Adolescents' perceptions of the causes and consequences of success in sex-linked occupations

Junior and senior high school students rated the extent to which occupational success is attributable to internal versus external factors and the extent to which it results in negative versus positive outcomes; 144 seventh through twelfth graders responded to one of six success cues in which either a male or female character was depicted achieving success as a doctor, nurse, or department head. Junior high girls assigned a more positive valence to success than junior high boys (p<.001), with no sex differences among the senior high subjects. Girls of both age groups were more likely to rate success as difficult to achieve (p<.01) and requiring more effort (p<.05), while boys were more likely to indicate that success was a function of luck (p<.01). Socialization influences which may have mediated the age and sex differences are discussed.     

Lateral masking for letters with unlimited viewing time

Linear arrays of 1, 8, and 9 letters were exposed while S read off the items of the letter sequence while maintaining constant fixation. By this procedure, serial position effects were studied in the absence of requirements for scanning the array quickly, as in a tachistoscopic display, and for remembering a large number of items, as in a delayed whole report. Despite the absence of these requirements, typical serial position curves were generated. Serial position effects were partially ameliorated by the introduction of blank spaces into the array. Performance was influenced both in the immediate vicinity of the blank spacings, as well as extending over a large portion of the array. The data were interpreted in terms of lateral masking effects associated with adjacent elements.     

Contrast reversal or distance paradox in the temperature perception aftereffect?

Data claiming to show a reversal of the classical contrast effect in temperature perception seem instead to bring the temperature aftereffect into the class of aftereffects which show a “distance paradox.” The amount of direct contrast first increases and then decreases as the temperature differential between the adapting and test objects increases. Reversed contrast does not seem to occur. The form of the distance paradox function is like that of the distance paradox function in many other perceptual dimensions and probably demands a similar explanation. The effect of prolonged adaptation, however, is the opposite of the effect found in most figurai aftereffects.     

Rate of forgetting in mild Alzheimer's-type dementia

Patients with mild dementia of the Alzheimer's type (DAT) and matched controls were examined for rate of forgetting line drawings of common objects. DAT patients demonstrated rapid forgetting in the first 10 min after learning to criterion. This finding is discussed with respect to memory consolidation and neuropathologic changes in dementia of the Alzheimer's type.     

Sexual activity and satiety over an extended observation period in prairie voles (Microtus ochrogaster)

This study was designed to delineate the course of sexual satiation in prairie voles (Microtus ochrogaster). Fourteen male-female pairs were allowed to copulate freely for 24 hr under continuous observation. Copulations occurred predominantly during the first few hours and decreased in frequency thereafter. The mean number of ejaculations per pair was 5.6 (range, 2-9). Two thirds of the ejaculations occurred during the first 3 hr, and over 90% took place within the first 7 hr after the first intromission. No ejaculations were observed during the last 8 hr. These results suggest that male capacity to deliver ejaculations to a female is limited and that direct observations reveal a more limited capacity than observations made with time-lapse videotape.     

The cuing and priming of cognitive operations

The effect on performance of advance information about the specific cognitive operations to be performed on a stimulus was investigated in two experiments using cues (information useful and necessary for performance) and primes (information useful but not necessary for performance). In the first experiment, a cue presented prior to a digit stimulus indicated whether the digit was to be classified as odd or even, or low (less than 6) or high (greater than 5). Results showed that performance improved with increasing time between cue and digit and with practice. A stroop-like asymmetric interference of the low-high operation on the odd-even operation was also observed. In the second experiment, a prime that matched the cue, mismatched it, or was neutral was presented before the cue. Results showed facilitatory and inhibitory priming effects, as well as a distance effect based on the position of a digit relative to the boundary between 5 and 6. The results of both experiments were discussed in terms of a model based on relative processing speeds of the two relevant properties of the digits.     

The effects of rape myth pornography on women's attitudes and the mediating role of sex role stereotyping

This study tested several hypotheses regarding (1) the effects of reading pornography on women's self-esteem and attitudes about rape and interpersonal violence and (2) how these effects were mediated by subject's degree of sex role stereotyping (SRS). Women high and low in SRS read one of three sexually explicit stories portraying different combinations of a woman's consent (or no consent) and arousal (or no arousal) to forceful sexual activity. As predicted, all stories had some effect on attitudes. Differences attributable to the Consent and Arousal manipulations were minimal, but generally in the expected direction. Compared to not reading a story, reading any story generally led to changes in self-esteem and greater acceptance of rape myths and interpersonal violence. Also as predicted, high, compared to low, SRS subjects generally reported lower self-esteem and more tolerance of rape and other violence. Differences were also found in perceptions of sexual situations. Significant SRS by story interactions and other results related to the hypotheses are also discussed.     

WHAT CONSTITUTES AN ‘APPROPRIATE PSYCHOLOGY’ FOR THE DEVELOPING WORLD?

The impact of psychology on the developing world has begun to receive some attention, but there is a need for theoretical concepts in order to provide a framework for critical discussion. Using the concepts ‘dual perception’ and ‘parallel growth’ (Moghaddam and Taylor 1985) as a framework, the concept of ‘appropriate psychology’ is introduced to assess the transfer of psychology from the developed to the developing world. Six criteria for evaluating appropriateness are discussed: self-reliance, needs responsiveness, cultural compatability, institutional feasibility, economic suitability and political practicality.