Sex-role stereotyping,a function of age and education,as measured by a perceptual-projective device

The sex-role attitudes of 89 married male factory workers were measured using the Hall Sex Role Stereotyping Test. The test involves the presentation of pictures showing ambiguous figures performing tasks which are commonly assigned to one sex or the other. After a limited exposure time, subjects are asked to describe the task and to tell the sex of the person performing it. The hypothesis that men with college training stereotype less than those without was borne out for this sample. The second hypothesis, that older men stereotype more than younger, was not borne out. In fact, the mean nonstereotyping scores for older men within each level of education were higher than for younger, although the difference was not significant.     

The Assessment of Hyperactivity and Attention (AHA): development and preliminary validation of a brief self-assessment of adult ADHD

A brief self-rating scale, the Assessment of Hyperactivity and Attention (AHA), was developed and validated using a "gold standard" DSM-based semi-structured interview. The sample consisted of 101 smokers (74% male, 73% Caucasian)-38.6% with no DSM-IV ADHD diagnosis, 10.9% with a childhood diagnosis only, and 50.5% with an adult diagnosis (requiring childhood diagnosis as well). The mean age SD was 33.7 9.7; participants smoked a mean of 19.0 5.6 cigarettes/day. Results indicate that the AHA has utility as a screening tool and as a self-report assessment of ADHD with sensitivity of .80, specificity of .60, positive predictive power of .67, negative predictive power of .75, kappa of .40, odds ratio of 6.15, and an area under the curve (receiver operating characteristic analysis) of .79. Given the high rate of ADHD among smokers, the AHA may be useful in identifying smokers who may need more in-depth clinical evaluation for attentional problems.     

Numerical representation and cross-cut role assignments: Majority members’ responses under cooperative interaction

This research investigates why cross-cutting role assignments, compared to those that converge, may worsen the intergroup attitudes of numerical majorities. Study 1 manipulated the numerical representation of groups and role assignments in a cooperative setting. As predicted, when the cross-cut role condition included the reintroduction of the numerical imbalance, the intergroup attitudes of majorities were more favorable than when the cross-cut condition did not reintroduce this discrepancy. Also, Study 1 showed that the intergroup attitudes of the majority were more positive when roles converged. Study 2 compared a convergent condition to one with converging roles that also reduced the salience of the majority’s numerical advantage. The results for this convergent-reduced-salience condition mimicked that of the cross-cut condition, revealing less positive majority attitudes. In both studies, results suggest that the processes of ingroup identification and relative ingroup homogeneity may mediate the effect of role assignments on ingroup bias. The findings are discussed in terms of the implications for cooperative interventions designed to improve intergroup attitudes.     

Control-group study of an intervention training program for youth suicide prevention

Few studies have examined whether training can improve competency in intervening with suicidal youths. In this study we attempted to verify the effectiveness of such a training program on helper competency. Forty-three helpers who received the training were compared with 28 helpers who did not. Participants who received the training improved in knowledge, attitudes, and intervention skills following the training, compared with the control group across measures. Their gains were maintained at 6-month follow-up. In this sample, implementation of a one-time training program improved helpers' competencies in youth suicide intervention.     

Elementary schoolchildren know a logical argument when they see one

Both empirical data and theoretical approaches suggest that argumentation is an important component of development of reasoning skills. We argue that if argumentation does have a primary role, then children should be able to distinguish more from less logical justifications even when they are incapable of determining the correct conclusion by themselves. We asked 8- and 11-year-old children to choose one of two conclusions for abstract reasoning problems, based on justifications from authority (friends and teacher) or logical ones (probability and counterexamples). Although there was a clear age-related increase, even the younger children considered logical justifications to be better than authority, irrespective of the specific conclusion endorsed. Thus, children can distinguish logical and non-logical justifications even when they cannot easily arrive at the correct conclusion by themselves.     

Exploration of Predictors of Teaching Effectiveness: The Professor’s Perspective

This research is an exploratory investigation of what attributions college professors place upon the cause of teaching effectiveness and success. Student evaluations of teaching are used as a proxy for teaching effectiveness. The study is supported by Attribution Theory in that perceptions and attributions of causality affect motivation and success. The research evaluates data that supported Attribution Theory. The data was collected using Qualtrics through a web-based survey. Partial least squares structural equation modeling was used to evaluate the survey data, with interesting conclusions. The most interesting difference was that between the perceptions of causal attribution of tenured and non-tenured professors. The data show that tenured professors attribute teaching effectiveness to factors outside their control such as characteristics of the students and the institution, while non-tenured professors do not attribute teaching effectiveness to external factors. The implications of this study are support for Attribution Theory in the college teaching context, and may be useful for university administration in motivating professors for effective teaching. Future research includes deductive study to further explore the scope and boundary conditions of Attribution Theory in college teaching.     

Social Buffering by God: Prayer and Measures of Stress

Social buffering is characterized by attenuation of stress in the presence of others, with supportive individuals providing superior buffering. We were interested in learning if the implied presence of a supportive entity, God, would reduce acute stress. Participants were randomly assigned to one of three conditions: prayer, encouraging self-talk, and control. They were subsequently placed in a stressful situation. Self ratings of stress were lower among the prayer and self-talk conditions relative to controls. Systolic and diastolic blood pressures only among those who prayed were lower than controls; however, prayer and self-talk did not differ. Prayer alone did not significantly reduce stress, perhaps because the majority of students in the prayer condition did not consider reading a prayer to constitute praying.     

Resisting Gendered Smoking Pressures: Critical Consciousness as a Correlate of Women's Smoking Status

Gender is one of the social structures, along with social class and ethnicity, that shapes women's smoking behaviors. We examined how different responses to gender pressures (internalization and resistance) relate to smoking. We analyzed data from a national random digit dial survey of 945 women and found that never smokers scored high on resistance to gender pressure (indicated by high scores on feminist consciousness) and on education and Body Mass Index; current smokers had the reverse pattern. Ex-smokers scored high on one measure of resistance (advertising skepticism) and on two measures of internalization (embodied femininity and weight concern); they were also likely to have high household income and to be European American. Results are discussed in terms of their implications for smoking cessation programs and antismoking campaigns.     

Social buffering in rats: prolactin attenuation of active interaction

Stress may result when the present environment is interpreted as threatening, and stress is known to increase the prolactin-secretory response. In the present study, rats (N=83) were exposed to a conditioned-fear paradigm (environment paired with footshock), and on testing day, rats were exposed to the experimental chamber without shock while alone (Alone n=16), with an object (Object n=17), with a euthanized conspecific (Euthanized n=16), or with a social partner (Social n=19). The control group (Control n=15) was exposed to the experimental chamber but was never shocked. The Control group had significantly lower levels of prolactin than the Alone, Object, and Euthanized groups; however, the Control group's levels of prolactin were not significantly different than that of the Social group, which was significantly lower than that for the Alone group. Social interaction decreased fear independent of the distraction provided by a stimulus in the chamber. Active touch appeared to be crucial for social buffering to occur.     

Working-memory capacity and reading comprehension in young and older adults

Summary This study investigates the role of working-memory capacity in reading comprehension in young and older subjects. A task yielding separate measures for processing and storage components was used to assess working-memory capacity. A French version of the Nelson-Denny test was administered as a measure of abilities that underlie reading comprehension. In the working-memory task, recall performances were lower in older subjects. Nevertheless, the intercorrelations suggested that the age-related impairment was probably linked to the processing component. Mean scores on the reading-comprehension test did not differ between groups. However, scores were correlated with processing time on the working-memory task in younger subjects, but with storage capacity in older subjects.