INCREASING HANDICAPPED PRESCHOOLERS' PEER SOCIAL INTERACTIONS: CROSS-SETTING AND COMPONENT ANALYSIS

The purposes of our study were: (a) to train a set of observationally determined social behaviors via peer initiation; (b) to determine if effects generalized across classroom settings and to directly intervene if generalization did not occur; and (c) to analyze components of the peer-initiation intervention. After baseline, nonhandicapped preschool children (confederates) were taught to direct social initiations to the three handicapped preschool-aged students. Teachers prompted the confederates to engage the students in social interaction when necessary and rewarded the confederates with tokens. Confederates' initiations to the students resulted in increased frequencies of positive social interaction. There was no generalization to other classroom settings, and the intervention was subsequently implemented in a second and third classroom. Next, the confederates' token reinforcement system was withdrawn, with no apparent deleterious effects on the confederates' or students' social interactions. When teachers substantially reduced their prompts to the confederates, students' social interactions decreased. Finally, reinstatement of teacher prompts resulted in increases in the confederates' social initiations and, consequently, the positive social interactions of the students.     

The mirror effect in recognition memory

The mirror effect in recognition memory refers to the fact that, with several different classes of stimuli, performance on new items from each class mirrors (is correlated with) performance on the corresponding classes of old items. Classes of stimuli that are accurately recognized as old when old are also accurately recognized as new when new; those that are poorly recognized as old when old are also poorly recognized as new when new. The statement above is shown not to be a tautology. A survey demonstrates that the effect holds for several types of variables (ways to classify stimuli)—word frequency, concreteness, meaningfulness, and others. The survey includes a total of 80 findings. The theoretical implications of the effect are considered.     

Body image in bulimic,dieting, and normal females

The present investigation examined body-size estimation and overvaluation of a thin shape in bulimic females, females having been obese as adults who later lost weight, females with no history of obesity who were dieting, and females with no history of obesity as adults and not currently dieting. Each subject was presented with a set of seven silhouettes, one having been drawn from the subject's actual photograph and the remaining silhouettes representing 2.5, 5, and 7.5% increases and decreases in the size of certain body areas of the original figure. Subjects selected both their actual size and their ideal size. In addition, objective raters selected an ideal size for each subject. The hypotheses that bulimics would overestimate their size or overvalue an ultrathin body size as compared with other females were not supported. A history of childhood obesity appears to influence significantly body-size overestimation. Finally, the hypothesis that bulimics would appear more dissatisfied with their body image was not supported, with the three groups currently dieting appearing equally dissatisfied with their shape.The authors greatly appreciate the assistance of the graphic artist, Susan Meier.     

A multicomponent investigation of the interaction of generalized anxiety and phobia

Forty female undergraduates forming four groups, high or low trait anxiety with or without a specific fear (rats), participated in a psychophysiological assessment of their response to the phobic object, a neutral object (rabbit), and to a general anxiety-induction procedure (threat of shock). Subjects also completed a number of tasks requiring sustained attention. Blood samples were drawn to determine thyroid hormone (T3 and T4) levels. Trait anxiety was found to interact with specific fear in response to the feared object. The high-trait anxious/high-fear group was most physiologically responsive to the rat. Trait- anxious subjects were more responsive to the threat of shock and showed performance deficits on reaction time, vigilance, and backward digit span tasks. These subjects also had significantly higher T3 and T4 levels. The findings are discussed with regard to the role of general anxiety in the etiology and/or maintenance of specific fears and the role of thyroid hormones in accentuating physiological response to feared stimuli.     

Contrasting effects of social stress and foot-shock on acute cardiovascular response in salt-sensitive rats

Repeated defeat by an aggressive resident attacker rat produces a large decrement in systolic blood pressure (SBP) in male S/JR rats. The present experiments compared the cardiovascular (CV) response of male S/JR rats exposed either to repeated defeat, or to a common laboratory stressor, electric foot-shock. Using the tail-cuff method of determining SBP, the results of Experiment 1 replicated the previous finding that on the second and subsequent exposures, repeated defeat is followed by an acute decrement in SBP (30-40 mm Hg in magnitude). In contrast, repeated exposures to foot-shock were followed by acute increases in SBP (20-40 mm Hg) and in heart rate (HR). In Experiment 2, mean arterial blood pressure (MAP) and HR were measured directly from chronically cannulated male S/JR rats after defeat or exposure to foot-shock: again, defeated males exhibited an acute decrease in MAP, whereas the MAP of rats exposed to foot-shock tended to increase. In Experiment 3 we varied the parameters of shock intensity and the social context of shock exposure. Male S/JR rats exposed to more intense foot-shock than in the previous experiments or to foot-shock while paired with one of the resident attacker rats all exhibited acute increases in SBP. The results of these experiments indicate that CV response to defeat may be qualitatively different from CV response to foot-shock.     

Gender-related aspects of occupational prestige

Prestige of six occupational clusters was studied in relation to gender of the 369 college students who rated the prestige and to gender of imagined jobholders. Subjects rated on a scale of 1–5 the prestige of 30 occupations while envisioning women or envisioning men holding those jobs. Occupations were classified as either female professional, male professional, female nonprofessional, male nonprofessional, neutral professional, or neutral nonprofessional. Classification into these clusters was on the basis of percentage of women and men presently in each occupation and perception of each occupation's sex type, as well as whether college preparation was necessary. Prestige ratings were analyzed by a 2 (rater gender) × 2 (jobholder gender) × 6 (occupational cluster) repeated measures ANOVA. Main effects were obtained for gender (p < .05) and occupational cluster (p < .0001), as well as for the interactions of cluster and rater gender (p < .0001), cluster and jobholder gender (p < .0001), and the three-way interaction of cluster, rater gender, and jobholder gender (p < .01). The significant findings (particularly the interaction between occupational cluster and jobholder gender) seem to indicate that status is not inherent in sex-typed occupations, but is in part a function of the gender of the person imagined to be holding the job, and of the gender of the rater.     

Sex differences in a simulated classroom economy: Children's beliefs about entrepreneurship

The purposes of this study were (1) to measure sex differences in children's perceptions of entrepreneurship and occupational sex-stereotyping and (2) to assess sex differences in children's risk taking, persistence, and economic success. For 10 weeks 938 children in grades 3–6 participated in Mini-Society, an experience-based economics education instructional program. Child self-report measures and teacher ratings were utilized. Before Mini-Society children reported entrepreneurship to be primarily a male domain. There was less entrepreneurial stereotyping after Mini-Society, especially in favor of girls. Children's occupational sex stereotyping also decreased following Mini-Society. Finally, there were no sex differences in the children's risk taking, persistence, or economic success during the Mini-Society experience.     

Leadership ratings for male and female military cadets

Ratings of leadership ability for 1096 male and 91 female cadets at the U.S. Military Academy (West Point) were examined for gender differences. Males were rated significantly higher than females for two of the three rating periods. Correlates of these ratings were examined in an effort to explore the meaning of such ratings for males and females. For both male and female cadets, situationally specific correlates of leadership ratings were identified. Physical ability and performance were most highly correlated with leadership ratings during summer training camp, while academic ability and performance were most highly correlated with these ratings during the academic year. These correlations were generally higher for females than for males. The value of such information to organizational newcomers and the means by which such information might be transmitted to them were discussed.