Phonological codes and functional spelling units: Reality and implications

The grapheme-to-phoneme correspondence procedure for generating nonlexical phonological codes comprises two stages. The first, a parsing procedure, divides a letter string into functional spelling units (FSUs), each unit corresponding to a single phoneme. The second stage assigns the appropriate phoneme to the spelling units according to predictable or regular spelling-tosound patterns. In a lexical decision task, it was found that disrupting the spelling units, by alternating the case of letters within the units (e.g., ChuRCH) caused the pseudohomophone effect to be abolished. In contrast, disrupting the visual appearance of the letter strings but leaving the FSUs intact (e.g., CHurCH) allowed the pseudohomophone effect to emerge. The results are considered in the light of the recent “activation and synthesis” model proposed by Glushko (1979).     

Primary influencers of initial vocational choices for college women

This study of 597 entering college women investigated the characteristics of people they named as the primary influencers for their initial choices of major. College major was considered analogous to vocational field since the sample of students overwhelmingly gave career goals as reasons for choosing a particular major. Characteristics of these primary influencers were compared with those of a sample of individuals influencing male choices. In addition, characteristics of influencers were compared between those influencing females choosing traditional and nontraditional majors. The results indicate that most students, regardless of gender, were influenced by males, particularly fathers. However, a notable percentage of female students, especially those in traditional fields, were influenced by females. Students whose primary influencers were in fields closely related to their own vocational choices reported being more certain of their choices than students citing influencers in unrelated fields. These findings have implications for model-observer similarity, and may necessitate distinguishing between influential people who provide reinforcement for a choice of major and those who provide specific vocational modeling as well as reinforcement for that choice.     

A further examination of project aware: The relationship between teacher behaviors and changes in student behavior

The purpose of the present study was to examine specifically how teacher behaviors influence the effectiveness of a social development program entitled Project AWARE. Thirty-one teachers and two hundred and nine children were included in this study (82 at the primary level and 127 at the intermediate level). Participant teachers were rated in terms of their skill at implementation. For the intermediate grades, those teachers who received the highest skill ratings also tended to report positive changes in their children's behavior over the six months of the study. Those teachers who received the lowest skill ratings tended to report little change in behavior. For the primary grades, similar results were not obtained. Implications of these findings for implementation of classroom programs are discussed.     

Effects of shadowing on prose comprehension and problem solving

In two experiments, subjects listened to a text about radar while either shadowing or not shadowing the passage. Results of Experiment 1 produced a pattern in which both groups performed at similar levels on retention of single facts, the nonshadowers excelled on transfer of the presented information to novel problem solving, and shadowers excelled on verbatim recognition of words. In Experiment 2, there was a pattern in which both groups performed at similar levels for recall of specific information, the nonshadowers excelled on recall of conceptual principles, and shadowers excelled on recall of modifying details. Implications for transfer-appropriate processing and the cognitive capacity hypothesis were examined.     

Sociodramatic play: Social class effects in integrated preschool classrooms

In previous studies, social class differences in children's sociodramatic play were studied in socially homogeneous, segregated schools. However, social class differences in play behavior were attributed to the abilities or interests of the children rather than to the situation in which they were observed. In the present study, sociodramatic play was observed in middle and lower class children attending the same preschool classrooms. In accord with previous studies, middle class children engaged in a higher level of play than did lower class children. Analyses of individual play components indicated that although middle class children verbalized more frequently, the quality of the language used by the two groups did not differ. Age differences were also significant. With age, play roles became more socially coordinated, the duration of play episodes increased and language became more complex. But social class groups did not differ on these measures. The implications of these results for the developmental lag hypothesis, other explanations of social class differences and classroom strategies are discussed.     

Gender Role of Male Therapists in Both Professional and Personal Life

This study's purpose was to extend the distantresearch on gender roles. The specific objective was tobetter understand the gender role of male psychologists.It was hypothesized that male psychologists would exhibit an androgynous gender role.Gender role styles in professional work and in thepersonal realm were assessed. Questionnaire packets weremailed to 300 male clinical psychologists affiliated with the American Psychological Associationacross six regions within the United States. Sixty ofthe 61 participants reported being Caucasian and 1reported being Native American. Being that the sample was that of practicing psychologists, all withdoctorate degrees, the social class is presumed to be atleast upper middle class. The packets contained ademographics questionnaire and two Personal Attributes Questionnaires. Results suggest that malepsychologists do exhibit an androgynous gender role inboth professional and personal realms. A great deal ofthe prior literature indicates that androgynoustherapists have more adaptive communication skills and arebetter at assessing and treating their clients. Thisresult is therefore advantageous to therapeuticoutcomes.     

Rape Perceptions as a Function of Gender-Role Traditionality and Victim-Perpetrator Association

Perceptions of stranger, acquaintance, date, andmarital rape scenarios and their relation to observers'gender-role traditionality were examined. PrimarilyCaucasian (81%)male and female undergraduates reported their reactions to one of four rapescenarios, attitudes toward men's and women's genderroles, and tendency toward a socially desirable responsestyle. The marital rape scenario was characterized less often as rape and considered less violent,less of a violation of the victim's rights and lesspsychologically damaging to the victim as compared tothe other scenarios. Observers holding less traditional gender-role stereotypes perceived rapescenarios overall as more serious and were less likelyto blame the victim. Also, an exploratory regressionanalysis revealed that gender did not add significantly to the prediction of rape perceptions beyondthe contribution of gender-role beliefs.     

Exploring Connections of the Supervisors in Supervision

Four therapists have worked closely in a professional support group. More recently attention has been given to the group processes and internal experiences of the group itself. An observation of the four members of this group is that the group process has allowed for peer validation, fortuitously resulting in their professional identities shifting and evolving. They have become curious about the interface between and the integration of personal and professional facets of the therapist's self. A resulting discovery has been that the very mechanisms which disconnect the therapist out there may serve to promote connection in the support group.     

Development and Evaluation of a Decision Aid About Prenatal Testing for Women of Advanced Maternal Age

Objective: To develop and evaluate a decision aid designed to prepare patients of advanced maternal age for counseling about prenatal diagnostic testing. Setting: A regional genetics center. Design: A before/after study. Interventions: Participants used an audioguided workbook to learn about options and outcomes and to clarify personal risks, values, questions, and predispositions. Subjects: 21 women of advanced maternal age and 17 spouses. Main outcome measures: Knowledge of prenatal testing alternatives, decisional conflict, level of anxiety, and acceptability of the decision aid. Results: After using the decision aid, participants had significantly reduced decisional conflict (uncertainty) and a significant increase in knowledge. There was no effect on state or trait anxiety. More than three-quarters of participants were satisfied with the length, clarity, balance, and acceptability of the decision aid. Conclusions: The decision aid shows promise as a useful aid for preparing couples for counseling.     

Teaching the Prophetic Marriage Metaphor Texts

This article considers those passages in the prophetic writings of the Hebrew Bible that present the relationship between God and the people by means of a metaphor of a man and his promiscuous female partner. It reflects upon how these texts may fruitfully be taught in a seminary or college introductory Bible course, arguing that they should be included in the curriculum and not ignored. Practical recommendations of methods for presenting such biblical passages in the classroom are suggested.