The use of auditory feedback and edible reinforcement to decrease toe walking among children with autism

We replicated and extended previous research on the use of auditory feedback to decrease toe walking exhibited by 3 children with autism. After pretreatment screening analyses suggested that toe walking occurred independent of social consequences, we attached squeakers to the heels of each participants' shoes. The squeakers provided auditory feedback when participants walked appropriately (i.e., with a heel-to-toe gait). For all participants, the auditory feedback itself produced increases in appropriate walking. For 1 participant, this feedback was sufficient to reduce toe walking to clinically acceptable levels; however, for 2 other participants, delivery of edible items paired with the auditory feedback was necessary. Intervention effects maintained when the schedule for edible delivery was thinned for all participants. In addition, for 2 participants, effects maintained when the intervention was implemented in a different setting and with a different person with no edibles or a thin schedule of edibles.     

Investigating the Relation between Gender Typicality and Pressure to Conform to Gender Norms

Sex Roles - Previous research suggested that gender typicality and pressure to conform to gender norms were unrelated; however, this may have been due to how gender typicality was assessed (i.e.,...     

“We Stand up for Each Other!” An Interpretative Phenomenological Analysis of Collective Action among U.S. College Women

Sex Roles - In 2018, more women than ever have run for and been elected to public office in the United States. Moreover, there has been an increase in women’s collective actions aimed at...     

Stereotypes as justifications for prior intergroup discrimination: Studies of Scottish national stereotyping

Two studies provide support for the group‐justification approach to stereotyping (Tajfel, 1981 ; Huici, 1984 ). This approach contends that stereotypes not only serve cognitive functions for individuals but also provide a means of justifying prior intergroup discrimination. Study 1 investigated whether the content of the Scottish ingroup stereotype changes due to the prior expression of intergroup discrimination. Scottish students were primed with either a ‘differentiation’ or a ‘fairness’ ingroup norm and completed two intergroup judgement tasks. Other Scottish students were primed only with a ‘differentiation’ ingroup norm, while a control group received no prime or judgement tasks. Only participants who experienced the ‘differentiation’ ingroup norm prime and the intergroup judgement tasks changed the content of their ingroup stereotype as an attempt to justify their discriminatory behaviour. Study 2 examined whether Scottish students would use both positive ingroup and negative outgroup stereotypes to rationalize intergroup discrimination. Students who experienced a ‘differentiation’ ingroup norm prime and intergroup judgement tasks showed the highest level of superior recall for positive ingroup and negative outgroup stereotype‐consistent words compared to stereotype‐neutral words. This finding suggests that the expression of intergroup discrimination activates the use of both positive ingroup and negative outgroup stereotypes. Together the findings of these two studies provide empirical support for the notion that stereotypes serve social as well as cognitive functions. Copyright © 2001 John Wiley & Sons, Ltd.     

General self-efficacy and control in relation to anxiety and cognitive performance

The present investigation employed a general measure of self-efficacy, a measure of perceived control, and items relating to expectation and evaluation (pre and post). The purpose was to determine whether general self-efficacy or perceived control best predicted the criterion variables of state anxiety and performance on a stressful cognitive task (solving anagrams) under conditions of high versus low control. These relationships were tested under the experimental conditions of high and low objective control (i.e., the actual control afforded by the situation). Results showed that general self-efficacy, relative to perceived control was a better predictor of state anxiety in the high and low control conditions but neither predicted actual performance. Participants’ expectations of task difficulty, their own performance, and their performance relative to the performance of others taken before the task were compared with their evaluations of difficulty and performance after completing the task. Participants indicated that the task was easier than anticipated, but rated their own performance more poorly after completion of the task. The study reported in this article was supported, in part, by Social Sciences and Humanities Research Council Grant No. 410-94-1473 to Norman S. Endler.