The fantasy-reality distinction in televised violence: Modifying influences on children's aggression

Fifth-grade and kindergarten boys and girls were exposed to a violent televised episode that was introduced as a fictional portrayal (fantasy condition) or as a news broadcast (reality condition). Additional groups were given no information (no-instructional-set condition) about the violent stimulus or were not exposed to the violent episode (no-TV condition). Aggressive responses and helping responses were recorded immediately following exposure. Boys were most aggressive in the reality and no-TV conditions. They were less aggressive in the noinstructional-set condition and least aggressive in the fantasy condition. In almost direct contrast, girls were most aggressive in the fantasy and no-instructional-set conditions and least aggressive in the reality and no-TV conditions. A posteriori analyses of this interaction effect revealed that girls were less aggressive than boys in the no-TV condition and in the reality condition, but not in the fantasy condition nor the no-instructional-set condition. These effects held for both older and younger children.     

Voice initiation and termination time in stuttering and nonstuttering children

Voice initiation time (VIT) and voice termination time (VTT) was measured in seven stuttering and eight nonstuttering children ranging in age from 4 yr, 6 mo to 6 yr, 10 mo. The experimental task was the production of /a/ in response to a 1000-Hz pure tone. Voice initiation time was defined as the period of time elapsing between the onset of the auditory stimulus and the onset of the subject's response of /a/, as displayed on an oscilloscope. Voice termination time was defined as the latency between termination of the stimulus tone and the point at which the oscilloscopic signal decreased by 90%. No statistically significant differences were found between the two groups with respect to either VIT or VTT. In addition, no apparent relationships were present among VIT, VTT, or stuttering severity.     

The occupation of funeral director: A research note on work orientations

Factor analysis of responses of funeral directors to work orientation items is interpreted first as specifying major orientational themes and second as to how well the theoretical value components of professionalism and a business orientation hold together empirically. The analysis revealed that the professionalism model as operationalized in this study has no single underlying dimension which would define this orientation. It is thus suggested that the meaning of professionalism be altered to refer only to involvement in the occupational structure and not include service and autonomy. The business orientation model, however, appears to be fairly well supported by the data.     

Cognitive differentiation in women and pioneer-traditional vocational choices

In order to test the hypothesis that women who went into male dominated fields (pioneers) were more cognitively complex in social relationships than women who went into female dominated fields (traditionals), 83 college seniors were classified and tested using a grid for cognitive complexity in their roles. As predicted, the pioneers were more differentiated (p < .05) in their perception of various social roles and supported the research in cognitive complexity in vocational behavior.     

Imitation as a function of response commonality,serial order,and vicarious punishment

The effects of response commonality, serial order of modeled responses, and vicarious punishment on young boys' recall and acceptance of 20 commodity prefereces of an adult were examined in a 2 (common dimension vs no-common dimension) × 2 (vicarious punishment vs no-vicarious consequences) × 2 (recall or acceptance test) × 5 (response-block) factorial experiment. As predicted, the presence of a common dimension resulted in improved recall of the modeled responses, vicarious punishment was more effective under common dimension than no-common dimension conditions, and a serial order effect for recall of the modeled responses was obtained. The overall pattern of results is discussed in terms of the conceptualization that imitation requires both that the observer (1) has acquired and retained the model's responses and (2) has been placed in circumstances which favor activating this learning into overt performance.     

A comparison of Holland's model using constructs measured by two different methods

The relationship was studied between the set of constructs specified by Holland's 1973 theory (viz, Realistic, Intellectual, Artistic, Social, Enterprising, and Conventional) measured by an Adjective List (AL) derived from Holland's theory and the same set of constructs as measured by the Vocational Preference Inventory (VPI). The correspondence of the two measures of Holland's model compared the distances between the constructs as measured by the AL and the constructs measured by the VPI in factor space using an adaptation of a model testing procedure reported by Wakefield and Doughtie 1973. The subjects were 174 undergraduates at a state university. The correspondence between the two separate measures of Holland's model was significant (p < .01). These results provide further support of the construct validity of Holland's theory and offer evidence that the relationships hypothesized by the theory are not tied to any one particular method of measurement.     

Selective exposure to self

Male undergraduates received either an accepting or unaccepting communication from a coed. Then each subject had the opportunity to listen to his own voice or the voice of another male, and it was found that preference for listening to one's own voice was higher among subjects who had received positive feedback from the coed. There was also evidence that this pattern of selective exposure is weakened when feedback is less impactful. The results were interpreted through a theory of objective self awareness.     

Effect of positive,negative, and mixed occupational information on cognitive and affective complexity

A series of concentrated research studies over the past 8 years has significantly demonstrated that cognitive complexity in the vocational realm is positively related to congruence or appropriateness of vocational choice. Moreover, research has shown that introducing occupational information significantly reduces, rather than increases, cognitive complexity. The results of the study reported here relate to changes in cognitive complexity as a function of the type of occupational information introduced, namely, information with respect to the advantages of occupations; the disadvantages of occupations, or a combination of positive and negative features of occupations. Our results clearly demonstrated that while positive occupational information alone leads to greater simplicity, negative or mixed information significantly retards the trend toward greater simplicity. Results are discussed from both theoretical and practical perspectives, especially with reference to the typical occupational information provided in routine vocational counseling.