Attributes and roles assigned to characters in children's writing: Sex differences and sex-role perceptions

This research examined the creative writing of 180 elementary school children for evidence of sex difference and sex-role perceptions. Stories were analyzed for frequency of male and female characters, attributes, and roles. Writers were equally divided by sex and into three age groups—grades 1–2, 3–4, and 5–6. Results suggest that the total number of characters, roles, and attributes was equivalent. However, the distribution of male and female characters, roles, and attributes differed with male and female writers. Female writers included significantly more female characters and assigned more attributes and roles to these characters. Nevertheless, in the stories of both male and female writers, there was a predominance of male characters and assignment of attributes and roles to male characters. The findings support the development and implementation of a nonsexist curriculum.     

Behavioral effects of sucrose on preschool children

Despite speculation that sucrose consumption affects behavior, little empirical information is available. Accordingly, this study investigated the effect of sucrose consumption on the behavior of eight preschool children. Children were tested individually using a double-blind, crossover design. On separate mornings each child received 6 ounces of juice, sweetened on one morning with sucrose and on the other with an artificial sweetener. Children were observed for 90 minutes following the drinks, alternating between 15-minute sessions of work on structured tasks and 15-minute sessions of free play. Following the sucrose drink the children showed a decrement in performance in the structured testing situation, and they demonstrated more inappropriate behavior during free play. These differences in behavior were most pronounced approximately 45 to 60 minutes after the drinks. Thus, the study provides objective evidence in young children of a rather subtle, yet significant, time-dependent behavior effect of sucrose ingestion.This research was funded in part by grants from the General Research Grants Committee, University Hospital, Boston University Medical Center, and from the University of Connecticut Research Foundation. The project was conducted at the Clinical Research Center, Massachusetts Institute of Technology (National Institute of Health/General Clinical Research Center Grant 5M01-RR00088-20). We would like to express our appreciation to the many staff members of the Clinical Research Center for their extensive cooperation in helping us to plan and carry out this study, and to the director and staff of Technology Children's Center for their assistance in helping us to reach interested families. We also would like to thank the parents and children who participated in the study. Portions of this paper were presented at the annual meeting of the American Psychological Association, Toronto, August 1984.     

Book reviews

With Faith and Fury. Delos McKown. New York: Promethius Books, 1985. pp 440. $16.95

The Sacred in a Secular Age. Phillip E. Hammond, Editor. University of California Press, 379 pages (p/b) $8.95 (£8.50)     

Reading-disabled hyperactive children: A distinct subgroup of Attention Deficit Disorder with Hyperactivity?

Mixed hyperactive/reading-disabled children, selected from a large sample of hyperactive children, were compared to pure hyperactive children on demographic, behavioral, and neuropsychological measures. Children in the Mixed group were reading-disabled relative to age and IQ; those in the Pure group had achievement scores that were average relative to age and IQ. The Mixed group was significantly older than the Pure group; there were no differences in gender, race, or socioeconomic status. Behaviorally, the groups did not differ significantly on teacher ratings or on psychiatric ratings of aggression. The Mixed group had a significantly higher Performance IQ, whereas the Pure group had a significantly higher Verbal IQ and performed better on measures of cognitive impulsivity. Several other measures failed to distinguish the groups. The data give minimal support to the notion that pure hyperactive and mixed hyperative/reading-disabled children constitute distinct subgroups of Attention Deficit Disorder with Hyperactivity.This research was supported in part by Mental Health Clinical Research Grant MH-30906 and by U. S. Public Health Service Grant MH-18579.     

Personality and female criminals in Bangladesh

A study is reported of female criminals at Dacca Jail, using the EPQ standardized in Bangladesh. The Ss of the present investigation were considered as a single group and also divided into groups according to the nature of the crime committed and their age. The major finding that clearly emerged from the study is that the female criminals returned very high P scores. They were also found to have elevated scores on N. It is suggested that the translated version of the EPQ be used with male criminal and psychiatrically-abnormal groups in future studies.     

Non-accidental injury to children—I: A review of behavioural interventions

The history of the growth of interest in child abuse in the Western World over the last two decades is described chronologically. Problems of definition of a phenomenon which is a deviation from social norms are discussed, including the problem of distinguishing acceptable discipline from abuse. The literature on parent-training approaches to the treatment of abusive parents is reviewed. It is argued that researchers in the U.S.A. and the U.K. are working within different statutory frameworks, from different definitional criteria and with different conceptualizations of successful outcome. The need for multiple outcome measures, in terms of quality of life for the abused child, and for long-term follow-up is stressed, together with the importance of clinical experience in the planning and execution of evaluative treatment research.     

Trading relations in the perception of speech by 5-year-old children

Five-year-old children were tested for perceptual trading relations between a temporal cue (silence duration) and a spectral cue (F₁ onset frequency) for the “say-stay” distinction. Identification functions were obtained for two synthetic “say-stay” continua, each containing systematic variations in the amount of silence following the /s/ noise. In one continuum, the vocalic portion had a lower F₁ onset than in the other continuum. Children showed a smaller trading relation than has been found with adults. They did not differ from adults, however, in their perception of an “ay-day” continuum formed by varying F₁ onset frequency only. The results of a discrimination task in which the two acoustic cues were made to “cooperate” or “conflict” phonetically supported the notion of perceptual equivalence of the temporal and spectral cues along a single phonetic dimension. The results indicate that young children, like adults, perceptually integrate multiple cues to a speech contrast in a phonetically relevant manner, but that they may not give the same perceptual weights to the various cues as do adults.     

Police,courts, and corrections: Experiences of procedural injustice among Black adults

Racial disparities and a corresponding lack of trust have been documented within the criminal legal system. In response, criminal legal system actors have sought to strengthen the legitimacy of their agencies. However, legitimizing these agencies can be problematic. Some argue that the current criminal legal system continues the legacy of slavery and Jim Crow as Blacks are disproportionately policed and incarcerated. As a framework, procedural injustice can offer a unique backdrop and interrogate ways in which the criminal legal system engages in delegitimizing actions that provoke noncompliance and enable social control. Using a procedural injustice lens, this study examines how justice-involved Black adults experience mistreatment by justice system actors. Semistructured interviews were conducted with 84 Black adults in Newark and Cleveland. Study findings offer a comprehensive account of how participants experience procedural injustice as arrestees, defendants, and incarcerated persons. More specifically, participant narratives describe deliberately antagonistic, abusive, and dehumanizing treatment by justice-system agents—often depicted as racially motivated. Participant accounts also describe this mistreatment as occurring in a context of coercion and powerlessness and as being institutionally sanctioned. Implications for the preservation of racial hierarchies, research, practice, and community psychology are discussed.