Inferences about the femininity of competent women and their implications for likability

Male (N=59) and female (N=60) college students were given a written protocol describing a competent, achievement-oriented female stimulus person (SP) with either a masculine or feminine pattern of vocational and avocational interests. Three groups were given a masculine-pattern protocol and one group was given a feminine-pattern one. They were then asked to rate the SP on likability in work and social settings, femininity, and a number of other personal attributes. Two groups given the masculine-pattern protocol were also supplied with the SP's responses to items from a “personality” test answered in a predominantly feminine (Masculine—Feminine SP) or masculine (Masculine-Masculine SP) direction. The remaining groups (Masculine-Neutral and Feminine-Neutral SPs) were given no additional information. In agreement with previous findings, the Masculine-Neutral SP was liked more in social settings than was the Feminine-Neutral one. It was hypothesized and confirmed that the Masculine-Neutral SP would be perceived as similar to the Masculine-Feminine SP in femininity and likability and that both these SPs would be judged to be higher on these characteristics than the Masculine-Masculine. Complex results were obtained from the ratings of other attributes. Overall, they indicated that the Masculine-Feminine SP, in whom femininity was explicitly suggested, received the weakest ratings on a series of achievement-related attributes and the Masculine-Neutral SP the strongest.     

CONTINGENT OBSERVATION: AN EFFECTIVE AND ACCEPTABLE PROCEDURE FOR REDUCING DISRUPTIVE BEHAVIOR OF YOUNG CHILDREN IN A GROUP SETTING1

Since a major task of childhood is learning to get along in a group without disrupting other children's activities, caregivers need explicit guidelines for gentle but effective procedures for dealing with disruptive behaviors in child-care settings. In a day-care center for normal 1- and 2-yr-old children, an effort was made to develop a procedure that appeared sufficiently humane and educational to be acceptable to parents and daycare workers, and yet effective in reducing disruptive play behaviors. Caregivers used the occasion of disruptive behavior to instruct the child in appropriate alternatives, then had the child sit on the periphery and observe the appropriate social behavior of the other children, “sit and watch”, for a brief period before inviting him or her to rejoin the play activities. The effectiveness of this procedure was compared with a method commonly recommended for use with young children: instructing the child, then distracting or redirecting the child to an alternative toy or activity. Contingent observation, combining instruction with a brief timeout (from being a participant in an activity to becoming an observer of the activity), proved considerably more effective in maintaining low levels of disruptions and was considered by caregivers and parents to be an appropriate and socially acceptable method of dealing with young children's disruptive behaviors. Therefore, contingent observation can be recommended for general use in day-care programs for young children.     

Gender and reward distributions: A test of two hypotheses

This study was designed as a test of two competing explanations of gender differences in distributive justice: (a) the equity-equality hypothesis, which states that males endorse equitable distributions more than females and females endorse equal distributions more than males; and (b) the exploitation-accommodation hypothesis, which states that the sexes vary their norm endorsement according to self-favoring (males) or other-favoring (females) distribution outcomes. Preadolescent and college-aged subjects rated the fairness of reward distributions of vignette characters who had contributed either more or less than a co-worker in a task, and had subsequently divided the rewards either equitably or equally. The data provided no support for the equity-equality hypothesis, but did support the exploitation-accommodation hypothesis. Specifically, females rated equitable distributions of inferior workers as more fair than males did. Thus, the popular conclusion that males have a stronger commitment to equity than females must be rejected.     

Marks and classroom adjustment as early indicators of mental health at age twenty

The data are derived from a 15-year longitudinal study of 659 urban children who entered kindergarten in 1968, 371 who were interviewed at the age of 20. Analyses related school adjustment and academic performance in the early primary grades, early adolescence, and middle adolescence to mental health outcomes based on responses to a short form of the MMPI at age 20. The results suggest that poor marks, absence of positive coping behaviors, and presence of negative coping behaviors are indicators of later mental health problems, that the absence of positive coping behaviors may be more indicative of later problems than the presence of negative coping behaviors, and that there are sex differences in the time periods at which indicators of school productivity are important.     

Using digitized auditory stimuli on the Macintosh computer

Hardware/software packages that digitize sound on the Apple Macintosh can help researchers prepare and present auditory materials needed for their experiments. Common features and benefits of commercially available sound digitizing packages are discussed in terms of some possible applications to cognitive psychology experiments.     

TEACHER POPULARITY AND CONTRAST EFFECTS IN A CLASSROOM TOKEN ECONOMY

There is a common fear that the use of a token economy in one classroom might harm pupil performance in situations where the contingencies are not in effect. This study investigated potential contrast effects on measures of children's productivity and attitudes toward teachers. Six children with reading deficits participated. A multiple baseline design was used to assess the effects of a token economy which was systematically introduced across three teachers. Dependent measures included two rating forms of teacher popularity and work rate on a programmed reading series. The results indicated that the token system was effective in increasing the children's productivity and that no consistent behavioral contrast effects occurred. Furthermore, children's attitudes toward teachers did not appear to be influenced by the token economy until only one teacher was not delivering tokens. At this point, her popularity declined until she also delivered tokens. The token economy manipulation appeared to have a specific, desirable effect on the targeted behavior (i.e., work rate) and had minimal negative or positive “side effects” on teacher popularity.