Optic array determinants of apparent distance and size in pictures

This study explored whether special mechanisms are operative in picture perception to correct for the distortion that occurs when pictures are viewed from the wrong station point. Five photographs were taken of a layout composed of two same-sized dolls positioned at different distances on a flat untextured ground. Perspective differences existed between the photographs as a function of varying the distance of the camera to the layout. Each picture was viewed from five station points along the normal by 12 adults who estimated the relative magnitude of the depth interval between the dolls and judged whether the rear doll was objectively smaller, larger, or the same size as the front doll. No evidence was found of a compensation mechanism operating to stabilize the pictured layout. Distance and size judgments were affected in a manner that was consistent with what would occur if an actual layout and the conditions under which it were viewed were similarly transformed.     

A twin study of specific behavioral problems of socialization as viewed by parents

Our study focused on the etiology of specific behavioral problems rather than on a global syndrome such as hyperactivity. As a first step in studying specific behavioral problems, we revised the Conners (1970) Parent Symptom Rating questionnaire to improve its factor structure. Our revised instrument and the testretest reliabilities of its 12 scales are described. A classical twin analysis comparing intraclass correlations for 54 pairs of identical twins and 33 pairs of same-sex fraternal twins indicated substantial genetic influence on behavioral problems in schoolaged children. We wish to express our gratitude for the Spencer Foundation's support of this research.     

Concurrent validity of Holland's theory for non-college-degreed black women

This study, using the Vocational Preference Inventory (VPI) and the Self-Directed Search (SDS), explored the concurrent validity of Holland's theory for employed non-college-degreed black women. The VPI and the SDS were administered to 102 black women workers in occupational environments consistent with Holland's six vocational environments. The results revealed that four scales of the VPI and four scales of the SDS successfully differentiated the occupational groups consistent with Holland's theoretical notions. In general, the findings lend some support to the concurrent validity of Holland's theory for employed non-college-degreed black women.     

A simple encoding and recording system for small group observation

A simple and inexpensive system for coding and recording interaction patterns in small groups is described. It consists of a keyboard and a standard tape recorder, and it is capable of storing sequential data using up to 36 codes. Its main application is in the study of speaker-target patterns, but it can also be used in encoding up to 12 behavioral codes, or six speakers and 6 codes. The keyboard costs less than $200 and is used with conventional tape recorders and minicomputers available at most research sites.     

Mobility among young workers in a multi-ethnic community

The job experiences of a group of young people of English and Pakistani origin who had left school four years earlier at the age of 16 were investigated using interviews and retrospective data from careers-office files. Job-changing had been frequent during the first 18 months of employment, with changes being largely of a non-promotional kind. Those who had experienced regular non-promotional job-change tended to have had low attainment in basic educational skills and inadequately developed vocational attitudes and personalities when leaving school. Yet in the majority of cases early mobility had led to stability by the end of the fourth post-school year. It is suggested that early job-changing may serve a positive function for the individuals concerned Implications for careers guidance in school are discussed.     

The differential assessment of males and females as prospective employees by a sample of nonworking women

Thirty-eight women, members of a local parents' group, role-played personnel managers, assessing prospective employees in 12 occupations, defined a priori as masculine or feminine, and ranking the occupations in terms of a prestige hierarchy. Candidates described as female were somewhat devalued in high status masculine careers, but this trend was not consistent. Highly qualified applicants were preferred overall, but level of competence did not induce differential appraisals by sex of applicant. Failure to discover a more pervasive prejudice against women was postulated as reliant on subject sample, and exploitative advantage to the assessor was suggested as the strongest predictor of a promale bias.     

Correlation of Frostig visual perception scores and verbal IQs among epileptic children

In a large study of the visual-perceptual deficits of epileptic children both Frostig's Developmental Test of Visual Perception and the verbal part of the German version of the WISC were administered. All WISC subtests correlated significantly with the Frostig Perceptual Quotients. Verbal IQs correlated significantly with scaled scores of all the Frostig subtests. From the results of this pilot study it was suggested that intellectual abilities of epileptic children as measured by the verbal WISC and visual perception as measured by the Frostig are both influenced by the same contingencies.     

The effects of reward on tutor's behaviors in a cross-age tutoring context

Utilizing a cross-age tutoring context, this study examined the effects of reward on the teaching behaviors of the tutor, the tutor's subsequent motivation to continue to teach during a free choice period, and the social interaction between a tutor and a tutee. Third-grade boys and girls (n = 96) who exhibited a positive reinforcement style were asked to teach six addition problems to a first-grade boy or girl (n = 96). The children were randomly assigned to pairs and to one of the three reward conditions. In the performance-contingent reward condition, the tutors were promised a toy if the first-grader learned all of the arithmetic problems. In the noncontingent reward condition, the tutors were promised a toy for teaching the first-grader. In the no reward condition, the tutors taught the first-grader without promise of a toy. The results indicated that the social interaction was rated lower for the children in the performance-contingent group and that the tutors in this group spent less time teaching during the free choice period. However, neither the tutor's teaching style nor the tutee's post-test performance was adversely affected by the reward.