GENDER AS A MODERATOR OF THE RELATION BETWEEN RACE-RELATED STRESS AND MENTAL HEALTH SYMPTOMS FOR AFRICAN AMERICANS

The present study tested gender as a moderator of the relationship between race-related stress and mental health symptoms among African American adults. Because African American women are exposed to stressors associated with race and gender, we hypothesized that African American women would have higher levels of race-related stress and more severe mental health outcomes related to experiences of race-related stress compared to African American men. Multivariate analyses revealed that African American men had higher stress appraisals for institutional racism than did women. No significant gender differences were found for cultural and individual racism. Moderated regression analyses revealed that increases in stress appraisals for individual racism were associated with increases in anxiety and obsessive-compulsive symptoms for African American women. Race-related stress had no significant effects on mental health symptoms for African American men. The findings suggest that gender is an important factor in determining the impact of race-related stress on mental health.     

The effects of perceptual set on the shape and apparent depth of subjective contours

Two experiments showed the influence of perceptual set on the perception of subjective contours. In the first, the perceived shape of a subjective-contour figure (a minimal version of the Ehrenstein configuration) was varied by altering the observer’s viewing set. The second experiment showed that apparent depth emerged in subjective-contour figures when observers were set to perceive the illusory contours.     

The new qualification in careers guidance in higher education: A collaborative partnership

The raison d'être for the new Certificate and Diploma in Careers Guidance in Higher Education is outlined. The different perspectives of the partners in this enterprise–the Department of Community Studies at the University of Reading and the Association of Graduate Careers Advisory Services (AGCAS)–are discussed. The initial difficulties and successes are explored and a suggested strategy is offered for other such collaborative ventures.     

Cooperative learning revisited

The endeavor to teach academic skills known as cooperative learningis of interest to behavioral educators due to its record of effectiveness, its use of behavioral procedures, and its relatively widespread adoption by regular educators. All forms of cooperative learning emphasize operations that encourage students to work together to achieve commonly held goals rather than competing with or ignoring the efforts of others. Despite the apparent soundness of the approach, the present commentary raises several issues. First, it states that some cooperative learning proponents fail to describe the behavioral processes underlying the approach. Second, it is pointed out that it is unclear whether cooperative learning is an independent or dependent variable. Given that cooperative learning applies group contingencies to academic behavior, the question is raised as to whether group contingencies do, in fact, produce desirable social interactions, and whether group contingencies are appropriate for academic behaviors. A concern is also raised as to whether the spontaneous peer tutoring generated by cooperative learning compares favorably with planned peer tutoring. Finally, it is claimed that the minor variations from academic group contingencies that cooperative learning proponents have introduced do not require identifying a new process.     

A systems analysis of the behaviors of schooling

Summary and conclusions Thus, the existing nonsystematic system, and the various vested interests associated with it, targets groups of students rather than individuals. Prior to the advent of a science of schooling, the tutorial approach associated with the privileged or ruling classes did not seem feasible for educating the masses, simply because there was no adequate science of behavior for the individual. Even after that science showed promise for pedagogy, there was still no systems-wide science for applying what was known to groups and organizations in which the individual was pivotal. In order to determine whether behavioral conceptions of schooling work on a larger scale, we must experimentally test whether or not thoroughgoing applications are feasible to educate the masses individually. Findings from 8this research can be used to design and modify systems of schooling that are measurably effective, workable year in and year out, automatically self-correcting, and beneficial to all of the parties involved. CABAS has demonstrated how such a system can work on a small scale; other attempts may show us how to make a large scale system work. We have not yet seen what man can make of man (Skinner, 1971, p. 215).     

Tension headache: Theoretical problems

The traditional view of tension (muscular contraction) headache is delineated in a set of seven assumptions. A review of recent psychophysiological studies gives little support for these assumptions. However the findings provide a basis for a preliminary hypothesis about tension cases, and some predictions concerning how they can be treated. A three-systems analysis of tension headache is recommended.     

COLLATERAL GAINS AND SHORT-TERM MAINTENANCE IN READING AND ON-TASK RESPONSES BY INNER-CITY ADOLESCENTS AS A FUNCTION OF THEIR USE OF SOCIAL REINFORCEMENT WHILE TUTORING

Two experiments are reported concerning the effects of the differential use of verbal approval by problematic adolescents serving as tutors in a remedial reading program for an inner-city school. The experiments, each with 3 tutors and 15 tutees, used a combined multiple baseline and ABCBC design. Data showed that tutors' approvals as well as tutors' and tutees' on-task and reading responses were low and stable during baseline. Tutors were trained to use verbal approval for tutees' on-task behavior. Tokens were presented and withdrawn to control the tutors' use of approval. During phases in which tutors' approvals were raised via token dispensation, tutor reading and on-task scores increased in a nonexperimental setting. Tutee reading scores also increased as a function of tutor approvals. The second experiment replicated these findings and, in addition, (a) tested the validity of changes in reading responses via standardized tests, (b) isolated and compared the covariance between variables in all phases, and (c) provided data on tutee attention to tutors as a possible natural reinforcer for the short-term maintenance found in both studies. Data are discussed as evidence that tutors had acquired the ability to recruit reinforcement from the classroom for appropriate behavior.     

The relationship between sighting dominance and the fading of a stabilized retinal image

The fading of a stabilized retinal image in the sighting and the nonsighting dominant eye was studied using the Haidinger’s brush target. Reaction time to the complete disappearance of the stabilized image was significantly longer when the target was input to the sighting eye. The greater persistence of stabilized targets in the sighting eye suggests possible differences in the neural channels from the two eyes or processing differences in the two monocular channels that are related behaviorally to eye dominance.     

Monocular asymmetries in recognition after an eye movement: Sighting dominance and dextrality

Although monocular recognition scores for targets presented immediately after an eye movement do not differ, the two eyes show marked recognition asymmetries when both eyes are receiving inputs but a specific target is only presented to one. In general, the right eye performs better than the left, although there are interactions with sighting dominance and the direction of eye movement.