Androgyny,stress, and satisfaction: Dual- career and traditional relationships

Forty-one female and 61 male assistant professors, of whom 46% were involved in dual-career relationships, responded to a mail questionnaire that assessed (1) androgyny; (2) satisfaction at work, home, and in their personal life; (3) stress at work, home, and in their personal life. A 2×2×2 analysis of variance was conducted to evaluate the effects of relationship status, androgyny, and sex of subject. The results indicated that being androgynous was associated with increased work stress, but simultaneously increased personal satisfaction. A significant interaction between androgyny and relationship status demonstrated that androgynous dual-career persons reported highest personal satisfaction; androgynous nondual-career persons reported highest work satisfaction. Dualcareer status increased personal and work stress, as well as relationship satisfaction. The importance of considering each person's specific life situation when evaluating androgyny as a positive or negative attribute is discussed.     

Theme centered group psychotherapy with psychiatrically hospitalized preadolescent boys

This paper describes how a particular content can be ascribed to verbal group work with psychiatrically hospitalized children. This focus can then provide the basis for psychotherapeutic intervention in which resistance and transference are interpreted while underlying conflicts are uncovered and worked on. The theme of the group, health issues and sexuality, was derived from the children's expressed needs on the unit. The use of psychotherapy as a basis for subsequent education about these health issues is discussed. Also described is the way in which the verbal medium was used in conjunction with other unit procedures.     

Ocular motility and cognitive process

This study investigates the amount of ocular motility occuring in response to questions varying the kind of cognitive process required for answer. Fewer eye movements occur in response to questions designed to elicit visuo-spatial as compared to verbal-conceptual processes, a finding consistent with our earlier observation of more ‘stares’ occuring with the former than with the latter questions. The results are inconsistent with the traditional hypothesis that visual imagery involves an increase in scanning eye movements. The findings are interpreted in terms of a model postulating an interaction of the form of visual information processing and the type of cognitive activity subjects engage in.     

Necessary versus sufficient causal schemata for success and failure

197 subjects judged the perceived presence or absence of ability or effort, given information about task outcome (success or failure), the difficulty of the task (easy, intermediate, or difficult), and the state of the complementary cause (effort or ability). The data revealed that a multiple sufficient causal schema is used to explain common events. That is, the presence of ability or effort is perceived as enough to produce success at an easy task, while the absence of ability or effort is perceived as sufficient to result in failure at a difficult task. On the other hand, a multiple necessary schema tends to be employed to explain uncommon events. Success at a difficult task is believed to require both ability and effort, while failure at an easy task tends to be perceived as caused by low ability and low effort. In addition, there were disparities in the causal judgments for success and failure: failure outcomes are more likely to elicit a multiple sufficient schema. Further, in achievement-related contexts ability and effort are perceived as negatively covarying causal determinants of typical successes and failures. In addition to supporting hypotheses from attribution theory, the data shed further light upon the perceived determinants of success and failure, and demonstrate the influence of cognitive structures on achievement-related causal judgments.     

On the development of more and less

More and less were analyzed into two meaning dimensions, “occurrence” (derived from children's early language) and “quantity,” which were hypothesized to be developmentally related to acts of addition and subtraction. Two experiments tested 2- and 3-yr-old's comprehension of these concepts when initially equal or unequal rows were added to, subtracted from or left static. Addition and subtraction had little effect on Ss′ comprehension of either term. Two-year-old Ss understood more when differences in the number of objects in the array were relatively large, suggesting “many” as an intermediate stage of meaning for more. Three-year-olds understood less first as “smaller in amount,” not as more as others have found. Less was acquired later than more, a difference possibly due to its relatively restricted meaning and use or to its converse perceptual and logical relation to more.     

Conditioning history and the control of human avoidance and escape responding

Inter-subject differences in response rates under free-operant avoidance and escape schedules are commonly obtained from humans. Data are presented which demonstrate that such differences can be controlled experimentally by giving subjects different conditioning histories. Subjects given a fixed-ratio history avoided and/or escaped from “point-loss periods” at higher rates than subjects given a differential-reinforcement-of-low-rates history. History related differences in response rates were maintained during 40 hr of escape responding. For low-rates history subjects, response rates under escape contingencies decreased as the rate of point-loss periods decreased.     

Selection of consultees in school mental health consultation

To further understanding regarding the selection of teacher consultees, 15 mental health consultants completed a questionnaire. Consultants ranked teachers in their school consultation placements on ability to meet academic and socioemotional needs of children, receptivity to change, and likability. Next, after indicating which teachers they would most and least like to work with, consultants rated the teachers on nine 5-point rating scales. In general, results indicate that most preferred consultees, in comparison to least preferred consultees, are perceived as less needy of assistance around issues concerning children and lessons, more responsive to consultation, and more likable. It appears that teachers most in need of assistance are not selected for consultation.