential presentation, Name was processed as fast as System, due largely to the fact that much faster responding occurred when an Arabic numeral was the second stimulus. Thus, with sequential presentation, Name provides a processing mechanism not provided by physical dimensions. In Experiment 2, the numerals 3, 4, 6, and 7, which vary in Magnitude, Oddness, and Curvilinearity, were used. The cognitive dimension of Magnitude was pro cessed most rapidly, and numerical distance between pairs of numbers dominated the results for “same” responses, regardless of the sameness rule used. Again, evidence was found for fast processing of some stimulus pairs (e.g., 3 4), regardless of the response required. Overall, these experiments are interpreted as indicating that cognitive factors such as stimulus familiarity may override aspects of physical discriminability with many dimensions and stimuli, that, even though a cognitive dimension can be used to generate a logically proper set of stimuli, it does not necessarily act as other, more physical dimensions do, and that clarification of the functional role of a dimension is more important than attempts to locate stages.     

Classes and collections: Conceptual organization and numerical abilities

Collections (e.g., forest, army) and classes (e.g., trees, soldiers) are natural concepts that differ in their organizational principles. Collections are organized into part-whole relations (e.g., trees are parts of a forest). Classes are organized according to class inclusion relations (e.g., oaks are kinds of trees). Because of their part-whole organization, collections are assumed to have greater psychological coherence than classes and therefore an advantage on tasks that require thinking about an aggregate as well as the individuals in it. Number requires aggregate analysis since it is a characteristic of sets, not of individuals. Four studies tested the hypothesized collection advantage in numerical reasoning tasks. In each, children viewed identical displays that were labeled with either class or collection terms. With perceptual input constant, the collection labels in contrast to the class labels promoted children's insight into certain numerical principles and facilitated the use of these principles in a variety of numerical tasks. Collection labels appear to induce a cognitive reorganization of importance to the child: the shift from inclusion to part-whole relations.