Gender,Socialization, and Money1

We examine the familial experiences of 605 university students surrounding money, and their current beliefs and attitudes about money. A survey examined parental practices regarding money, gender beliefs about equal and unequal earnings, money as it relates to assessments of the self and others, current financial practices, and plans and expectations regarding future financial earnings. Gender comparisons of 12 factors revealed separate and distinct money socialization tracks for men compared to women. Parents were described as having a very different set of practices and expectations for sons and daughters, and the male and female students also sharply differed in a number of ways on their attitudes and behaviors regarding money. For males, money was positively valued. Females had a negative value for money. These money tracks were more sharply differentiated and positively associated among students from higher social classes.     

Sequences of staff-child interactions on a psychiatric inpatient unit

Six psychiatry inpatients were observed during mealtimes to determine and evaluate staff intervention techniques. To extend and further elaborate the findings of a previous work (Pines, Kupst, Natta, & Schulman, 1985), staff behaviors (positive, punitive, isolating, and neutral) were investigated for their potential relationship to subsequent child behaviors (positive, negative, and inactive) via a lag sequential analytic approach. Staff punitive and isolating behaviors tended to be associated with significant increases in the likelihood of subsequent child negative behaviors and with significant decreases in child positive behaviors. Staff positive behaviors tended not to be related to a subsequent increase or decrease in any of the coded child behaviors. Findings demonstrate the utility of assessing conditional probabilities of sequences of staff-child behaviors in psychiatric inpatients.     

Representations of Self and Other: A Semantic Space Model

ABSTRACT This article describes a semantic space model of personality. According to the model, representations of facets of the self (e.g., actual self, self) and of others are arrayed in a semantic space, with proximities among representations predicted to be associated with mood, self-evaluation, broad personality dimensions. The relation of proximities among pairs of representations to personality and mood measures was found to be mediated by spatial proximity of other representations, indicating that the representations constitute dynamic systems. Proximities among representations were shown predict self-esteem and self-evaluative moods even after controlling for the contribution of the personality dimensions of Neuroticism, Extraversion, and Agreeableness. Generally, the semantic space model led to better predictions did several related models concerning representations of self and other.     

The psychological significance of changes in skin temperature

Thirty-two female undergraduates were presented with varied, mildly stressful incentives while the temperatures of their face and hands were recorded with infrared telethermography. There was an increase of hand skin temperature to film clips intended to generate a happy affect but cooling to threatening personal questions. There was no significant skin temperature change in response to cognitive tasks or fear eliciting film clips. Larger temperature changes occurred on the hands than on the face, and most subjects were cooler on the left side of the face and the left hand than on the right side of face and right hand.     

A longitudinal study of change in work values between ninth and twelfth grades as related to high school curriculum

The purpose of this study was to examine the change in work values which takes place during adolescence between the ninth and twelfth grades. The Occupational Values Inventory (OVI) was the instrument selected for use in the study. This instrument was previously developed as part of the longitudinal Vocational Development Study (VDS) project in the Department of Vocational Education at the Pennsylvania State University. The unique features of the OVI is that it is an ipsative instrument with a forced choice format containing work value statements with a seventh grade reading level. The major hypothesis of the study was that important changes do occur between ninth and twelfth grades and that these changes differ depending on the students' high school curriculum. The sample for the study were 659 high school students who were seniors in the Spring of 1972 and who had taken the OVI 3 yr previously when they were in ninth grade. The results of the study indicate that five of the seven OVI values did change over the 3-yr period and at least some of this change appeared to be related to the students high school curriculum. Other important findings observed were: (1) the “Salary” value experienced the greatest increase; (2) value intensity changed so that strong values grew stronger and weak values weaker; (3) the Home Economics curriculum which is totally female experienced almost no change in work values while all other curriculums change on at least three values.