TIMEX2: A modified C-language timer for PC AT class machines

Emerson (1988) provided a simple C-language timing routine for use with PC AT class machines. Unfortunately, this version of the timing routine makes use of nonstandard functions that are not available in all C-language packages. A modified version of this timing routine that does not make use of one of these nonstandard functions is provided. This version of TIMEX runs under the widely available Microsoft C 5.1. The need and availability of the remaining four nonstandard C functions is discussed. Constants needed to convert the timing routine units into seconds and milliseconds are also provided.     

Statistical analysis of fuzzy-set data from neuronal networks

In this study, we describe the process of transforming neuron polarization values that meet the assumptions of ratio data into ordinal data. This is a crisp-to-fuzzy set transformation. A computerized simulation of the application of this process is discussed and nonparametric methods of analyzing fuzzy-set data are presented.     

Programs for visual psychophysics on the Amiga: A tutorial

A typical psychophysical experiment presents a sequence of visual stimuli to an observer and collects and stores the responses for later analysis. Although computers can speed up this process, paint programs that allow one to prepare visual stimuli without programming cannot read responses from the mouse or keyboard, whereas BASIC and other programming languages that allow one to collect and store observer’s responses unfortunately cannot handle prepainted pictures. A new programming language called The Director provides the best of both worlds. Its BASIC-like commands can manipulate prepainted pictures, read responses made with the mouse and keyboard, and save these on disk for later analysis. A dozen sample programs are provided.     

DISTRACTION: ITS UTILIZATION AND EFFICACY WITH CHILDREN UNDERGOING DENTAL TREATMENT

We investigated the utilization and efficacy of distraction in reducing the anxious and disruptive behavior of 4 children undergoing dental treatment. During the distraction procedure, the children were shown a poster and told a story about it during dental treatment. They earned a prize if they attended to the poster and story and could correctly answer questions about them following each intervention visit. The children's disruptive behavior was assessed via direct observation, and results were analyzed within a multiple baseline design. The children exhibited high levels of anxious and disruptive behavior across baseline visits, regardless of the length of time in treatment or number of visits. Anxious and disruptive behavior decreased upon introduction of the intervention for all children. This was accompanied by the children meeting the criterion for correct answers on the distraction quiz. However, 2 of the children demonstrated an increase in their anxious and disruptive behavior across intervention visits. Results are discussed in terms of the need to evaluate treatment strategies that promote maintenance as well as initial changes.     

An Exploratory Study of Perceived Career Change and Job Attitudes Among Job Changers

The study examined the effects of job change characteristics on perceived career change and attitudes toward the new job. The job change characteristics examined were content of change, magnitude of change, direction of change, volitionality of job choice, and duration of the unemployment period between the two jobs. The subjects were 222 university educated men and women. It was found that perceived career change was firmly related to job change characteristics reflecting both "internal" and "external" career perspectives. After controlling for the direction of change, the magnitude of change had a negative impact on satisfaction with the new job, while the volitionality of job choice and the duration of unemployment were positively associated with job satisfaction. Contrary to expectation, the volitionality of job choice and the duration of unemployment did not increase the commitment to continue in the new job.     

Response

The Psychologisation of the Church: on Jack Dominian's review of J.G. Sullivan's book 'Journey to Freedom: The Path to Self-Esteem for the Priesthood and Religious Life' (May, pp. 258—9).     

Satisfaction with intimate exchange: Gender-role differences and the impact of equity,equality, and rewards

The relative effects of equity, equality, and reward level upon assessments of marital satisfaction are investigated. In doing so, the impact of gender-role orientation upon the relationship between the predictor variables and marital satisfaction is specified. The data indicate that reward level is the major variable affecting assessments of satisfaction for both moderns and traditionals. Further, the effect of reward level is more pronounced for those with modern gender-role orientations. Contrary to expectation, the effects of the exchange-related variables, equity and equality, are minimal for both moderns and traditionals. These findings suggest that intimates, regardless of gender-role orientation, tend to avoid the “bookkeeping” involved in global equity and equality comparisons and instead accentuate individual reward levels. It appears, however, that moderns are significantly more demanding than traditionals in their emphasis upon reward levels.     

The relations between sex-typed play and preschoolers' social behavior

For decades toy choice has been a very popular measure of children's sex-role adoption. In the present study, the relations between choice of masculine, neutral, or feminine toys and other social behaviors (sex typed and non-sex typed) were examined. The social behaviors (socializing, requesting assistance, prosocial behaviors, aggressive/defensive behaviors) and toy choices of 33 preschool children were observed in their classrooms. Only two behaviors were found to be sex typed (socializing with peers and spontaneous prosocial behavior), and both of these behaviors were related to toy choice. Toy choice was also related to helping. Among boys, masculine toy choice was associated with requesting assistance from teachers. When toy choice was classified as masculine, androgynous, and feminine, only sociability toward peers was related to toy choice. The results are discussed in terms of their implications for the continued use of toy choice as a measure of sex-role adoption.The authors wish to express their gratitude to Rene Dodez for her assistance in data analysis and to the children and teachers at the Child Study Laboratory. We also appreciate the contributions of Drs. Laurie Chassin, Jerry Harris, Susan Somerville, Sharlene Wolchik, and Antonette Zeiss. This research was completed by the first author in partial fulfillment of the masters of arts degree at Arizona State University.