Marriage patterns among Havik Brahmins: A 20-year study of change

Data on 94 women gathered during four field trips to a village located in the Malnad area of Karnataka form the basis of this examination of changes in Havik Brahmin marriage patterns over a 20-year period. Four case studies of marriages and two case studies of single women illustrate social change, particularly the influence of increased education, marriage age, and marriage choice. These case studies illustrate that, with an increase in marriage age and an increase in educational level, women have increased independence as daughters, brides, wives, and mothers. Concurrent with this is a decreased emphasis on ritual. Women have become assertive as they have perceived options. The socialization of women into learned helplessness and absolute dependence on men is in the past. Where women were perceived and perceived themselves as forever childlike, they now have grown to maturity. Men have to acknowledge women's educational achievements, especially when sisters achieve more than their brothers. With the recognition of feminine achievement has come increased independence for women. Mothers who have been bitter about their own limitations have encouraged daughters to achieve. With a change from an ascribed status of men as superior to achieved status based on merit has come increased opportunities for women.     

Children's knowledge of prepositional phrase structure: An experimental test

A test of prepositional phrase structure in 4- to 6-year-old children's language is reported. Children's productions of PP and verb-particle sequences were elicited. Children produced pronominal and full NP objects of sequences corresponding to PPs and verb-plus-particle in the adult grammar. Prepositions freely took both pronominal and full NP objects (He's jumping over it. He's jumping over the table). In particle verb constructions, pronominal objects were placed immediately after the verb in all but a few cases (He's pushing it overnot He's pushing over it). With full NP objects, the preference was to place the verb after the particle (He's pushing over the table). These facts support an analysis in which if the child constructs a PP-over-P—NP structure for prepositional phrases but not for verb-particle sequences, and follows adultlike rules for these structures.This research was supported in its initial stages by NIH grant No. HD90647-03 to T. Roeper and S.J. Keyser and was completed while the author was supported in part by grants from the Graduate School Research Committee of the University of Wisconsin-Madison and from the Spencer Foundation through the University of Wisconsin School of Education.     

Self-reinforcement: Impact of instructions,criterion setting,and tangible rewards

This investigation was designed to ascertain the effects of instructions, criterion setting, and the presence of tangible rewards on the self-reinforcement process. Fifty-two third- and fourth-grade subjects were assigned to one of four treatment groups: (a) stringent instructions/criterion setting/tangible reward, (b) stringent instructions/criterion setting/no tangible reward, (c) nonstringent instructions/criterion setting/tangible reward, and (d) nonstringent instructions/no tangible reward. In the stringent-instruction conditions, subjects received social reinforcement for selecting stringent performance criteria, whereas in the non-stringent-instruction conditions, social reinforcement was withheld. Subjects in the tangible-reward groups were allowed to select a prize following the successful completion of their self-selected work performance. Subjects in the no-tangible-reward groups received no prizes for their work. All subjects performed an arithmetic task in which the number of correct problems completed, number of problems attempted, and time at task served as dependent variables across five reinforcement and two extinction trials. The results suggest that the condition of stringent instructions, criterion setting, and tangible reward was more effective in producing behavior change than the other three conditions. Perceived task difficulty and previous achievement on arithmetic task performance were shown to affect criteria selected and mathematical performance. The results are discussed in light of the contributory role of instructions, criterion setting, and tangible rewards on the self-reinforcement procedure.This study is based on a doctoral dissertation submitted to the Faculty of Arts and Sciences at the University of Pittsburgh by Helen L. Evans. Dr. Russell T. Jones was the dissertation committee chairperson. It was partially funded by an American Psychological Association Minority Fellowship awarded to the first author. Special thanks are extended to the committee members, Drs. Lloyd Bond, Robert Glaser, Johnny Matson, and Samuel M. Turner, for their assistance. The authors would like to thank Thomas DeVoge, Paul Karoly, and Samuel M. Turner for reading and commenting on an early draft of this study. Portions of this paper were presented at the 1982 APA convention.     

Psychophysical parameters of the perception of orally-retained liquid bulk

Bulk of liquid held in the mouth may be judged on its subjective volume. Over the range I ml-31 ml, scaling by the constant method and by ratio estimation yielded a Weber fraction which was not constant and decreased with stimulus magnitudes and a psychophysical power function with an exponent of 0.96. A “negative threshold” effect is reported.     

Parental conflict and children's coping styles in litigating separated families: Relationships with children's adjustment

The influence of interparental verbal and physical aggression, children's coping styles, and relevant demographic factors on children's adjustment was examined in a group of 52 families who were disputing custody and/or access arrangements after separation. It was hypothesized that parental conflict and specific children's coping strategies (i.e., cognitive redefinition and social support seeking) would be important predictors of children's adjustment. Consistent with previous research, aggressive styles of resolving conflict between parents were related to more frequent and severe behavior problems and diminished competence among children. Conversely, greater flexibility in coping and greater use of cognitive coping strategies among children were related to decreased behavioral disturbance. The unique and combined influence of these variables is discussed.This research was supported in part through a grant from the LaMarsh Research Programme on Violence and Conflict Resolution, York University, Toronto, Ontario. The author acknowledges the help of Cathy Melville and Susan Dickens in the data analyses. In addition, the author thanks the staff and families at the Toronto and London, Ontario, Family Court clinics who participated in this project.