TEACHING THE PSYCHOLOGY OF WOMEN COURSES IN ANOTHER DISCIPLINE

A survey of course titles in African American Studies departments and programs was conducted to examine the course offerings on the psychology of women, the psychology of African American women, and other areas of psychology as well as courses on gender from other disciplines. A total of 82 programs or departments of African American Studies and 182 courses were listed. The course discipline was stated in the majority of courses, with psychology having the most courses. Only a small percentage of the psychology courses listed gender in addition to race in the title. Of those courses listed in psychology, the majority were in social, developmental, or clinical psychology. The disciplines of English, sociology, history, and political science had listings of courses with both gender and race titles. This small survey indicates that the psychology of women has not had much influence on the curriculum of African American Studies. Possible reasons for this are discussed, as are solutions to this problem.     

Studies on retrograde and anterograde amnesia of olfactory memory after denervation of the hippocampus by entorhinal cortex lesions

The effect of hippocampal denervation on olfactory memory in rats was tested after interrupting the lateral olfactory tract projections at the level of the entorhinal cortex. When lesioned animals were trained to learn new odors, they showed no evidence of retention 3 h after acquisition. These results confirm earlier data on rapid forgetting in rats after hippocampal deafferentation and are in parallel to the anterograde amnesia typically found in humans with hippocampal damage. On the other hand, preoperatively learned information was minimally impaired after hippocampal deafferentation even if it was acquired within less than 1 h before the lesion. This finding differs from reports on humans as well as monkeys with hippocampal damage where memories formed during a critical time span of months or even years before the lesion are found to be impaired. This may suggest that the consolidation process in humans and rodents has different time scales or that the roles of the human and the rat hippocampal structure in memory formation are somewhat different.     

Reaction time measures of feature saliency in schematic faces

Two separate paradigms utilizing measurements of reaction time were employed to study facial feature saliency in schematic line drawn faces. In the first paradigm the speed of response to the omission of different facial components was measured, and in the second, the speed of response to feature substitution was measured. In both paradigms the facial features were presented in a random temporal sequence in order to minimise preferential scanning strategies. The two separate paradigms reflected the feature hierarchy most commonly found in the literature, ie the outline and eyes are more salient than the nose and mouth in terms of both speed of processing and error rate. In a third study the feature substitution paradigm was used to investigate the effects of feature saliency on the perception of emotional faces. The results suggest a change in the eyes/mouth hierarchy so that the mouth becomes the most salient feature in the surprised, happy, and sad target faces. This reverse in hierarchy, however, was not evident with the angry target face. These results are discussed in terms of changes in the focus of 'attention' and/or changes in 'processing efficiency'.     

Counselor Competency in the Courtroom

This article outlines general courtroom procedures and offers systematic practical advice for the counselor testifying as an expert witness. Major topics include the counselor role in court, preparing for testimony, answering questions, and dealing with the cross-examination.     

Development of the auditory orientation response in the albino rat (Rattus norvegicus)

The development of head orientation to auditory stimulation was examined in rat pups at Postnatal Days 8, 11, 14, 17, and 20. The animals were tested in a quiet environment with single bursts of 65 dB (SPL) broad-band noise. A reflexive head turn toward the sound was first seen on Postnatal Day 14 and subsequently on Days 17 and 20. This result demonstrates that the onset of directional auditory responses occurred between Day 11 and Day 14. The role of binaural cues in early sound orientation was examined in 17-day-old pups with monaural ligation of the external meatus. These animals were unable to localize a sound source and consistently turned toward the side of the unligated ear regardless of the position of the stimulus. Thus binaural cues were shown to be important for head orientation to sound in early development. In a separate study, head orientation to high and low frequency tone pips was examined. Directional responses were first seen on Day 12 for a 16-kHz tone and Day 14 for a 2-kHz tone. These results indicate an earlier onset for orientation to high frequency sounds in the rat.     

Book reviews

Postman, L. And Keppel, G. (Eds.). Norms of Word Association. New York and London: Academic Press. 1970. Pp. vi+ 467. £12.00.

Wolstenholme, G. E. W. and Knight, J. (Eds.). Taste and Smell in Vertebrates. London: J. & A. Churchill. 1970. Pp. x + 402. £4.00.

Tobias, J. V. (Ed.). Foundations of Modern Auditory Theory, Vol. I. New York and London: Academic Press. 1970. Pp. xv + 466. £10.50.

Hexmelin, B. and O'connor, N. Psychological Experiments with Autistic Children. Oxford: Pergamon Press. 1970. Pp. 142. £3.00.

Black, P. (Ed.). Physiological Correlates of Emotion. New York and London: Academic Press. 1970. Pp. xvi + 309. £6.30.

Baird, J. C. Psychophysical Analysis of Visual Space. Oxford: Pergamon Press. 1970. Pp. viii + 321. £4.50.

Flores D'Arcais, G. B. and Levelt, W J. M. (Eds.). Advances in Psycholinguistics. Amsterdam and London: North Holland. 1970. Pp. x + 454. £8.40.

Dodwell, P. C. Visual Pattern Recognition. Holt, Rhinehart & Wilson. 1970. Pp. 276. $9.00.

Gladwin, Thomas. East is a Big Bird. Oxford: University Press. 1970. Pp. 241. £4.75.

GULICR, W. L. Hearing: Physiology and Phychophysics. New York: Oxford University Press. 1971. Pp. viii+257. £4.50.

Plomp, R. and Smoorenburg, G. F. (Eds.). Frequency Analysis and Periodicity Detection in Hearing. Leiden: A. W. Sijthoff. 1970. Pp. xvi+482.

Jaffe, Joseph and Feldstein, Stanley. Rhythms of Dialogue. New York: Academic Press. 1970. Pp. 156. £3.95     

Students’ Oppositional Behaviors and Engagement in School: The Differential Role of the Student-Teacher Relationship

Students presenting oppositional behaviors often display lower behavioral and emotional engagement in class as compared to their peers. Moreover, children in general are known to be deeply affected by their relationships with teachers while in school. It is therefore possible that such relationships could also influence the engagement of students presenting higher levels of oppositional behavior. As a way of verifying this hypothesis, the present study investigated the contribution of students’ levels of oppositional behavior to their behavioral and emotional engagement in literacy. Furthermore, it examined whether these relationships were different for boys and girls, or changed as a function of two components of student-teacher relationships: closeness and conflict. Three hundred and eighty five third and fourth grade students and their teachers participated in the study. Two series of linear regressions were conducted. Findings indicate that students who presented higher levels of oppositional behavior showed lower behavioral engagement than their peers. Moreover, students who had close relationships with their teachers reported higher behavioral engagement. Although closeness in student-teacher relationships protected students from behavioral disengagement, students with higher oppositional behaviors were less protected than students who presented lower levels of oppositional difficulty. Having a warm relationship with a teacher was also more beneficial for the behavioral engagement of girls, whereas a high level of conflict between student and teacher was more harmful for the emotional engagement of boys. This was deemed to be true whether the boys or girls presented high levels of oppositional behavior or not. Overall, our findings highlight the importance of the student-teacher relationship in fostering all students’ engagement in school.