The three bears are all boys: Mothers' gender labeling of neutral picture book characters

Two studies examined mother's labeling of gender-neutral characters in young children's picture books. In the first study, mothers and their 18- to 38-month-old children looked at three popular children's books together. The mothers' use of masculine or feminine names or pronouns to refer to gender-neutral characters was recorded. The data revealed an extreme masculine bias: 95% of all characters of indeterminate gender were referred to by the mothers as males. In a second study, specially prepared picture books were used to examine the effect of gender-relevant variables on the mothers' labeling. The results replicated Study 1 in showing a strong bias toward referring to neutral pictures with masculine labels: The incidence of masculine labels was again high and, in addition, was relatively impervious to most of the gender-relevant manipulations included in the books. The one variable that had a strong, consistent effect on the mothers' labeling was the presence of an adult in the pictures: Child Characters were nearly always referred to as males when they appeared alone; they were more likely to be given feminine or neutral lables when they were pictured in the presence of an adult. This result is related to Carpenter's [Activity Structure and Play: Implications for Socialization, in M. Liss (Ed.), Social and Cognitive Skills: Sex Roles and Childrens Play, New York: Academic Press, 1983] model of the development of sex-typed behavior. The data are also discussed with respect to the well-documented sexist bias in picture books for preschool children.This research was support in part by Grants HD-05951 from NICHHD and R01 MH33082-01 from NIMH to the first and third authors, respectively. We wish to thank Linda Roots and Elizabeth Lewis for their assitance with data analyses.     

The influence of concurrent load on mouthed and vocalized modality effects

A visual search task was coupled with the serial recall of words to assess the extent to which modality effects mediated by vocalizing and silent mouthing reflect an automatically activated preattentive process. Overall, serial position functions systematically changed as concurrent task demands increased, but the magnitude of the modality effect associated with both mouthing and vocalizing was not altered, regardless of whether or not subjects simultaneously searched for digits. These results support the notion that modality effects index a preattentive process that can be activated automatically by either spoken input or gestural cues associated with speech.     

Detection of noisy visual targets: Models for the effects of spatial uncertainty and signal-to-noise ratio

Brigham and Women’s Hospital, Boston, Massachusetts 02115 An “extreme-detector” model for detecting spatially uncertain targets in noisy backgrounds predicts how both detection and localization abilities are degraded by increasing the number of possible target locations. Experiments 1 and 2 show that the model accurately predicts detection and localization performance in tasks with two, four, and eight locations from d’ estimates of the observer’s ability to detect the target in a known spatial location. These predictions can be linked to the physical stimuli by combining the extreme-detector model with a “psychophysical” model that specifies how stimulus measures determine the target’s detectability in a given location. Single-parameter fits of four such combined models were compared with estimates of detection and localization performance in Experiment 3, which manipulated the target’s physical signal-to-noise ratio across various conditions of an eightlocation task.     

Problem solving in hyperactive,normal, and reading-disabled boys

Diagnostic problem solving was examined in groups of hyperactive, normal, and nonhyperactive reading disabled boys matched on age and verbal IQ. On the matrix solution task employed (a version of the game of 20 Questions) hyperactives used less efficient questions and strategies than the other two groups, in spite of the task being designed to maximize the performance of the hyperactives. Readingdisabled children were not significantly worse than normal children on the task. The results were interpreted as suggesting that the attentional difficulties of hyperactives retard the development of strategies for solving complex problems. Nonhyperactive reading disabled children may be less affected in this area because of the absence of significant attentional difficulties.This article is based on a doctoral dissertation submitted to the Faculty of Graduate Studies and Research of McGill University by the first author. We are grateful to the students, teachers, and principals of the following schools in the Montreal area: Allancroft, Beacon Hill, Briarwood, Cedar Park, Greendale, Hillcrest, Lakeside Heights, Martinvale, Sunny Dale, Thomas H. Bowes, and Vivian Graham. Special thanks are due Rhonda Amsel, John MacNamara, and Chet Olsen for their help and advice.     

“I Didn’t Know It Existed Before You Called”: Protestant Clergy Experience, Education and Perceptions Regarding Genetics

Despite the intrinsic role religious/spiritual (hereafter, R/S) beliefs have in patient clinical decision-making and crisis coping, there is little research exploring the relationship that exists between clergy (professionals who provide R/S counsel and guidance) and genetic counseling patients. This qualitative, exploratory study was designed to explore Protestant clergy (N?=?8) perceptions of and experience with genetics-related issues. Data analysis revealed that a wide range of R/S perceptions regarding genetics-related issues exist within Protestantism, Protestant clergy have a basic understanding of genetic testing and conditions, and while directive counseling is inherent to Protestant clergy counseling, there appears to exist two opposing styles: unbiased and biased. Based on this information, there are two main implications for genetic counseling clinical practice. First, R/S assessments need to be increasingly implemented into genetic counseling sessions, so that the psychosocial needs of patients with specific R/S beliefs can be identified and addressed. An increase in R/S assessments may be accomplished by increased exposure in genetic counselor training, continuing education opportunities, and by establishing relationships with board-certified, professional chaplains. Second, genetic counselors can influence the genetic education and experience of clergy by raising awareness within their own R/S assemblies. Doing so can also serve to further educate genetic counselors in the R/S beliefs of their own traditions, thus increasing sensitivity, empathy and the quality of care provided.     

Children as psychologists: The later correlates of individual differences in understanding of emotions and other minds

Abstract

The sequelae of individual differences in children's understanding of emotions and of other minds were investigated in a longitudinal study of 46 children. At 40 months, differences in the children's understanding of emotions were not significantly related to their ability to explain behaviour in terms of beliefs within a false belief paradigm. Follow-up in kindergarten showed that early emotion understanding was related to children's positive perception of their peer experiences, to their understanding of mixed emotions, and their moral sensibility as kindergarteners. Early understanding of other minds was, in contrast, related to negative initial perceptions of school, and sensitivity to teacher criticism. These differences in sequelae highlight the importance of differentiating the emotional and cognitive components of social understanding in framing developmental questions.     

The non-symbolic level of psychical reality

Freud introduced the concept of psychical reality as a consequence of abandoning the theory of seduction, and although this meant a turning point in his theoretical thinking he never defined the concept concisely and systematically. Thus it is possible to delineate at least two meanings of psychical reality that run through Freud´s writings as well as the writings of contemporary analysts. On the one hand psychical reality encompasses the whole field of subjective experiences. On the other, it is understood more narrowly as a transformation of experiences in the unconscious.

Substituting the idea of different meanings ascribed to Freud´s concept this article proposes to differentiate between levels in the psyche with the main focus on the unconscious level of the dream and of phantasy and the real unconscious. Starting from the most superficial level of subjective reality the text moves to that of fantasy formation illustrated by primarily Freud´s text on `A child is being beaten´. Adding Laplanche´s translational model the article ends up at the deepest level represented by the late Lacan and his concept of the real Unconscious.

The paper concludes that the term real points to something exceeding symbolization and the imaginary—thus escaping comprehension—and yet is absolutely indispensable to the organization of unconscious processes.     

Building Capacity Among Laity: A Faith-Based Health Ministry Initiative

A systematic review of topic-specific faith-based health programs determined that health outcomes can be improved though faith-based health interventions. A university research team, in partnership with the Kansas United Methodist Church and a United Methodist philanthropy, facilitated planning and development of a statewide initiative to increase the capacity of laity-led health ministry teams. The purpose of this paper is to describe the processes utilized to design and implement an initiative to increase capacity for laity-led comprehensive health ministry among Kansas United Methodist Church congregations and to share the key elements of the initiative.