Sex differences in the relation of children's height and weight to academic performance and others' attributions of competence

The purposes of the present study were to examine the relation of elementary-school girls' and boys' height and weight to (a) teachers' and peers' perceptions of the children's independence and academic, athletic, and social competence; and (b) children's achievement test scores and grades. Teachers rated kindergarteners' through fourth graders' competence both at the beginning of the school year and four months later; first and third graders rated their peers' competence once midyear. In general, size and/or bulk were positively related to teachers' attributions of competence, grades, and achievement test scores for boys, especially for the older boys. Heaviness was negatively related to teachers' ratings of females' competence (especially athletic competence and especially for older girls). Moreover, large size (height not controlling for weight) was positively related to younger but not older children's nominations of males for athletic ability. The results are discussed in terms cultural stereotypes and their implications for the development of children's competence.     

On the form and universality of the contempt expression: A challenge to Ekman and Friesen's claim of discovery

The claim of Ekman and Friesen (1986, A New Pan- Cultural Facial Expression of Emotion,Motivation and Emotion, 10, 159–168) that they have found the first empirical support for the existence of a pancultural expression of contempt is challenged on three grounds. First, the claim that no one else had ever attempted to describe an expression unique to contempt in any culture neglects a tradition of research dating back to Darwin. Second, the data presented by Ekman and Friesen were derived using stimuli that are ambiguous representations of their intended expressions. Finally, there are earlier data for the universality of contempt expressions. Ekman and Friesen's contempt expression may best be viewed as a learned modification of a prototypical expression evolved from the infrahuman snarl.     

Counselling Supervision: The British context

Counselling/psychotherapy supervision is on the verge of a professional breakthrough in Britain today. Training courses are emerging, accreditation for supervisors is in progress and a Code of Ethics for Supervisors is finalised. Yet supervision is still little understood. There are few agreed definitions and certainly no agreed tasks, roles, or even goals of supervision. Conflict still abounds about whether it is more akin to therapy than to education, about whether or not it shold be evaluative, and about what areas of counselling it should cover. Supervisors are poorly trained in supervision and areas such as the legal implications and responsibilities of supervision not clear and often not even considered important. What research has been done is confined largely to United States and few attempts have been made to apply findings to Britain, e.g. how valid in Britain is the current research on Developmental Models of supervision which outline the stages through which counsellors in training travel.

Supervision is still tied to counselling theory despite its efforts to become a discipline on its own. Most supervisors in Britain seem to apply their theory of counselling to supervision setting. However, some of the conflicts are being faced and some questions raised about the future of supervision, about the kind of relationship involved, about its relationship to counselling. This article raises some current issues in the field and asks the kinds of questions that need answering before we are able to talk about a British understanding and application of counselling supervision.     

Sentencing goals, causal attributions, ideology, and personality

Disparity in sentencing of criminals has been related to a variety of individual difference variables. We propose a framework establishing resonances or coherent patterns among sentencing goals, causal attributions, ideology, and personality. Two studies are described, one with law and criminology students, the other with probation officers. Relations among the different types of variables reveal two resonances among both students and officers. One comprises various conservative and moralistic elements: a tough, punitive stance toward crime; belief in individual causality for crime; high scores on authoritarianism, dogmatism, and internal locus of control; lower moral stage; and political conservatism. The second comprises various liberal elements: rehabilitation, belief in economic and other external determinants of crime, higher moral stage, and belief in the powers and responsibilities of government to correct social problems. Implications of these results are discussed for individual differences in sentencing, attribution theory, and attempts to reduce disparity.     

“What is a class?”

Conclusion The argument of this paper suggests that for the last hundred years or so fundamental premisses of logic have been incorrect. From these premisses a vast superstructure has been developed which, it would seem, is no more meaningful than a game such as chess.The basic errors in current class theory, it seems to me, have impeded progress in the fields of mathematics and logic. I am certain that on the theory proposed, the correct definition of a natural number can be provided. I can, in fact, provide this. What benefits it will bring to logic only time will tell.Of the greatest importance is the fact that if the theory is true, at last, there will be a firm link between the Humanities and the Sciences.     

Similarity and attraction in homosexual males: The effects of age and masculinity-femininity

Recent research on homosexual partner preferences has focused on sexual attraction, but little attention has been paid to stable, long-term relationships in this population. The present research is concerned with the roles of similarity and complementarity in relatively durable relationships. One-hundred and eleven homosexual males completed a questionnaire describing themselves, including their masculinity and femininity (Bem, 1974), and characteristics of their ideal partner. Results indicated a desire for a partner who was logical and expressive, similar in age, and similar in masculinity—femininity. No special features of homosexuality nor sex roles seem necessary to explain these results.     

Synthesized clustering: A method for amalgamating alternative clustering bases with differential weighting of variables

In the application of clustering methods to real world data sets, two problems frequently arise: (a) how can the various contributory variables in a specific battery be weighted so as to enhance some cluster structure that may be present, and (b) how can various alternative batteries be combined to produce a single clustering that best incorporates each contributory set. A new method is proposed (SYNCLUS, SYNthesizedCLUStering) for dealing with these two problems.We wish to thank Anne Freeny and Deborah Art for their computer assistance, and Ed Fowlkes for his helpful technical discussion. We would also like to acknowledge the insightful and helpful comments from the editor and reviewers.     

Survival needs of the older church member: Implications for educational programming

Conclusion Pastors and church education planners must be made aware of the fact that older adulthood is a dynamic period fraught with new challenges for the elderly. The constriction phase of the adult life span places new demands on the older adult through its emerging social roles, developmental tasks, and teachable moments. Instrumental forms of education are required to develop new competencies that will, in turn, retard the process of decline. It is imperative that the decline process be slowed down in the older adult so that he may continue to experience new growth and expansion opportunities.Only through the recognition of the developmental growth changes of the older adult, and through the appropriate planning of educational programs designed to provide immediate competency for coping with such changes, can the real needs of the older church member be met. Such efforts will be reflected positively in the enriched lives of the senior members of our churches.