Using the HOME inventory with infants in Costa Rica

It has been established through several decades of research that children's home environments significantly influence their development. Many researchers have also been interested in expanding research beyond indirect measures of the home environment, such as socioeconomic status, to help understand the nature of specific environmental mechanisms which influence early behavior and cognitive development. The Home Observation for Measurement of the Environment (HOME) Inventory was developed to meet these needs. Specifically, HOME measures the quality of stimulation in a child's early family environment. Almost all studies of the approach's reliability and validity have been conducted with US samples. HOME is, however, being used in other countries. The authors report their findings from a study of whether the psychometric properties of HOME based upon US samples parallel those found in Costa Rica, and whether HOME discriminates between Costa Rican environments with different associations to child health and development. Focus centers upon the infant/toddler version of the HOME Inventory. HOME data for 183 healthy Costa Rican infants were compared to the original HOME standardization sample from Little Rock, Arkansas. The study found the HOME Inventory to be helpful in identifying children at risk for delayed development in this Latin American sample. Lower HOME scores related to a shorter duration of breastfeeding and differentiated children with iron deficiency anemia in infancy, a condition associated with long-lasting developmental disadvantage.     

Dissipating the quantum measurement problem

The integration of recent work on decoherence into a so-called modal interpretation offers a promising new approach to the measurement problem in quantum mechanics. In this paper I explain and develop this approach in the context of the interactive interpretation presented in Healey (1989). I begin by questioning a number of assumptions which are standardly made in setting up the measurement problem, and I conclude that no satisfactory solution can afford to ignore the influence of the environment. Further, I argue that there are good reasons to believe that on a modal interpretation environmental interactions rapidly ensure that a quantummechanically describable apparatus indeed records a definite result following a measurement interaction.     

Evaluation of a “mental effort” hypothesis for correlations between cortical metabolism and intelligence

Previous research indicates that low scores on the Raven's Advanced Progressive Matrices (RAPM) test are associated with increased cortical glucose utilization during problem solving. We hypothesized that previous results may reflect the neurophysiological consequences of patterns of effort requirements; that is, high-effort expenditure from lower aptitude participants (for whom the problems are hard) and low-effort expenditure from higher aptitude participants (for whom the problems are easy). In this experiment, positron emission tomography (PET) data were gathered on participants (N = 28) who solved easy and hard problems that were tailored to the participants' own ability levels, thereby eliminating aptitude group differences in effort requirements. Contrary to previous results, high aptitude was associated with high cortical glucose use. Average aptitude participants showed diminished glucose use in the hard condition. A significant Group X Condition X Hemisphere Effect was also noted, with greater right hemisphere activation in the hard condition for the high-aptitude group. These results demonstrate that the relation of cerebral glucose use and cognitive ability is sensitive to participant and task selection.     

Revisiting university student gender role perceptions

Gender role perceptions of five objects—Ideal Woman, Ideal Man, Most Women, Most Men and Self—were elicited from 3300 university students, 81% of whom were Caucasian, with 7% Hispanic, 6% African-American, and 4% Asian. Profiles of student responses for the five objects provided a comprehensive updating of 1970s research on student gender roles. Women (N= 1842) and men (N= 1148) students generally preferred an androgynous Ideal Woman. Women also preferred an androgynous Ideal Man, but men preferred a masculine sex-typed Ideal Man. Women and men's perceptions of Most Women and Men continued to be sex-typed. Men's self perceptions were androgynous, while women saw themselves as feminine sex-typed. Findings suggest that little change in students' gender role perceptions has occurred in the past 15 years.     

Perception of sexual intent: The role of gender,alcohol consumption,and rape supportive attitudes

This study examined the effects of participant's gender, participant's rape supportive attitudes, and target's alcohol consumption on participant's perceptions of target's sexual intent. Female and male college students read vignettes in which a young woman and man who were socializing consumed either alcoholic or nonalcoholic beverages. At the studied university, approximately 86% of undergraduates were Caucasian, 8% were African American, 3% were Asian, and 3% had other ethnic backgrounds. As hypothesized, men perceived female targets as behaving more sexually than did women, especially men high in rape myth acceptance. Male and female targets' alcohol consumption interacted, such that when both individuals were drinking alcohol they were perceived as being most sexual and their drinking was viewed as most appropriate. The rape myth acceptance and alcohol findings are discussed in terms of their implications for sexual assault and substance abuse prevention programming.Many thanks to Mary Jo Smith for assistance with data management and analyses. ARBOR staff provided assistance with data coding.     

Construction and validation of the Gender Attitude Inventory,a structured inventory to assess multiple dimensions of gender attitudes

Three studies describe the development and initial validation of the Gender Attitude Inventory (GAI), a structured inventory that assesses attitudes toward the multiple objects that organize college students' thoughts and feelings about sex and gender. An intergroup relations perspective was used to specify the universe of gender-related targets and to construct a preliminary instrument. Factor analyses of the results of two sequential studies yielded a 109-item inventory with 14 content-specific attitude areas and three second-order factors. In Study 3 GAI scales were shown to have acceptable internal consistency and temporal stability, as well as convergent and discriminant validity. In terms of race/ethnicity, most respondents were white (ranging from 69% to 82% across the three studies).     

Traditional vs. nontraditional women and men's perceptions of the personalities and physiques of ideal women and men

Traditional and nontraditional women and men's perceptions of ideal people, in terms of both traits and physiques, were assessed using 80 male and 80 female Caucasian undergraduates as study participants. The data indicated that traditional women and men perceived the ideal male as mesomorphic and as having more instrumental than expressive traits. Nontraditional women and men also favored a mesomorphic physique for the ideal male, but they differed from traditionals in that they saw this mesomorphic male as being androgynous in regard to traits. Concerning the ideal female, traditional and nontraditional women and men preferred an androgynous physique, but they differed in their perceptions of the ideal personality for a woman. Traditional women and men perceived their ideal women as having more expressive than instrumental traits, whereas nontraditional women and men saw their ideal women as being androgynous in regard to traits. The results are discussed within the framework of Bem's gender schema and enculturated lens theories.     

Assessment of Supervisee Developmental Level and Supervision Environment Across Supervisor Experience

Supervisors representing different levels of experience viewed videotape vignettes of counselors demonstrating the first three developmental levels of Stoltenberg's (1981) Counselor Complexity Model. Supervisors assessed each counselor on his or her developmental level and on the supervision environment he or she would provide for the trainee. Results indicated that supervisor experience did not influence the assessment of developmental level or the ability to make accurate environmental matches. Nevertheless, supervisors had the most difficulty accurately assessing counselors representing Level 2 in Stoltenberg's model and tended to make relative judgments about counselor developmental level. Implications for training and further research are discussed.