EMPOWERING TOKEN WOMEN LEADERS

We hypothesized that, in a masculine task, only token women leaders who were empowered through position (by being appointed leader) and expertise (trained with task-relevant information) and legitimated by a male experimenter as credible would be more effective in influencing the performance of their all-male groups than appointed-only and appointed-trained leaders. Thirty women undergraduates each led a small group of male students on a moon survival task. The hypothesis was supported. Videotapes of group interactions revealed that appointed-trained leaders interrupted group members and used tentative tag questions in failed attempts to share their task-relevant knowledge. In addition, group members reported the most dissatisfaction with appointed-trained leaders who, without legitimacy, violated diffused gender roles by presuming to be expert on a masculine task. The importance of the organizational empowerment of token women is underscored.     

Spontaneous symbol acquisition and communicative use by pygmy chimpanzees (Pan paniscus)

Two pygmy chimpanzees (Pan paniscus) have spontaneously begun to use symbols to communicate with people. In contrast to common chimpanzees (Pan troglodytes) using the same communicative system, the pygmy chimpanzees did not need explicit training in order to form referential symbol-object associations. Instead, they acquired symbols by observing others use these symbols in daily communications with them. In addition, the pygmy chimpanzees have begun to comprehend spoken English words and can readily identify lexigrams upon hearing the spoken words. By contrast, common chimpanzees who received similar exposure to spoken English are unable to do so. The older pygmy chimpanzee has begun to form requests of the form agent-verb-recipient in which he is neither the agent nor the recipient. By contrast, similarly aged common chimpanzees limited their requests to simple verbs, in which the agent was always presumed to be the addressee and the chimpanzee itself was always the recipient, thus they had no need to indicate a specific agent or recipient. These results suggest that these pygmy chimpanzees exhibit symbolic and auditory perceptual skills that are distinctly different from those of common chimpanzees.     

The effects of explicit timing and feedback on compositional response rate in elementary school children

The effects of several variables on compositional response rate were investigated in three classrooms. After establishing baseline composition rates in each of the three classrooms, an experimental phase was introduced that consisted of: explicit timing of the children's composition period with a stopwatch, immediate feedback on the number of words each child produced, public posting of the greatest number of words written by each child to date, and instructions to try to exceed their highest score. In the second-grade classroom, these conditions were introduced, removed, and re-introduced. In two fifth-grade classrooms, these conditions were introduced according to a multiple baseline, across classes. In all cases, introduction of the experimental conditions led to a doubling of rate of words written by students and an increase in subjective quality ratings of compositions made by independent judges.     

A note on monotone polygons fitted to bivariate data

The monotone regression function of Kruskal and the rank image function of Guttman and Lingoes were fitted to bivariate normal samples and their statistical properties contrasted.This paper was written while the author was a Visiting Professor in the Department of Psychology, University College, London.     

Integration of student development theory into the academic classroom

This paper demonstrates how collaboration among student development educators and university instructors can utilize the content of academic courses to facilitate personal development in adolescent college students. Through an application of Chickering's (1969) seven vectors of human development (which occur during adolescence and early adulthood), this objective was accomplished in a course entitled Drinking and Driving: Legal and Social Aspects. Essay exams were analyzed for self-reported anecdotal behavioral examples of developmental growth attributable to participation in this course. Analysis of the results indicated that the class content had a definite developmental impact on the students, in addition to intellectual growth. By helping academic educators recognize that within their course content and structure they can and do affect adolescents on many developmental dimensions, the end result can be a richer, holistic educational experience for students.     

Optimal appropriateness measurement

The test-taking behavior of some examinees may be so idiosyncratic that their test scores may not be comparable to the scores of more typical examinees. Appropriateness measurement attempts to use answer patterns to recognize atypical examinees. In this report appropriateness measurement procedures are viewed as statistical tests for choosing between a null hypothesis of normal test-taking behavior and an alternative hypothesis of atypical test-taking behavior. Most powerful tests for inappropriateness are described together with methods for computing their power. A recursion greatly simplifying the calculation of optimal test statistics is described and illustrated.The work reported in this article was supported by United States Office of Naval Research contracts N00014-79C-0752, NR 154-445 and N00014-83K-0397, NR 150-518, Michael V. Levine, Principal Investigator.