Age patterns in the development of children's gender-role stereotypes

This study examined the effect of the positive/negative quality of a gender-role stereotype on the age at which very young children are willing to associate the behavior with a member of a particular sex. The results indicate that, in comparison to 5- and 6-year olds, 4-year-old children are reluctant (1) to associate positive gender-role stereotypes with opposite-sex figures as well as (2) to accept negative stereotypes as characteristic of their own sex. In addition, a majority of the children in the sample associated with their own sex the gender-role stereotypes that are highly valued in the preschool and the school environment.     

Cue redundancy and extra logical inferences in a deductive reasoning task

This study investigated the influence of extraexperimental knowledge on deductive reasoning. Two groups of subjects solved modified abstract or concrete versions of Wason’s (1966) four-card selection problem in which the “if-then” implication rule provided the sole cue to underlying logical structure. Six other groups solved abstract or concrete comparison problems in which additional information was supplied by varying the relationship between antecedents and consequents in a manner consistent with logical structure. Selection responses and subjects’ explanations were analyzed using log-linear models of data arrayed in multiway contingency tables. Results showed improved performance for concrete over abstract problems and for both abstract and concrete problems that included relational information. Subjects capitalized upon the redundancy between the implication rule and the relational cues to reason effectively with either abstract or concrete stimuli.     

Development of children's ability to judge relative numerosity

Three- to seven-year-old chilren were trained through reinforcement to select either the more or less numerous of two rows of squares. One group was shown rows in which number covaried with row length, one group saw rows in which number covaried with row density, and a third group saw rows in which number did not covary with other dimensions. The children's operational stage was assessed by a number conservation test. All children successfully judged relative numerosity when number covaried with length or with density, but only concrete operational children were successful when number did not covary with other dimensions. Preoperational children are thus not able to base judgments of relative numerosity solely on number.     

Characteristics of consultants and consultees and success in mental health consultation

Selected attitudinal and value characteristics of high and low successful consultants were considered. Twelve consultants and 15 consultees completed six measures. Consultants were categorized as high or low success consultants based on the coding of consultants' logs. Results indicate high and low success consultants do not differ on the selected characteristics. Also, the results indicate that more successful consultants have consultees who are more authoritarian and dogmatic and are more dissimilar to their consultees in level of dogmatism and reported need for assistance. Future investigations will indicate whether the results can be replicated on a more representative consultee sample.     

Odor production and utilization under conditions of nonreward and small reward

A series of five experiments was conducted to examine odor production and utilization under conditions of contrasting large and small reward. Using daily, eight-trial double-alternation sequences of reward (L)-nonreward (N) or small reward (S), i.e., LLNNLLNN and LLSSLLSS, appropriate patterning was shown only when an empty goalbox was initially encountered on N or S trials (Experiments 1–5). Manipulations designed to increase frustration, for example, preceding double-alternation training with a block of large-reward trials in Experiment 2, or increasing the L vs S ratio in Experiment 3, failed to yield patterning when small reward was presented at the start of the S-trial confinement period. Patterning was shown when small reward was presented at the end of the S-trial confinement (Experiments 4 and 5). Immediate vs delayed (30 sec) S or N trial goalbox removal failed to result in differences in patterning (Experiments 1 and 2). To distinguish odor production from odor use, subjects trained on an LLSSLLSS pattern preceded subjects trained on an LLNNLLNN pattern (Experiment 5). Because patterning failed to develop in the LLSSLLSS subjects and the first subject in the LLNNLLNN group, it was concluded that a discriminably different cue was not produced on S trials under the LLSSLLSS sequence when small reward was delivered at the beginning of the goalbox confinement period. Shifting small-reward delivery to the end of goalbox confinement resulted in the immediate display of patterning by the first LLNNLLNN subject, and the subsequent development of patterning by the LLSSLLSS subjects.     

Sex roles and nonverbal communication skills

As a step toward understanding sex differences in nonverbal decoding and encoding abilities, the hypothesis that sex-role variables are related to these communication abilities was tested. An analysis was undertaken of 11 studies on the relationship of encoding and decoding abilities to sex roles, including several masculinity and femininity scales, a measure of attitudes toward women, and a questionnaire on sex roles in the home. Although the relationships of the masculinity and femininity measures to decoding were generally weak, more masculine people tended to be better decoders. Patterns also emerged showing that the magnitude of the correlations varied with age group, sex, sex-role scale, and channel of communication. In addition, among women, those who were more liberated according to several indices were better decoders, at least of a woman stimulus person. Differences between the sexes in encoding and decoding abilities were unaffected by partialling out the masculinity and femininity measures. A hypothesis concerning the adaptive uses of nonverbal sensitivity is advanced, as well as a hypothesis concerning overall sex differences in nonverbal communication skills.Part of this research was conducted while the authors held National Science Foundation Graduate Fellowships, and was supported by a National Science Foundation Dissertation Award to the first author and by a grant from the Biomedical Research Support Program, National Institutes of Health, to The Johns Hopkins University. This paper could not have been prepared without the generosity of several colleagues and students who made their unpublished results available. These people are (alphabetically): Bella M. DePaulo, Karen I. Fischer, Judith Harackiewicz, Leonard A. Kusnitz, Carol J. Mills, James G. Simmons, Ann L. Weber, and Miron Zuckerman. In addition, Bert F. Green, Jr., Bella M. DePaulo, and Marylee C. Taylor provided many appreciated suggestions and criticisms on an earlier draft.     

Assessment of factors in marital adjustment

The present study sought to assess important factors in marital adjustment and their interrelatedness. The explored factors were (a) sexual satisfaction and adjustment, (b) verbal and nonverbal communication, and (c) several demographic variables (e.g., age and number of years married). Marital adjustment was found to be significantly related to verbal and nonverbal communication, but not to sexual satisfaction and adjustment. Demographic variables were not found to be related to marital adjustment, but some were significant predictors of verbal and nonverbal communication and sexual satisfaction and adjustment. The implications of these findings for assessment and intervention in marital and sexual counseling and for future research are discussed.     

Spirituality,Religion, and CACREP Curriculum Standards

Survey data of the general population, counselors, and counselor educators indicate that spiritual and religious issues are therapeutically relevant, ethically appropriate, and potentially significant topics for counseling and counselor education in secular settings. In this article, the authors propose that a balanced, thoughtful inclusion of these topics in Council for Accreditation of Counseling and Related Educational Programs (CACREP) core curriculum areas is a reasonable and sound approach to preparing counselors to work ethically and effectively with these issues in secular counseling settings. Methods and examples for achieving this inclusion are presented for each of the CACREP core curriculum areas.