Violence in children's animated television

Pairs of cartoon episodes which did and did not meet the National Association of Broadcaster's Code for Violence were rated by college students and children on a series of scales to evaluate level of violence and of enjoyment. The results indicated that the Code has been ineffective in reducing levels of rated violence; however, entertainment value has decreased.     

Consistency and error in motor performance

Two response measures that described the consistency and accuracy of motor performance were investigated. A pursuit tracking task was used as the vehicle whereby changes in perceptual motor performance could be monitored over several learning trials. The intra-individual variability of a subject's tracking response was compared to the root mean squared error that was accumulated during each block of trials. Whereas both response measures were sensitive to the changes in performance that occured as a result of practice, neither could be considered sufficiently informative as to be used as a sole indicator of skill acquisition. It appears that both consistency and error measures are needed to describe the subjects' performance as they acquire a perceptual motor skill.     

Sex-role stereotyping in school superintendents' personnel decisions

In this study, school district superintendents were asked to make personnel decisions that involved potential domestic conflicts. Sex-role stereotypes or sex bias were reflected in the respondents' choices in the following situations: (1) A male was more likely than a female to be selected for a job requiring travel; (2) when an employee's spouse's job required a move, the superintendents were less likely to attempt to influence a female employee to remain and more likely to try to find a female spouse a local job; (3) a female who expressed family priorities over job responsibilities was less likely to be promoted than a male who expressed an identical commitment; (4) a male's request for a leave of absence for child care was considered more appropriate and was more likely to be approved with pay than a female's identical request. Lack of sex-role stereotyping was evidenced by the responses to a case involving the social support of an administrator's spouse and in the tendency to base an administrator's promotion on past performance.     

Sex differences,sex-role orientation,and reward allocations

In study 1, 52 male and 52 female undergraduates allocated rewards to pairs of children for their performances in team and competitive situations. Males allocated rewards more equitably, especially when allocating to boys in competition, while females allocated rewards more equally. Boys, but not girls, who did more work received more rewards than their partner; and children with greater work inputs under competitive conditions received more rewards than children in team conditions. In study 2, the sex-role orientation of 60 college students was found to be related to their reward allocations. Males and females with a masculine sex-role orientation allocated rewards equitably, while individuals with a feminine sex-role orientation allocated rewards equally. Results indicated that sex and situational differences in reward allocations are affected by sex-role orientation and differential socialization practices by adults.Portions of study 1 were presented at the Midwestern Psychological Association Meeting, Chicago, May 1978.     

Automatic syntactic computation and use of semantic information during sentence comprehension

Summary The paper represents a contribution to the issue of the differential effects of syntactic, semantic and pragmatic information in the process of sentence comprehension. The results of four experiments are reported, in which sentences containing syntactic, semantic and pragmatic violations were presented with different tasks to see how these violations affected language comprehension, how easily they were detected and whether they affected sentence comprehension even when they were not explicitly recognized. The main results can be summarized as follows. First, the most relevant cues used to comprehend a sentence are not so much syntactic, but semantic or pragmatic. Second, with difficult or anomalous linguistic input, syntactic cues become more important. Third, even when the reader is not aware of syntactic violations, these seem to affect his processing of the linguistic input. This suggests the hypothesis of an automatic computation of syntactic information, the output of which is, however, used only when evidence coming from other sources, semantic or pragmatic, is insufficient or not clear enough.     

Increasing participation and improving the quality of discussions in seventh-grade social studies classes

An experiment was conducted to evaluate procedures to improve classroom discussions in seventh-grade social studies classes. An increased number of students participated in discussions when rules were stated for discussions, students were praised for their contributions, the teacher restated or paraphrased students' contributions aloud or on the blackboard, the teacher planned an outline of discussion questions, student contributions to discussions were recorded and were used to determine part of the students' grades for the class, and discussion grades were publicly posted.The second part of the study focused on procedures designed to improve quality of classroom discussions. Students were taught to participate in discussions by providing reasons for their statements, comparisons between different points, or examples supporting their statements. As each type of contribution was taught, recorded, and counted toward part of the students' classroom grades, each type of contribution increased. Ratings of discussions by outside judges consisting of junior high school teachers, junior high school students, and persons experienced in conducting discussions, indicated that the training increased the overall quality of the discussions. Use of the quality training procedures, however, resulted in decreased levels of overall participation in discussion, a decrease that was reversed by the use of a group contingency for participation. Finally, the discussions after training seemed to be preferred by both the teacher and the students.     

Fat,Four-Eyed,and Female: Stereotypes of Obesity,Glasses, and Gender1

In a between-subjects design, 46 male and 101 female Australian university students rated a target person described as male or female, overweight or average weight, and wearing glasses or not, on twelve 7-point rating scales. As predicted, a negative stereotype of the overweight person and a complex one of the person with glasses were found. However, there was no significant effect of sex of target except on the ratings of masculine and feminine and no interaction of sex of target with either the glasses or obesity variables. Nor did sex of subject influence the ratings. The results suggest that, although stereotypes of obesity and glasses do exist, they may be as severe for men as for women.     

Effect of telencephalon ablation on the reinforcing and eliciting properties of species-specific events in Betta splendens

In male Betta splendens, aggressive behavior is drastically attenuated following telencephalon ablation. Because instrumental training and Pavlovian conditioning experiments with intact fish have suggested that associative factors may play an important role in the performance of agonistic behaviors, the effect of ablation on instrumental learning and Pavlovian conditioning was studied. In Experiment 1, ablation had no effect on the learning of the instrumental tunnel-swimming response reinforced by mirror presentation (i.e., viewing a conspecific), although the mirror presentations in yoked-control groups elicited fewer responses in ablates than in normal and sham-operated control fish. Yoked controls further established that instrumental responding was maintained by the reinforcement contingency and was not merely the result of increased motor activity. Experiment 2 studied Pavlovian conditioning of the components of the agonistic display. Unconditioned fin erection, gill erection, and tail beating (i.e., unconditioned responses, URs) to the mirror US all were less frequent in ablates than in normals or shams. Of these, only gill cover erection showed evidence of true conditioning (i.e., conditioned responses; CRs) in which responses to the conditioned stimulus (CS) are due to the pairings of CS and US (unconditioned stimulus). However, ablates suffered no impairment of conditioned gill erections. Ablates performed fewer fin erections to the CS; however, fin erection responses were not due to CS-US pairings but were attributable to pseudoconditioning. These results are related to hypotheses postulating the involvement of learning mechanisms in ablation-produced deficits and normal aggressive behavior.