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381.
382.
Irene Hanson Frieze Josephine E. Olson Deborah Cain Good 《Journal of applied social psychology》1990,20(1):46-67
This study uses a sample of over 1000 MBA graduates from a Middle Atlantic University to test for sex differences in perceived discrimination and for the actual effects of various physical characteristics and background factors on the starting salaries and later (1983) salaries of these men and women managers. Women more often reported experiencing discrimination, and they typically identified this as general discrimination against women. Fewer men perceived any discrimination. Those men who did claimed to be the victims of affirmative action programs favoring women and blacks over them. Salary data indicated that women did earn less than men, even when controlling for work experience. Evidence for other forms of discrimination was also found. Controlling for prior work experience and year of first professional employment, age and height had a positive effect on men's starting salaries and being overweight, a negative effect. For women, starting salaries were significantly and positively affected by social class. For 1983 income, taller, non-overweight, and older men earned more, as did those who grew up in a higher social class. For women, a positive salary correlate was again being from a higher social class. Areas for future research are discussed. 相似文献
383.
Sheryl L. Olson John E. Bates Kathryn Bayles 《Journal of abnormal child psychology》1990,18(3):317-334
This prospective longitudinal investigation examined early mother-child interaction as a predictor of children's later self-control capabilities. Multimethod assessments of mother-child relationships, primarily focused on observed relationship qualities in the home, were conducted during the first 2 years and related to children's later impulse control capabilities. Child cognitive competence and temperament assessed during the 2nd year were also related to later impulsivity. Follow-up assessments of children's impulsivity were conducted at age 6 (N=79), using a variety of laboratory measures. Findings indicated that responsive, cognitively stimulating parenttoddler interactions in the 2nd year modestly predicted later measures of cognitive nonimpulsivity and ability to delay gratification. Security of mother-infant attachment predicted the same outcomes, but only for boys and not for girls. Child cognitive competence in the 2nd year also consistently predicted children's later impulse control capabilities, although this was not true for measures of child temperament. Overall, the findings support a multidimensional and developmental conceptualization of the early antecedents of childhood impulsivity.This research was supported by NIMH grants MH28018 to J. E. Bates and MH38605 to S. L. Olson. Portions of this research were presented at the biennial meeting of the Society for Research in Child Development, Baltimore, April 1987. The authors thank the families who participated, and others whose help was essential in data collection: Beth Ridge, Melinda Monroe, Jeff Harness, and Christine Maslin. 相似文献
384.
Statistical learning has been widely proposed as a mechanism by which observers learn to decompose complex sensory scenes. To determine how robust statistical learning is, we investigated the impact of attention and perceptual grouping on statistical learning of visual shapes. Observers were presented with stimuli containing two shapes that were either connected by a bar or unconnected. When observers were required to attend to both locations at which shapes were presented, the degree of statistical learning was unaffected by whether the shapes were connected or not. However, when observers were required to attend to just one of the shapes' locations, statistical learning was observed only when the shapes were connected. These results demonstrate that visual statistical learning is not just a passive process. It can be modulated by both attention and connectedness, and in natural scenes these factors may constrain the role of stimulus statistics in learning. 相似文献
385.
This study explored women's use of aggression, focusing on how they define initiation of aggression and what motives they
have for behaving aggressively. Twenty-five women who had used aggression during conflicts with their romantic partners were
interviewed. Results indicated that, while the women reported initiating aggression in the majority of conflicts described
(54%), they varied in how they defined initiation, with some believing that initiating aggression meant being angry, bringing
up the conflict issue, or persistently asking the partner to engage verbally. Twelve categories of motives for the use of
aggression were also identified. Theoretical and practical implications are discussed, highlighting the ongoing need for an
ecological perspective when studying women's use of aggression. 相似文献
386.
Rebecca Waller Luke W. Hyde Arielle R. Baskin-Sommers Sheryl L. Olson 《Journal of abnormal child psychology》2017,45(3):597-609
Callous unemotional (CU) behaviors are linked to aggression, behavior problems, and difficulties in peer relationships in children and adolescents. However, few studies have examined whether early childhood CU behaviors predict aggression or peer-rejection during late-childhood or potential moderation of this relationship by executive function. The current study examined whether the interaction of CU behaviors and executive function in early childhood predicted different forms of aggression in late-childhood, including proactive, reactive, and relational aggression, as well as how much children were liked by their peers. Data from cross-informant reports and multiple observational tasks were collected from a high-risk sample (N = 240; female = 118) at ages 3 and 10 years old. Parent reports of CU behaviors at age 3 predicted teacher reports of reactive, proactive, and relational aggression, as well as lower peer-liking at age 10. Moderation analysis showed that specifically at high levels of CU behaviors and low levels of observed executive function, children were reported by teachers as showing greater reactive and proactive aggression, and were less-liked by peers. Findings demonstrate that early childhood CU behaviors and executive function have unique main and interactive effects on both later aggression and lower peer-liking even when taking into account stability in behavior problems over time. By elucidating how CU behaviors and deficits in executive function potentiate each other during early childhood, we can better characterize the emergence of severe and persistent behavior and interpersonal difficulties across development. 相似文献
387.
Lindsey A. Combs-Ronto Sheryl L. Olson Erika S. Lunkenheimer Arnold J. Sameroff 《Journal of abnormal child psychology》2009,37(8):1151-1163
This study was a prospective 2-year longitudinal investigation of associations between negative maternal parenting and disruptive
child behavior across the preschool to school transition. Our main goals were to 1) determine the direction of association
between early maternal negativity and child disruptive behaviors across this important developmental transition and 2) examine
whether there would be different patterns of associations for boys and girls. Participants were 235 children (111 girls; T1;
M = 37.7 months, T2; M = 63.4 months) and their mothers and teachers. Observational and multi-informant ratings of child disruptive behavior showed
differential patterns of stability and associations with measures of parenting risk. Results indicated bidirectional and interactive
contributions of externalizing behavior and negative parenting across time. Results also indicated that risk mechanisms operate
similarly for both sexes. Findings support transactional models of disruptive child behavior that highlight the joint contributions
of parents and children. 相似文献
388.
389.
Margaret J. Olson 《Counseling and values》2003,47(2):109-117
Although the multicultural counseling literature includes numerous references to working with Native Americans, this population continues to be misunderstood and underserved. A series of interviews with Native Americans provided insight into the deep spiritual pain experienced as a result of the historical and current events that continue to affect their families and communities. J. W. Worden's (1991) “tasks of mourning” provided the framework for the interviews. 相似文献
390.
The serial reaction time task (SRT) is used to assess implicit sequence learning. Neuroimaging studies implicate parietal involvement; however, the necessity of this area is unclear. We tested six unilateral right parietal patients and compared their performance to matched controls. Both groups showed similar levels of learning and explicit awareness. Two patients with the largest lesions extending into either frontal or cerebellar regions showed no learning. These data suggest that implicit sequence learning can occur despite damage to the right parietal lobe. 相似文献