Reading About AIDS and Cognitive Coping Style: Their Effects on Fear of AIDS and Homophobia

An experiment was conducted to investigate the effects of reading about AIDS on fear of AIDS, knowledge of AIDS, and homophobia. Introductory psychology students read one of three magazine articles: one stressing the low likelihood of contracting AIDS through casual contact (reassuring article), one stressing the high likelihood of contracting AIDS through casual contact (alarming article), or a control article that did not mention AIDS. Compared to the control group, subjects who read the reassuring article were lower in fear of AIDS, whereas subjects who read the alarming article were higher; the articles had no effect on knowledge of AIDS or homophobia. In addition, subjects were classified on the basis of their cognitive coping style (high vs. low monitors) and sex. High monitors tended to be more fearful of AIDS but were neither better informed about AIDS nor more homophobic than low monitors. Men were more fearful of AIDS and more homophobic than women.     

Gender roles and role conflict in feminist lesbian and heterosexual women

Thirty-nine lesbian and 39 heterosexual feminist women were compared on (1) gender role orientation; (2) intra- and interrole conflict in daughter, intimate partner, and work roles; and (3) satisfaction with interpersonal relationships with parents, intimate partners, and co-workers/employers. The majority were Caucasian and either graduate students or professionals. Contrary to theoretical assumptions, lesbians and heterosexual women did not differ in gender role orientation. Heterosexual women reported more interrole conflict between daughter and work roles; whereas lesbians reported more interrole conflict between daughter and intimate partner roles, primarily as a result of perceived disapproval of their intimate relationships by others. Lesbians additionally reported less satisfaction with their relationships with co-workers and employers. Role conflict/satisfaction was not a function of disclosure vs. nondisclosure of sexual orientation for the lesbian women.This article is based on the first author's master's thesis. Portions of this article were presented at the meeting of Southeastern Psychological Association, Atlanta, Georgia, April 1990.The authors gratefully acknowledge the support of the regional women's organization, the Students for Choice organization of the participating university, and the Tennessee chapter of the American Civil Liberties Union for their assistance in data collection. We would also like to thank Ramsey McGowen, Judith Hammond, and Lillian Range for their editorial comments on an earlier draft of this article.     

Changes in Fear of AIDS and Homophobia in a University Population

A survey measuring attitudes toward fear of AIDS and homophobia, taken in the fall of 1985, was repeated in the fall of 1989 on the same university population. The results indicated that whereas fear of AIDS decreased, the degree of homophobia remained essentially unchanged. In addition, although respondents were much more knowledgeable about AIDS in 1989 than in 1985, there was no evidence of any change in the relatively high correlation between the fear of AIDS and homophobia.     

AN ALTERNATING TREATMENTS COMPARISON OF TWO INTENSIVE INTERVENTIONS FOR FOOD REFUSAL

We compared two treatment packages involving negative reinforcement contingencies for 3 children with chronic food refusal. One involved physically guiding the child to accept food contingent on noncompliance, whereas the other involved nonremoval of the spoon until the child accepted the presented food. Subsequent to baseline, an alternating treatments comparison was implemented in a multiple baseline design across subjects. After each child had been exposed to at least nine sessions of each treatment condition and percentage of bites accepted had increased to at least 80%, the child's caregivers selected the preferred treatment package. The results indicated that both treatments were effective in establishing food acceptance. However, physical guidance was associated with fewer corollary behaviors, shorter meal durations, and parental preference.     

A psychosocial study of hyperactive and learning-disabled boys

Adequately reading hyperactive boys, normally behaved learning-disabled (LD) boys, and normal controls were contrasted on tests measuring personality traits, cognitive role taking, and moral reasoning. Additionally, parents and teachers rated all children on a number of behaviors, and parents were interviewed in a process-oriented fashion to assess home stimulation potential. Hyperactive boys were rated more aggressive and anxious than LD boys and controls and had not been encouraged as much by parents to achieve. Hyperactives had been born to younger parents, on the average, and 25% lived with their mothers and stepfathers. None of the LD or control boys had stepfathers. The groups did not differ significantly in moral reasoning ability, cognitive role taking, or locus of control; on the Junior Personality Inventory hyperactives tended to have elevated scores on the neuroticism scale while LD boys had higher scores on the lie scale.This research was supported by Grant HDNS-09119 from the National Institute of Child Health and Human Development.     

Does affective information influence domestic dogs’ (<Emphasis Type="Italic">Canis lupus familiaris</Emphasis>) point-following behavior?

Several studies have examined dogs’ (Canis lupus familiaris) comprehension and use of human communicative cues. Relatively few studies have, however, examined the effects of human affective behavior (i.e., facial and vocal expressions) on dogs’ exploratory and point-following behavior. In two experiments, we examined dogs’ frequency of following an adult’s pointing gesture in locating a hidden reward or treat when it occurred silently, or when it was paired with a positive or negative facial and vocal affective expression. Like prior studies, the current results demonstrate that dogs reliably follow human pointing cues. Unlike prior studies, the current results also demonstrate that the addition of a positive affective facial and vocal expression, when paired with a pointing gesture, did not reliably increase dogs’ frequency of locating a hidden piece of food compared to pointing alone. In addition, and within the negative facial and vocal affect conditions of Experiment 1 and 2, dogs were delayed in their exploration, or approach, toward a baited or sham-baited bowl. However, in Experiment 2, dogs continued to follow an adult’s pointing gesture, even when paired with a negative expression, as long as the attention-directing gesture referenced a baited bowl. Together these results suggest that the addition of affective information does not significantly increase or decrease dogs’ point-following behavior. Rather these results demonstrate that the presence or absence of affective expressions influences a dogs’ exploratory behavior and the presence or absence of reward affects whether they will follow an unfamiliar adult’s attention-directing gesture.     

Spontaneously occurring mother-infant swapping and the relationships of infants with their biological and foster mothers in a captive group of lowland gorillas (Gorilla gorilla gorilla)

The present study describes spontaneously occurring infant-mother swapping and the relationships of infants with their biological and foster mothers after swapping in a captive social group of lowland gorillas (Gorilla gorilla gorilla). After infant-swapping took place between a primiparous mother with a neonate and a multiparous mother with a 10-month-old infant, the mothers provided appropriate maternal care, including nursing, to their adopted infants, but the older infant still sought refuge with its biological mother more frequently than with its foster mother. Almost 2 years later, the younger infant who was weaned by its foster mother began nursing from its biological mother; the latter subsequently weaned her adopted infant. Thereafter, the older infant who was weaned exhibited an abnormal hair-plucking behavior. These results indicate that it was psychologically stressful for the gorilla infant to quickly transfer its attachment figure from the mother to another adult female when the mother continued to remain in the group.     

Evidentiality in language and cognition

What is the relation between language and thought? Specifically, how do linguistic and conceptual representations make contact during language learning? This paper addresses these questions by investigating the acquisition of evidentiality (the linguistic encoding of information source) and its relation to children's evidential reasoning. Previous studies have hypothesized that the acquisition of evidentiality is complicated by the subtleness and abstractness of the underlying concepts; other studies have suggested that learning a language which systematically (e.g. grammatically) marks evidential categories might serve as a pacesetter for early reasoning about sources of information. We conducted experimental studies with children learning Korean (a language with evidential morphology) and English (a language without grammaticalized evidentiality) in order to test these hypotheses. Our experiments compared 3- and 4-year-old Korean children's knowledge of the semantics and discourse functions of evidential morphemes to their (non-linguistic) ability to recognize and report different types of evidential sources. They also compared Korean children's source monitoring abilities to the source monitoring abilities of English-speaking children of the same age. We found that Korean-speaking children have considerable success in producing evidential morphology but their comprehension of such morphology is very fragile. Nevertheless, young Korean speakers are able to reason successfully about sources of information in non-linguistic tasks; furthermore, their performance in these tasks is similar to that of English-speaking peers. These results support the conclusion that the acquisition of evidential expressions poses considerable problems for learners; however, these problems are not (necessarily) conceptual in nature. Our data also suggest that, contrary to relativistic expectations, children's ability to reason about sources of information proceeds along similar lines in diverse language-learning populations and is not tied to the acquisition of the linguistic markers of evidentiality in the exposure language. We discuss implications of our findings for the relationship between linguistic and conceptual representations during development.