Learned helplessness in chess players: The importance of task similarity and the role of skill

Summary The effects of noncontingency between subjects' responses and outcomes were examined with respect to treatment-and-posttest similarity and skill in the task. The experimental design consisted of three groups. The first group had to solve chess problems with objective solutions and received veridical feedback; each member of the second group faced problems with no objective solutions, and received the same feedback as the member of the first group he was yoked with, but without any control on it; the control group received a waiting task. It was found at the end of the experiment that the group with unsolvable problems was more depressed than the two other groups. The mid-strength players were the most sensitive to the manipulation, and the weakest players showed little effect of learned helplessness. It was also found that the effects were proportional to the degree of similarity between the treatment and the posttest. The results limit the domain of applicability of the learned-helplessness model.     

By your attributions you shall be known: Consequences of attributional accounts for professional and gender identities

We demonstrate the power of a situated identity perspective for understanding the different attributional patterns of women and men in an academic setting and their differential experiences in the workplace. Two explanations for the gender difference found in attributions of success are considered. This difference may be due either to different identities being attributed to men and women employing the same explanations for success and failure, or to the inconsistency between actions that confirm a professional (academic) identity and women's gender identity. The results of this survey of senior social science faculty men support the latter explanation but not the former. An editorial acceptance was seen as more professional but less feminine than a rejection. In the eyes of senior colleagues, the modest account of success, typical of women academics, enhances femininity but detracts from professionalism. The self-serving account typical of men makes the offerer appear less feminine but more professional. Thus in their situated identity claims, successful academic women, but not men, must choose between their professional and gender identities. Despite the movement of women into university social science positions, the role of academic has a masculine face.Order of authors was determined by a coin toss.     

A typology of personal and environmental sexual harassment: Research and policy implications for the 1990s

Most of the research conducted on sexual harassment over the last decade and a half has used categories that are neither mutually exclusive nor exhaustive. This has created problems for researchers: it is difficult to compare results from one study to another, harassment types that have scholarly and legal-policy relevance are omitted, and the ability of researchers to inform legal and policy decisions is diminished as a result of these problems. A comprehensive categorization of harassment types that addresses these methodological problems is presented. Specifically, 11 specific types of harassment—4 types of Verbal Requests, 3 Verbal Remarks, and 4 Nonverbal Displays—are presented with examples from research and legal literatures. Recommendations for reconceptualizing research definitions of harassment as well as for diversifying the methodological approaches to the topic are made.     

Prominence of girls and boys in the classroom: Schoolchildren's perceptions

Several studies have revealed teachers' asymmetric perceptions of girls and boys in their classes. The present research examines these effects on schoolchildren's own perceptions of the prominence of male and female peers in school relevant categories. A total of 147 (native born, Jewish middle class) second and sixth graders participated in the study. A questionnaire in two versions was prepared: One formulated in the masculine plural, habitually used in Hebrew as the generic plural for both sexes. The other in both masculine and feminine (optional he/she) plural, also admissible in Hebrew usage. Overall, students judged more boys as prominent, even more so in sixth grade. Subjects also pointed to same-sex peers as prominent. Surprisingly, the sex-optional formulation of the questionnaire did not decrease stereotyping perceptions. Results raise questions about the status of girls in school. Implications for girls' future as achievers in modern society are discussed. Furthermore, the effectiveness of language manipulation in Hebrew regarding sexist vs. nonsexist attitudes is put into question.     

Institutional emotion norms and role satisfaction: Examination of a career wife population

Unlike other types of career wives, Assemblies of God missionary wives report very high role satisfaction and low depressive symptomatology. In order to explain this “exception,” this study examines (1) the social-structural conditions that affect satisfaction, (2) affective and behavioral responses, and (3) organizational implications. Data were collected through participant observation, interviewing, analysis of documents, and questionnaire research (n=200). Findings suggest that missionary wives often evoked satisfaction in response to institutional emotion norms in the manner suggested by the emotion management perspective. The social-psychological process of emotion work is examined, as well as the manner in which compliance facilitates organizational production and reproduction. Hypotheses for future research are suggested.     

Reflections on group psychotherapy with eating-disordered patients

This paper addresses some of the dynamics, resistances, and transference and countertransference considerations in group psychotherapy with eating disordered patients. Several resistances are delineated, including guilt over being helped, the recreation of early problems around control and forced feeding, and withdrawal as a defensive operation. A brief vignette is presented which highlights the demand on the part of the therapist as well as the patient to contain and manage feelings rather than acting on them. Lastly, the author argues that group participation helps the patient to identify, articulate, and accept feelings and to promote assertiveness.This paper is based on a presentation given at the Training Institute for Mental Health on May 11, 1991.     

An exploratory study of videotapes of long-term group psychotherapy of outpatients with major and chronic mental illness

This study explored patterns emerging in videotaped sessions of group psychotherapy with seven outpatients of a large mental health facility. The 22 sessions spanned the 12th to 27th months of the group's existence. Group members had long histories (25–50 years) of symptoms characteristic of schizophrenia. Each session was rated on the Group Environment Scale. One session from a group in its earlier stages was also rated on the same instrument to give some indication of baseline patterns. Analyses of changes across the 15 months were not statistically significant. However, some GES subscales, including Cohesion, Independence, and Self-Discovery, showed relatively high mean levels across the 15-month period. These elevations are discussed as suggesting the codevelopment of orientations that have sometimes been viewed as incompatible and unattainable for schizophrenics. Interpreted clinically, the GES patterns help to elaborate recent findings about the relatively good success of long-term group therapy with such populations. The study, although merely suggestive, illustrates the potential for gleaning solid and clinically useful data from group psychotherapy research.The authors would like to thank Drs. Jill Rierdan, Nina Fieldsteel, Joseph Christy, and an anonymous reviewer for their suggestions, Kendra Bryant for serving as the reliability rater, and Janet Eltinge for her skilled videotaping.     

An intergenerational analysis of expectations for women's career and family roles

This study examined the career and family role expectations and attitudes of women university students and both of their parents. Data collected from 292 families revealed that most daughters and their parents were traditional in their attitudes toward mothering, held somewhat egalitarian attitudes toward marital roles, and generally expected daughters to experience little frustration regarding future career and family roles. Differences and similarities among daughters, mothers, and fathers as well as between intact and dissolved families of various SES were examined. Implications of findings and suggestions for future research were discussed.This research was supported by grants from the University of Rhode Island Council on Research and from the College of Human Science and Services. Portions of this paper were presented at the National Council on Family Relations annual meeting, New Orleans, Lousiana, November, 1989 and at the Eastern Sociological Society annual meeting, Providence, Rhode Island, April, 1991. The authors thank Mary Ellen Reilly for her encouragement and assistance.