The relationship of sex-role perception and levels of self-actualization in public school teachers

The Personal Orientation Inventory and the Sex-Role Stereotype Questionnaire were administered to 218 public school teachers of Connecticut, K-12, for the purpose of testing the following hypotheses: (1) Teachers would perceive male and female students as significantly different; (2) teachers' perceptions would not be influenced by teachers' sex; and (3) teachers' differential perceptions of male and female students would be inversely related to teachers' levels of self-actualization. All three hypotheses were supported. However, hypothesis 2 may require qualification. While no relationship could be established between sex of teachers and the index of teachers' perceptions (BDTOT) — a finding that supports the second hypothesis — the research did yield some evidence that younger female teachers in the lower grades may be more apt to perceive students, particularly male students, in sex-stereotypic terms.     

Sex bias and language

Recent research has suggested that in certain contexts male terms may fail to be gender neutral (Moulton, Robinson, & Elias, 1978). Stricker (1977) has proposed that even explicitly generic terms such as adult and person may not be gender neutral. The conclusions of the highly controversial and influential Broverman, Vogel, Broverman, Clarkson, and Rosenkrantz (1970) study were based directly on the assumption that adult is a gender-neutral term. The present study consisted of a modified replication of the Broverman et al. study followed by an addendum that asked subjects in the gender-neutral condition to indicate whether they had thought of a neutral, male, or female stimulus person. As predicted, subjects did not tend to think of a neutral stimulus person. The implications of this finding for sex-role stereotype research as well as for guidlines for nonsexist language are discussed.This article is based on a master's thesis completed at Southern Illinois University by the first author.     

Comparison of 26-item and 20-item versions of the Toronto Alexithymia Scale for psychiatric outpatients

This study compared the 20-item revised Toronto Alexithymia Scale with the 26-item version for 257 psychiatric outpatients. Scores on the 20-item version significantly correlated with those on the 26-item inventory even when controlled for depressed mood. Furthermore, the 20-item scale showed greater internal consistency. Factor analysis for both versions indicated three subfactors but the factors in the TAS-20 accounted for greater common variance (92%) than for the factors in the TAS-26 (78%). The total variance accounted for by these factors on the TAS-20 (45%) was also greater than for the TAS-26 (38%).     

Individual differences in gains from computer-assisted remedial reading

Two hundred second- to fifth-grade students (aged approximately 7 to 11 years) spent 29 h in a computer-assisted remedial reading program that compared benefits from accurate, speech-supported reading in context, with and without explicit phonological training. Children in the "accurate-reading-in-context" condition spent 22 individualized computer hours reading stories and 7 small-group hours learning comprehension strategies. Children in the "phonological-analysis" condition learned phonological strategies in 7 small-group hours, and divided their computer time between phonological exercises and story reading. Phonologically trained children gained more in phonological skills and untimed word reading; children with more contextual reading gained more in time-limited word reading. Lower level readers gained more, and benefited more from phonological training, than higher level readers. In follow-up testing, most children maintained or improved their levels, but not their rates, of training gains. Phonologically trained children scored higher on phonological decoding, but children in both conditions scored equivalently on word reading.     

Parent-reported executive functioning in young children treated for cancer

It is well known that children treated for cancer are at risk for cognitive and functional impairments. Such research is largely based on studies of late effects in school-aged or older children. However, far less is known about executive function weaknesses in preschool-aged children treated for cancer. Thus, the aim of this study was to examine executive functioning in a clinically referred sample of young oncology patients, and its association with broader domains of functioning. Data from 61 young children with cancer, who were referred for clinical cognitive evaluations, were abstracted and included in this study. Patients were 5.00 years of age (SD = 0.72) at assessment, 54.1% male, and two-thirds (63.9%) had been treated for brain tumors. Most executive functions were significantly discrepant from the mean, with 47.5% of preschoolers having parent-reported working memory concerns within the clinically significant range. There were no differences in executive functioning based on diagnosis or treatment status. Parent-reported executive functioning was strongly correlated with global intelligence and adaptive functioning, with some indices also associated with nonverbal problem solving and pre-academic skills. Ultimately, results indicate the presence of emerging weaknesses in executive functioning in young children with cancer, and add to a growing body of literature highlighting the potential cognitive and behavioral risks associated with a cancer diagnosis in early childhood.