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.     

Depression screening and treatment among uninsured populations in Primary Care

Uninsured populations have poor treatment engagement and are less likely to receive evidence-based interventions for depression. The objective of the current study was to retrospectively examine depression screening, diagnosis, and treatment patterns among uninsured patients in primary care. Study sample included all patients (N = 11,803) seen in nine community-based clinics. Key variables included depression screener and/or a depression diagnosis, anti-depressant initiation, behavioral health visits, and patient follow up measures. Treatment patterns from the subsample of patients diagnosed with depression were analyzed by collecting the number of behavioral health visits and antidepressant use six months (180 days) following the diagnosis. Utilization of the depression screening tool was high (67%, n = 7,935) and 24% (n = 2,789) of the patients had a diagnosis of depression, however, more than half of the patients with a depression diagnosis did not have a recorded treatment plan (n = 1,474). The odds of anti-depressant use and behavioral visits for Hispanic patients were significantly greater than for Non-Hispanic patients. Universal screening with brief measures in primary care is improving, however, guideline-concordant depression treatment remains elusive for uninsured populations.     

Influences on responsiveness: Interactions between mothers and their premature infants

The responsiveness of mothers to their infants has been found to make an important contribution to children's development. Mothers' cognitive ability, emotional state, and life stresses may influence their responsiveness, as may the medical condition of their infants. The patterns of influence may vary between groups of children with different biological risk conditions and should be examined carefully to determine intervention points for different groups. Forty mothers and their 3-month-old (corrected age) infants with intraventricular hemorrhage (IVH) were observed in free play. Mothers' depressive symptoms, cognitive skills, and the degree of infants' IVH were assessed and expected to be influences on mothers' responsiveness. Results indicated that mothers' depressive symptoms and cognitive skills were associated with their responsiveness, but that depressive symptoms were the stronger predictor. Post hoc analyses suggested that socioeconomic status and depressive symptoms may have related effects on mothers' behavior.     

Relationships Among Emerging Adult Psychological Problems,Maltreatment, and Parental Psychopathology: Moderation by Parent–Child Relationship Quality

Current research supports clear relationships between parental psychopathology, parental maltreatment, and emerging adult child psychopathology. Less research has examined how the role of the parent–child relationship influences these existing associations. The current study tested two models that examined the moderating effect of parent–child relationship quality on parental psychopathology and emerging adult mental health as well as the effect on parental maltreatment and emerging adult mental health. It was expected that high parent–child relationship quality would buffer against the negative effects of parental psychopathology and maltreatment while enhancing the effects of functional parenting characteristics. Participants included 1,452 emerging adults, predominantly Caucasian (73.3%) college students who completed surveys on their mental health, recent experienced maltreatment, and their parents’ mental health problems. Results suggested lowest rates of mental health problems for emerging adults were associated with higher parent–child relationship quality and lower parental psychological problems, whereas negative outcomes were associated with higher parental psychopathology, regardless of parent–child relationship quality. Additionally, physical maltreatment was associated with lower rates of mental health concerns in the context of higher mother-daughter relationship quality. Results emphasize the continuing impact of the parent–child relationship, particularly the mother-daughter relationship, on emerging adults’ mental health. Moreover, the current study demonstrates the continuing influence of parents on their emerging adult children.     

How Experts Adapt Their Gaze Behavior When Modeling a Task to Novices

Domain experts regularly teach novice students how to perform a task. This often requires them to adjust their behavior to the less knowledgeable audience and, hence, to behave in a more didactic manner. Eye movement modeling examples (EMMEs) are a contemporary educational tool for displaying experts’ (natural or didactic) problem-solving behavior as well as their eye movements to learners. While research on expert-novice communication mainly focused on experts’ changes in explicit, verbal communication behavior, it is as yet unclear whether and how exactly experts adjust their nonverbal behavior. This study first investigated whether and how experts change their eye movements and mouse clicks (that are displayed in EMMEs) when they perform a task naturally versus teach a task didactically. Programming experts and novices initially debugged short computer codes in a natural manner. We first characterized experts’ natural problem-solving behavior by contrasting it with that of novices. Then, we explored the changes in experts’ behavior when being subsequently instructed to model their task solution didactically. Experts became more similar to novices on measures associated with experts’ automatized processes (i.e., shorter fixation durations, fewer transitions between code and output per click on the run button when behaving didactically). This adaptation might make it easier for novices to follow or imitate the expert behavior. In contrast, experts became less similar to novices for measures associated with more strategic behavior (i.e., code reading linearity, clicks on run button) when behaving didactically.     

Simple disturbance of the dam in the neonatal period can alter haloperidol-induced catalepsy in the adult offspring

Three experiments were performed to determine whether apparently minimal disturbances of dams and litters would influence haloperidol-induced akinesia. In Experiment I, Long-Evans hooded rats (a) were left unmanipulated, (b) received nestcage relocation and observation, (c) received nestcage relocation/observation and maternal separation, or (d) received nestcage relocation/observation and pup handling. The male adult offspring received open-field testing and later received forepaw-on-dowel catalepsy testing following saline, morphine (20 mg/kg), or haloperidol (2 mg/kg). In Experiment II, hooded rats received (a) no manipulation, (b) nestcage relocation, (c) maternal separation, or (d) pup handling. At weaning, dams were tested in the open-field. Activity wheel locomotion of the offspring was assessed following saline or haloperidol for 3 days/week for 3 weeks; then, 5 and 7 days later, rats received haloperidol (0.5 mg/kg) and catalepsy testing. In both experiments, manipulations involving the dam reduced the offsprings' haloperidol-induced catalepsy, but, in Experiment II, a history of haloperidol administration distinguished between the effects of nestcage relocation and maternal separation. In Experiment III, Swiss albino mice received (a) no treatment, (b) nestcage relocation and maternal separation, (c) relocation/separation and mild cold stress of pups, (d) relocation/separation and pup handling, or (e) relocation/separation and severe cold stress of pups. Adult male mice received saline or haloperidol (2.5 mg/kg) and inclined grid catalepsy testing. Mice receiving relocation/separation and mice receiving relocation/separation and severe cold stress showed enhanced catalepsy versus control mice. Thus, it was concluded that seemingly innocuous events in infancy can influence the intensity of extrapyramidal side effects of neuroleptics in adulthood.     

The American Psychological Association's response to Brown v. Board of Education. The case of Kenneth B. Clark

In 1954, in Brown v. Board of Education, the Supreme Court struck down the "separate but equal" doctrine of the Plessy v. Ferguson decision (1896) that was the foundation of school segregation in 17 states and the District of Columbia. Brown is arguably the most important Supreme Court decision of the 20th century in terms of its influence on American history. Moreover, it has a special significance for psychology because it marked the first time that psychological research was cited in a Supreme Court decision and because social science data were seen as paramount in the Court's decision to end school segregation. This article describes psychologist Kenneth B. Clark's role in that case and the response of the American Psychological Association to scientific psychology's moment in a great spotlight.