You Need to Understand My Gender Role: An Empirical Test of Tannen's Model of Gender and Communication

In her popular book on gender differences in communication, Deborah Tannen proposed that women and men interpret messages along different dimensions (intimacy and control) and that these differing interpretations make intersex communication difficult. In the present study, we contrasted Tannen's model with a more complex model that incorporated gender role as a factor that influences the interpretations of messages. Causal modeling of data from questionnaires (N = 192) administered to predominately European American university students revealed stronger support for a complex model than for the basic model.     

Evidence of blocking with geometric cues in a virtual watermaze

Three computer based experiments, testing human participants in a non-immersive virtual watermaze task, used a blocking design to assess whether two sets of geometric cues would compete in a manner described by associative models of learning. In stage 1, participants were required to discriminate between visually distinct platforms. In stage 2, additional spatial information was provided by the shape or the color of the walls of the pool. In a test trial, the platforms were removed and the spatial knowledge acquired regarding the position of the platform was assessed. Experimental groups were compared against control groups which did not receive stage 1 training. The unique color of the correct platform, in Experiments 1 and 3, disrupted learning about the colored walls but not the geometry of the pool. In Experiment 2, the correct platform was identifiable from its position within the three platform array. Learning the relative position of the correct platform within the array disrupted learning about its position relative to the geometry of the pool, but not to the colored walls. The results suggest that learning the position of a goal in relation to the geometry of the environment can be blocked but only by an alternative geometric cue.     

Maternal sensitivity during infancy and subsequent life events relate to attachment representation at early adulthood.

A prospective longitudinal research study of 86 prematurely born children from birth to age 18 years provided empirical evidence for continuity from infancy experience to representations of attachment at age 18 years. Young adults whose representation of attachment was dismissing had been objectively observed during infancy, 16-17 years earlier, to receive less sensitive maternal care than those infants who were later judged at early adulthood to have secure or preoccupied representations. Infancy experience alone did not differentiate young adults with secure representations from those with preoccupied representations. Rather, adverse life events through age 12, particularly parental divorce, reduced the likelihood of secure representations and increased the likelihood of preoccupied representations. The absence of adverse life events did not increase the likelihood of security for those who had not experienced early sensitive caregiving.     

Locus of control and the age difference in free recall from episodic memory.

The authors investigated the relation of locus of control (LOC) to age differences in free-recall memory performance. Older and younger participants completed P. C. Duttweiler's (1984) Internal Control Index (ICI) and subsequently performed free-recall memory tasks. Compared with the younger participants, the older participants exhibited poorer recall with more intrusions and uncorrected repetition errors as well as reduced categorical clustering. For the older participants with less internal LOC, recall proportion and item-pair associative recall clustering were lower than for the older participants with more internal LOC. By contrast, the younger participants did not exhibit any LOC effects in their recall performance. The results suggest that a differential memory organization deficit may underlie the age differences in free recall among individuals varying in LOC when they are performing an intentional learning task. This deficit is discussed in terms of a reduced-inhibition account of cognitive aging.     

On the relationship between self-focused attention and psychological disorder: a critical reappraisal.

A recent review of the literature on the role of self-focused attention in psychological dysfunction (Ingram, 1990) is critically examined. This article (a) reexamines the evidence relevant to Ingram's proposal that self-awareness is a nonspecific factor involved in virtually all forms of psychopathology and argues that this conclusion is not warranted by the existing evidence; (b) takes issue with his premise that the fact that self-awareness is associated with a variety of psychological dysfunctions poses a conceptual dilemma; (c) corrects several important inaccuracies and mischaracterizations in his presentation of Carver and Scheier's (1981) cybernetic control theory and Pyszczynski and Greenberg's (1987) self-regulatory perseveration theory; and (d) critiques the "self-absorption" model that he proposed as an alternative to extant theories and concludes that this conceptualization does not add to the understanding of either self-awareness processes or psychopathology.     

MASCULINE BIAS IN THE ATTRIBUTION OF PERSONHOOD

Silveira (1980) noted that not just masculine generics, but also neutral terms, have masculine connotations; she called this the "people = male" bias. Her hypothesis takes two forms: people = male, a male is more likely seen as a person than is a female; and male = people, a person is more likely believed to be male than female. A total of 108 female and 91 male college students participated in three studies. Study 1 tested male = people. Participants referring back to a female or male protagonist as a woman/man or as a person were significantly more likely to refer to the male with a nongender-specific term. Studies 2 and 3 tested people = male. In Study 2, reanalysis of data from Hamilton and Henley (1982) showed that hearing unbiased generics promoted male-biased mental imagery in men. In Study 3, participants'imagined "typical person" was significantly more likely to be male than female.     

Ontogenetic dissociation of two classes of habituation.

The rates of decrement of two classes of response (an elicited startle reflex and emitted exploratory behavior) were determined in rats of two different ages (15 and 36 days). The rate of decrement in the startle reflex was not clearly differentiated as a function of age. In contrast, there was no evidence of habituation of exploration in the younger animals, whereas the older rats uniformly showed profound response decrements. This ontogenetic dissociation of the two instances of response decrement indicates that accounts of both instances in terms of a common process called habituation may be unwarranted. In addition, these data, in conjunction with earlier findings, indirectly support the possibility that reflex decrements may be relatively more dependent on brain serotonin whereas decrements in exploration may be more dependent on normal cholinergic activity in brain.