Women who tell and men who ask: Perceptions of men and women departing from gender stereotypes during initial interaction

An experiment was conducted to determine if behavior that deviated from gender stereotypes during initial interaction produced less positive perceptions of a target than did behavior conforming to stereotype. Thirty-seven males and 38 females (targets) were randomly assigned to conditions where they either enacted a behavior stereotypical to their gender or engaged in a behavior departing from the stereotype during initial interaction with a randomly assigned different-gender stranger (perceiver). All of the participants were raised in the United States. The majority of participants were Caucasian, approximately 30% of the participants were Hispanic. The participants were predominantly middle class. The gender stereotypical condition required the female target to ask questions and the male target to talk about himself during the interaction. A second condition required male and female targets to do the reverse (female tell and male ask). Following the interaction perceivers completed measures of positive affect and social attractiveness. The results indicated that perceptions of targets engaging in behavior opposite of gender stereotypes depend on the perceiver's level of gender-schematicity. The level of gender schematicity indicates a person's tendency to depend on traditional gender stereotypes. While schematics tended to feel less positively or no differently during interactions with gender opposite versus gender norm targets, they tended to evaluate the gender opposite target as more or no differently socially attractive than gender norm targets. Results also suggest that men may have more latitude to engage in gender opposite behaviors than do women.     

Reading rate and retention as a function of the number of propositions in the base structure of sentences

English texts were constructed from propositional bases. One set of 16-word sentences was obtained from semantic bases containing from 4 to 9 propositions. For another set of sentences and paragraphs, number of words and number of propositions covaried. Subjects read the texts at their own rate and recalled them immediately. For the 16-word sentences, subjects needed 1.5 sec additional reading time to process each proposition. For longer texts, this value increased. In another experimental condition reading time was controlled by the experimenter. The analysis of both the text and the recall protocols in terms of number of propositions lent support to the notion that propositions are a basic unit of memory for text. However, evidence was also obtained that while the total number of propositions upon which a text was based proved to be an effective psychological variable, all propositions were not equally difficult to remember: superordinate propositions were recalled better than propositions which were stucturally subordinate.     

Absolute motion parallax and the specific distance tendency

In the absence of definitive cues’to distance, the perceived distance of an object will be in error in the direction of the object appearing at a distance of about 2 m from O. This tendency to perceive an object at a relatively near distance is termed the specific distance tendency (Gogel. 1969). Also, it has been found that an error in perceiving the distance of an object will result in an apparent movement of the object when the head is moved (Hay & Sawyer. 1969; Wallach, Yablick. & Smith. 1972). From these two results, it was expected that the direction of trie apparent movement of a stationary point of light resulting from head movement would vary predictably as a function of the physical distance of the point of light from O. This expectation was confirmed in an experiment in which both the perceived motion and perceived distance of the point of light were measured. The consequences of the study for the role of motion parallax in the perception of distance and for the reafference principle in the perception of object motion with head motion are discussed     

Estimation of reliability and true score variance from a split of a test into three arbitrary parts

This paper gives a method of estimating the reliability of a test which has been divided into three parts. The parts do not have to satisfy any statistical criteria like parallelism or-equivalence. If the parts are homogeneous in content (congeneric),i.e., if their true scores are linearly related and if sample size is large then the method described in this paper will give the precise value of the reliability parameter. If the homogeneity condition is violated then underestimation will typically result. However, the estimate will always be at least as accurate as coefficient and Guttman's lower bound ₃ when the same data are used. An application to real data is presented by way of illustration. Seven different splits of the same test are analyzed. The new method yields remarkably stable reliability estimates across splits as predicted by the theory. One deviating value can be accounted for by a certain unsuspected peculiarity of the test composition. Both coefficient and ₃ would not have led to the same discovery.Expanded version of a paper given at the Psychometric Society Meeting in Stanford, California, March 1974.     

The adjacency principle and induced movement

The apparent movement of a stationary point of light was investigated as a function of the apparent distance of the point of light with respect to the inducing frame of frames. When two frames were presented simultaneously, they were at different distances and physically moved at opposite phase in frontoparallel planes. When one frame was presented alone, it was positioned at different times at each of the two distances. The point of light was presented stereoscopically at the distance of either the near or far frame or midway in depth between these distances. With the single frame, it was found that the magnitude of the induced movement decreassed as the point of light was increasingly far in front of a frame but decreased less or remained approximately constant for distances be hind a frame. With the two frames presented simultaneously, it was found that as the depth between a particular frame and the point of light decreased, the contribution of that frame to the induced movement increased. The results illustrate the interaction of perceptions, in this case perceived depth and perceived motion, and are consistent with the adjacency principle.     

Behavior therapy for obesity: Booster sessions and long-term maintenance of weight loss

Following 8 weekly sessions of group behavioral self-control treatment, 75 obese women were assigned to one of five different maintenance conditions: (a) structured behavioral booster sessions held every two weeks; (b) structured behavioral booster sessions held every month; (c) unstructured nonspecific booster sessions held every two weeks; (d) unstructured nonspecific booster sessions held every month; and (e) a control group that received no booster sessions. Follow-ups were conducted at 3, 6, 9 and 12 month intervals. The study was completed in two replications. Results failed to show a significant effect of either booster session content or frequency. All groups continued to lose weight during the first three months of follow-up. Thereafter subjects in Replication 1 showed significant increases in weight over the next 9 months, whereas subjects in Replication 2 maintained their treatment-produced weight loss. The data do not support the view that booster sessions facilitate maintenance.     

Computer production of punched paper tapes for controlling experiments

Controlling experiments with paper-tape readers often requires the production of complex paper tapes. A program was written to allow automatic production and checking of complex punched paper tapes using a small computer. The user first defines the punches or punch sets to be used. He then specifies, for each successive block of tape to be punched, the number of punch sets of each type to occur and whether those punch sets should be copied in order or automatically randomized. The specified tape is then produced using a two-pass procedure, after which the tape may be automatically checked for punching errors if desired. The program has facilities for retention or modification of user commands from previous runs, simplifying the production of a large number of tapes with similar characteristics.     

Lateral word recognition: Effects of unilateral and bilateral presentation, asynchrony of bilateral presentation, and forced order of report

This experiment enquired: (1) whether right visual field (RVF) recognition superiority was greater in bilateral than in unilateral word presentation; (2) whether left field-favouring attentional or recall sets could be induced by presenting left visual field (LVF) words 20 msec prior to RVF words or by instructions to report LVF words prior to RVF words. Results showed: (1) all conditions studied yielded significant RVF superiority; (2) RVF superiority magnitude was significantly greater in bilateral than in unilateral presentation, suggesting the tenability of hypotheses that different mechanisms operate in these conditions; (3) neither earlier delivery nor earlier report of LVF words altered the pattern of RVF superiority in bilateral presentation, the later result demonstrating that differential receptive organization rather than differential recall of the two stimuli is responsible for RVF superiority in bilateral presentation.     

Attractiveness of Occupations to High School Students

Information was obtained by questionnaire from a sample of approximately 3,100 Washington high school juniors and seniors concerning career aspirations and whether they would like or dislike each of 61 selected occupations. Analysis of the responses shows (1) that a wide range of occupations, including many nonprofessional occupations, would be attractive even though 67 per cent of the boys and 59 per cent of the girls aspired to professions, (2) that students tend to reject occupations traditionally followed primarily by the opposite sex as well as a number of other occupations, and (3) that the prestige ranking of a specific occupation is not a very good predictor of occupational likes and dislikes of students. The implications of these findings are discussed.