Antecedents of toddler gender segregation: Cognitive consonance,gender-typed toy preferences and behavioral compatibility

This study examined 3 possible antecedents of toddler gender segregation: segregating children were hypothesized to exhibit more gender awareness, gender-typed toy preferences, and gender-typed compatible play styles than their non-segregating peers. Fifty-seven, primarily White, toddlers (28 males, 29 females) with a mean age of 35 months were observed in free play to determine their degree of same-gender peer preferences and gender-typed toy preferences. Teacher ratings of the children's play styles, and the children's knowledge of gender identity, and gender role awareness were also examined. Forty-two (21% of males and 62% of females) children played with same-gender peers at above chance levels during free play, with more girls segregating than boys. There were no differences between gender segregating and non-segregating children regarding gender-typed toy preferences or gender awareness. There were differences in teachers' ratings such that the gender segregating girls were seen as the most socially sensitive, and gender segregating boys were seen as more active and disruptive then the other children. These findings are interpreted as providing support for the compatible play style explanation of gender segregation, but the gender awareness and gender-typed toy preference hypotheses were not supported.This research was partially supported by grants from the Social Sciences and Humanities Research Counsel of Canada and the Fonds Pour la Formation de Chercheures et L'aide a la Recherche of the Ministry of Education of Quebec.The authors would like to thank the staff, students and parents of the Rainbow Preschool and the St. Andrews Preschool for their cooperation, and also, Judi Gulko, Wendy Seifert, Lisa Bedard, Sharon McKeown, Ina Grey, Lorrie Sippola, and Ivan Fernandez for their help in collecting and coding the data. Kim Powlishta also provided helpful insights regarding statistical analyses. Also, we would like to thank the anonymous reviewer for helpful comments.     

Predicting interpersonal competence in young adulthood: The roles of family,self, and peer systems during adolescence

The present investigation examines the impact of family, self, and peer systems, evaluated during early adolescence, on the development of interpersonal competence in young adulthood. The participants were 110 Caucasian individuals, their mothers, and one of their teachers. At the first assessment, the participants ranged in age from 11.5 to 15.1 years old. Approximately six years later, the participants completed a second evaluation involving assessment of interpersonal competence. Increased interparental conflict and parental divorce predicted decreased self-esteem. Decreased self-esteem predicted poorer peer-adolescent relationships, which, in turn, forecasted poorer adult interpersonal competence. The results suggest that living in a distressed family leads to diminished self-esteem which can influence the quality of peer relationships and place an adolescent on a trejectory toward difficulties in interpersonal competence during adulthood.     

EMOTIONAL CONTAGION Gender and Occupational Differences

Theorists have proposed that men and women and those in various occupational groups should differ in their susceptibility to primitive emotional contagion. Study 1 was designed to explore the extent to which gender and occupation affected respondents' self-reports of emotional contagion, as measured by the Emotional Contagion (EC) scale. As predicted, women in a variety of occupations secured higher total EC scores than did men. Study 2 was designed to determine the extent to which gender affected self-reports of emotional contagion (again as measured by the EC scale) and actual responsiveness to others' emotions. As predicted, women received higher EC scores, reported sharing the targets' emotions to a greater extent, and were rated by judges as displaying more emotional contagion than did men.     

Can experimentally induced mood affect optimism and pessimism scores?

Subjects experienced one of three mood-induction procedures (music, video, or Velten; positive or negative valence) prior to responding to a recently developed instrument for measuring optimism and pessimism (O/P). Pre- and post-induction mood indices were also obtained via the MAACL-R and the Wessman-Ricks elation-depression measure. All three mood-induction procedures were effective in establishing the desired moods, with the video procedure the weakest. Music and Velten, but not video, affected optimism and pessimism scores, but for women only. The results suggest, contrary to a previous study, that the optimism/pessimism instrument is not impervious to momentary mood states, at least for women, thus somewhat reducing its temporal stability. By the same token, however, the results also lend support to the construct validity of the O/P instrument. This article is based on a thesis presented by the senior author to the Division of Research and Advanced Studies of the University of Cincinnati in partial fulfillment of the Degree of Master of Arts.     

Cognitive processes in well-defined and ill-defined problem solving

We investigated the relationship between two kinds of problem solving using Kitchener's model of hierarchical cognitive processing. We predicted that performance on well-defined problems (i. e. those with a single, guaranteed solution) would be independent of ill-defined problems (i. e. those with multiple, non-guaranteed solutions). We also predicted that self-reported epistemic beliefs (i. e. assumptions about the nature and acquisition of knowledge) would be related to ill-defined, but not well-defined, solutions. Results confirmed these predictions. We concluded that well-defined and ill-defined problems require separate cognitive processes and that epistemic beliefs play an important role in ill-defined problem solving. These findings supported Kitchener's three-level model of problem solving.     

Competing on all fronts: Achievement orientation and disordered eating

Strikingly high prevalence rates of symptoms of disordered eating among college women have been documented. The question arises as to whether one aspect of the college experience, achievement orientation, is associated with disordered eating. Competing hypotheses may be generated regarding the relationship between achievement orientation and disordered eating, with arguments for either a positive or negative relationship. The Work and Family Orientation Questionnaire (WOFO) and the Disordered Eating Symptoms Scale (DESS) were administered to 668 female undergraduate college students. Multivariate analysis of the WOFO subscales revealed that women with high levels of disordered eating obtained significantly higher scores on the Competitiveness subscale than women with low DESS scores. These findings support hypotheses of a positive relationship between competitiveness and disordered eating.     

Storytelling and Coping With Stressful Events1

Three studies explored the coping benefits and limitations of stories people hear about others undergoing similar stressful events. In Study One, cancer patients reported that positive stories about other patients were preferable to and more helpful than negative stories, yet negative stories were more commonly told. Study Two manipulated the valence and source of stories told to college students facing midterm exams. Stories with positive endings and those relayed by expert sources were regarded more positively than negative stories and those told by nonexperts. Study Three manipulated the valence and informativeness of stories in a similar college sample. Positive and informative stories were rated more favorably, although these effects were independent of each other. Implications for social comparison and social support are discussed.