Sex differences on televised toy commercials

Televised toy commercials were observed during the 1977 (N=44) and 1978 (N=47) Christmas holiday seasons; children shown in the commercials were classified by sex and activity or passivity. In 1977 53 boys and 37 girls were observed; 71 boys and 35 girls were shown in 1978. There were significantly more boys than girls in the 1978 sample of commercials; more commercials contained boys than girls, and there were more boys than girls per commercial. Girls were more likely to appear in a passive role than boys were in the 1977 commercials. There were significantly fewer mixed-sex commericals than expected in 1977, but not in 1978. Percentages of commercials representing 12 toy categories and percentages of boys and girls appearing within each category are described; differences between years are discussed.     

Reliability of the Attitudes Toward Women Scale (AWS) and the Personal Attributes Questionnaire (PAQ)

The stability and internal consistency of Spence and Helmreich's Attitudes Toward Women Scale (AWS) and Personal Attributes Questionnaire (PAQ) are reported. An entire first-year class of 1,007 male and 78 female cadets at the U.S. Military Academy were given a battery of psychological tests before and after cadet basic training, a 2 1/2-month period. The AWS and PAQ proved to be highly reliable, comparable to other frequently used psychological tests. This psychometric information encourages researchers to make further use of these gender-related instruments.This research was conducted under research grants from the Army Research Institute (Alan G. Vitters and Jerome Adams, Principal Investigators). The views expressed herein are opinions of the authors and do not necessarily reflect the policy of the U.S. Army, the U.S. Military Academy, or the Army Research Institute. The authors appreciate the editorial comments of Dr. Brenda Major.     

The consequences of failing to imitate

Infants were shown three modeled acts presented in sequence. Imitation of one, two, or three of the modeled acts or failure to imitate was then observed. Distress was assessed prior to and following modeling. Infants who failed to imitate at least one act displayed a high level of distress. As a control, the same infants on another day observed the random manipulation of the stimuli. Distress failed to occur when the infants failed to imitate the scattering procedure. These results are discussed in terms of the child's development of internal standards. That is, during the latter part of the second year of life, infants show considerable distress when they fail to imitate coherent modeled acts. Since distress did not occur when the model simply scattered the stimuli, we assumed that interruption of play was not an incentive for distress. Deferred imitation was noted for older but not the younger cohorts.     

Conflict and the Stochastic-Dominance Principle of Decision Making

One of the key principles underlying rational models of decision making is the idea that the decision maker should never choose an action that is stochastically dominated by another action. In the study reported in this article, violations of stochastic dominance frequently occurred when the payoffs produced by two actions were negatively correlated (in conflict), but no violations occurred when the payoffs were positively correlated (no conflict). This finding is contrary to models which assume that choice probability depends on the utility of each action, and the utility for an action depends solely on its own payoffs and probabilities. This article also reports, for the first time ever, the distribution of response times observed in a risky decision task. Both the violations of stochastic dominance and the response time distributions are explained in terms of a dynamic theory of decision making called multiattribute decision field theory.     

Transfer of training following discrimination learning with two reinforced responses

Pigeons were given errorless discrimination training between chromatic stimuli with a specific reinforced response associated with each discriminative stimulus. These Ss subsequently acquired a successive go/no-go auditory discrimination (utilizing one response class) faster than Ss given single stimulus training. These results are more compatible with an explanation of transfer of training in successive operant discrimination learning based on general attention than one based on withholding responses.     

Conditioned adaptation to prismatic displacement

Adaptation to prismatic displacement was conditioned to the wearing of a pair of goggles in 240 min of training by employing Taylor’s alternation training technique. The alternation was between training exposures with both the prism and the goggles presented to S and with both absent. After the training, both the pointing to a visual target test and the pointing straight ahead test measured more adaptation and more aftereffects of adaptation when the goggles were     

Conditioned adaptation to prismatic displacement with a tone as the conditional stimulus

Adaptation to prismatic displacement was conditioned to a tone in 72 min of training by employing Taylor’s alternation training technique. The alternation consisted of two training conditions. In one, S was exposed to the prism and tone; in the other, S was exposed to neither. After training, the pointing to a visual target test measured more aftereffects of adaptation when the tone was present than when it was absent. Conditioning was obtained in two testing situations: (1) with the training goggles still worn by S, and (2) with the goggles removed.     

Scoring difficulty of the WPPSI geometric design subtest

The study investigated the level of agreement among graduate students (N = 14) and school psychologists (N = 18) in scoring drawings for the 10 designs on the WPPSI Geometric Design subtest. Considerable scoring disagreement occurred within each group. Unanimous agreement was found for only 11 out of 50 drawing items among the graduate students and for only 7 out of 50 drawing items among the school psychologists. While the raters were generally confident of their ratings, there also was a significant positive relationship between level of scoring agreement and confidence ratings (rho = .76, p < .05). Scoring disagreement was greater for the drawings on designs 6 through 9 than on other designs. The results suggest that careful study of the WPPSI scoring criteria is needed in order to achieve scoring proficiency.