RAPE MYTHS. In Review

Theories of sexual aggression and victimization have increasingly emphasized the role of rape myths in the perpetuation of sexual assault. Rape myths are attitudes and generally false beliefs about rape that are widely and persistently held, and that serve to deny and justify male sexual aggression against women. Acceptance of such myths has been assessed with a number of measures, and investigators have examined its relationship with numerous variables and interventions. Although there has been extensive research in this area, definitions, terminology, and measures of rape myth acceptance (RMA) continue to lack adequate theoretical and psychometric precision. Despite such criticisms, we emphasize that the significance of this type of research cannot be overstated because it has immense potential for the understanding of sexual assault. The present article offers a theory-based definition of rape myths, reviews and critiques the literature on rape myth acceptance, and suggests directions for future research. In particular we argue that such work must include the development and application of improved measures, with more concern for the theoretical and methodological issues unique to this field.     

Memory and Affect: Autobiographical Memory Distribution and Availability in Normal Adults and Recently Detoxifed Alcoholics

An autobiographical memory task was administered to a group of 15 male alcoholics (duration of abuse x = 16 years) and to a control group comprised of 15 nonabusers. The alcoholics were inpatients in a chemical dependence treatment program who had their last drink 8 days prior to testing. Two aspects of autobiographical memory were compared. First, the distribution of memories for life events over the lifespan clearly differed for the two groups. The alcoholic group recalled far fewer memories from the most recent 5 years and showed an exaggerated tendency to recall memories from their early adulthood when compared to the control group. This result is consistent with a model of the onset of a temporally graded retrograde amnesia subsequent to a protracted period of alcohol abuse. In such cases the context for self-evaluation may remain heavily rooted in late adolescence. Second, in contrast to results of the control group, the data from men in the alcohol group revealed no relationship between latency to report autobiographical memories associated with a particular affect and self-rated frequency of such affects. This dissociation indicates the possible impact of atypical memory performance on views of the self.     

INVOLVING INSTITUTIONAL STAFF IN THE DEVELOPMENT AND MAINTENANCE OF SIGN LANGUAGE SKILLS WITH PROFOUNDLY RETARDED PERSONS

A program to involve institutional staff in developing manual sign language skills with profoundly retarded persons was evaluated. In Experiment 1, six direct care staff, with close supervision, taught a small repertoire of signs to six profoundly retarded residents who had not benefited from previous training in vocal language. Training was conducted in a group format using instructions, modeling, manual guidance, contingent reinforcers, and feedback. During training, all residents learned to identify pictures of objects with manual signs. Generalization observations during unstructured times on the residents' living unit indicated that staff used their signing skills with the residents in addition to their vocal interactions but the residents did not increase their signing or vocalizing. In Experiment 2, the residents' skills in signing with real objects on their living unit as opposed to pictures of objects were evaluated and provided with additional training where necessary. Results indicated that all participating residents learned to communicate with signing during structured interactions on their living unit, and the skills maintained during follow-up assessments ranging from 39 to 49 weeks. Results are discussed regarding the variable generalization effects noted as well as the general benefits and disadvantages of teaching manual signing skills to profoundly retarded persons.     

The effectiveness of a computerized guidance system in promoting career decision making

The effectiveness of CHOICES in improving the career decision making of university students through the utilization of the two instruments, (a) the Career Decision Scale and (b) the Occupational Scale of the Assessment of Career Decision Making, is examined. This experimental research involved 136 university students who were assigned to either an experimental or control group. Results indicated that CHOICES improved career decision making as measured by both instruments. No differences were found between its effectiveness with males and females.     

Tactile conditioning of an autonomic and somatic response in young infants

Tactile classical conditioning of an autonomic reflex (pupillary dilation and constriction) and a somatic response (eyeblinking) was attempted in two separate experiments with one-month-old infants. The tactile CS was effective for conditioning eyeblinking but was ineffective for elaborating conditional pupillary reflex dilation or constriction. These differences were related to the interaction between stimulus and response in infant conditioning and the source of nervous system innervation of the CR as it relates to conditionability.     

Semantic Profiles and Psychosexual Interests as Indicators of Identification

Identification patterns of male and female children (110 boys and 114 girls) in grades one through five were studied by two methods that have been used in “identification research”; identification inferred from sex-appropriate and sex-inappropriate games, preferences and identification inferred from profile congruence between “self,” “mother,” and “father” concepts on a semantic differential (SD). Results showed that the two measures are meaningfully related as “self” rating scales; however, there was no apparent association between the Games and Activities Inventory (GAI) (games preferences) and the SD as indicators of identification. The patterns of identification found using the SD were generally consistent with the theoretical formulation of identification proposed by Lynn (1959.)     

SEXUAL HARASSMENT AND ASSAULT

An extensive body of literature has documented the widespread and damaging nature of sexual harassment and assault on college campuses, yet little research has investigated the impact of such victimization on the academic climate. This study examined experiences of sexual harassment and assault among 1,037 female undergraduate and graduate students, with a particular focus on educational outcomes. Multivariate analyses of variance revealed significant negative effects of harassment and assault on perceptions of academic climate. We also investigated the extent and effects of double victimization (i.e., experiences of both harassment and assault), as well as the relationships among sexual harassment types, incidence rates, and frequencies. Issues of sexual orientation and race/ethnicity are explored throughout the article, with membership in different groups affecting victimization incidence rates as well as harassment labeling.