Moral judgment: Theory and research on differences between males and females

That men and women differ in their moral orientations is a commonly held stereotype. The view that men are morally superior can be found in the writings of philosophers and psychologists (most notably Freud). Recently, Carol Gilligan (Harvard Educational Review, 1977, 47, 431–517) has entered this discussion bringing to it what she calls a “different [woman's] voice.” In this paper, the theory of an ethic of care is described and contrasted with Kohlberg's morality of justice. The empirical support for Gilligan's claim that men and women differ in their moral orientations is examined and a discussion of Gilligan's contribution to an integrated theory of morality is offered.     

Job satisfaction related to tested congruence and differentiation

Tested personality-environment congruence and differentiation, singly and in combination, as measured by the Vocational Preference Inventory (J. L. Holland, Palo Alto, California, Consulting Psychologists Press, 1977b), were predictive of reported job satisfaction for teachers employed in five subject matter areas. Time-related variables and sex were not significantly related to the job satisfaction measure used in the study.     

Causal ambiguity and heterosexual affiliation

A male's decision to approach a physically attractive female stranger may be fraught with ambivalence. He is drawn by her beauty but he may fear rejection. The conflict lessens, however, if approach can occur under the guise of a motive other than desire to be with the attractive woman. This is because keeping one's true approach motive ambiguous may make direct personal rejection less likely. The effect of ambiguity on males' tendencies to approach females was explored in two experiments. In the first study, presented to subjects as a movie rating exercise, an excuse to sit with an attractive female confederate (a movie preference) was available to some subjects but not to others. As predicted, males only sat with the confederate when a reason for their affiliative behavior, other than her attractiveness, was available. In the second study, male-female dyads were run through the film rating paradigm with the female subjects in the role played by the confederate in Study I. The results of Study I were replicated for the dyads which included attractive females, as expected. The relationships between fear of failure and attributional ambiguity in social and achievement settings are examined. The tendency to discount a person's physical appearance as a cause of social behavior is discussed.     

Modality-specific interference with overt mediation by pigeons in a delayed discrimination task

Pigeons were trained on a delayed discrimination task in which they were rewarded for pecking a white terminal stimulus (TS) presented 5 sec after a green initial stimulus (IS) and for not pecking the white TS when it followed a red IS. Each bird bridged the memory interval (MI) with overt mediational behaviors. Nevertheless, sustained retroactive interference (RI) effects were produced by houselight illumination (Experiments 1 and 3), and mild shock pulses (Experiment 5) but not white noise (Experiment 2) presented during the MI. Although the magnitude of the light-induced RI effect was proportional to the duration of houselight illumination (Experiment 4), the beginning-end effect described by W. A. Roberts and D. S. Grant (Journal of Experimental Psychology: Animal Behavior Processes, 1978, 4, 219–236) was not observed. These results not only attest to the between-task robustness of both light-induced RI and modality-specific effects with pigeons, but also support the hypothesis that RI effects result from the disruption of mediational activities possibly analogous to rehearsal. The results further demonstrate that an event interpolated within the MI need not be unexpected or novel to produce RI. Furthermore, the interpolated event can produce modality-specific RI effects even though it effects a different sense than do the IS and TS.     

Flexibility of information processing and the memory of field-independent and field-dependent learners

This study examined memory differences between 48 field-independent and 48 field-dependent learners, and it hypothesized that rigid information processing by field-dependent learners interferes with cue efficiency during memory recall. The field-independent and field-dependent learners were presented with paired associates in which the target recall words were homographs, and accompanying associates emphasized one of the homograph's two meanings. Homograph recall occurred under three conditions: (a) same cue recall, (b) different cue recall (emphasized other meaning of homograph), and (c) free recall. This study found memory differences favoring the field-independent learner and findings consistent with the rigid information processing hypothesis of field-dependent learners.     

Recognition memory retention interval and information load

Two experiments were conducted to study the effect of retention interval and information load on short-term recognition memory in retarded subjects. The task consisted of an input trial of 1–15 pictures followed by a test trial of one picture, with the subject having to press different levers to indicate whether the probe picture had been present on the input trial. Retention intervals between input trial and test trial were manipulated over a range of 1–24 sec. Both accuracy and latency of response were measured. Results showed that latency increased and accuracy decreased as a function of both retention interval and number of stimuli. In addition, number of stimuli interacted with retention interval such that accuracy was not affected by retention interval when information input was small, but decreased quite dramatically at longer retention intervals when input was larger. The results were discussed in terms of current memory search models for both normal and retarded subjects.     

When stereotypes hurt: Three studies of penalties for sex-role reversals

Three studies that demonstrate penalties for sex-role reversals are reported. In each study, subjects evaluated men and women who behaved either in line with sex-role stereotypes or counter to them. The results show that popularity ratings and perceived psychological adjustment of both passive-dependent men and aggressive-assertive women were adversely affected. The findings are discussed in terms of their contribution to recent theories about women's achievement motivation.     

The effects of a memory aid on three types of conservation judgments

Twelve boys and 12 girls at each of 3 ages (4, 5, and 6 years) were tested on three types of conservation judgments (qualitative, quantitative, and equivalence) on both continuous and discontinuous substances. Half of the subjects were provided a memory aid while the other half were not. Conservation ability was determined both with and without verbal justification. The memory aid increased the number of equivalence conservation responses only when verbal justification was not required. The number of subjects conserving on each of the three tasks varied as a function of the scoring criteria used. Type of materials, sex, and age effects were found. The role of transitive inferences and memory in the equivalence conservation task was discussed. Inconsistencies in previous research due to different scoring techniques were noted.     

The meaning of before and after for preschool children

Preschool children's understanding of temporal relationships was examined in terms of their comprehension of sentences containing clauses linked by before and after. The relative importance of order of mention and main-subordinate relations strategies in children's interpretation of temporal order information was also evaluated.Divergent error patterns emerged on the tasks; omissions prevailed on the two tasks involving response to commands, reversals prevailed on the other. Further examination revealed that omissions reflected ambiguity in the linguistic structure of commands. Thus the effect of main-subordinate relations was confounded with directness of command. On all comprehension tasks, however, performance was superior on sentence forms in which order of mention and order of occurrence correspond.     

A developmental study of choice reaction time: the effect of two forms of stimulus degradation on encoding.

To assess the effects of environmental enrichment, 156 normal, full-term institutionalized infants were randomly assigned to Group I (30 min per day of supplementary vestibular stimulation), Group II (30 min per day of supplementary vestibular-plus-verbal stimulation), or Group III (untreated controls). Stimulation began at about the age of 12 days and continued until the children were adopted, approximately 6 weeks later. Children were assessed at regular intervals on the Gesell Developmental Schedules, until the age of 27 months. Group comparisons revealed no significant treatment effects.