Norm-of-reaction: definition and misinterpretation of animal research

The development of a phenotype is due to an interaction of the genotype with the environment. Two terms have been used to describe the outcome of this interaction, the norm-of-reaction and the reaction range. The first represents the theoretically limitless distribution of the phenotypes that may be expressed by a given genotype. The reaction range implies an upper and lower limit for phenotype expression possible from a given genotype. A critical distinction between the reaction range and the norm-of-reaction is that the norm-of-reaction is a statement of the conceivable interactions found but does not imply any predictability other than that within the conditions previously tested experimentally, that is, the tails of a normal distribution are infinitely variable, whereas the concept of reaction range implies a limitation inherent in the genotype, that is, a finite range. Empirical support for the reaction-range concept is questionable. Animal studies cited in support of the reaction range have been inappropriately and incorrectly interpreted.     

Gender role socialization in toy play situations: Mothers and fathers with their sons and daughters

This study examined the interaction within and between 20 intact families. As in past research, when parents were separated and not influenced by their child (i.e., completing a toy desirability scale), traditional findings were supported; neutral toys are not specific to the gender of the child while feminine toys were preferred for girls and masculine toys were preferred for boys. However, when parents were actively engaged in play with their child this traditional pattern was not supported. In general, parents spent the least amount of time with feminine toys. Children eagerly accepted most of the toys presented by their parents and their enthusiasm was equal for the toys in all three categories. This research suggests a change in parents' perceptions of what is acceptable gender-typing behavior.     

Microprocessors in the laboratory: Dedicated computation and time-shared peripherals with REMOTE-11

This article describes a new solution to the dilemma faced by investigators who need dedicated computers but cannot afford the cost of expensive peripherals. An available software-hardware combination is described that permits users to timeshare expensive peripherals but to have a dedicated microprocessor at their disposal.     

An exploration of leadership in a medical mutual help organization

Studied 45 current leaders of local chapters of a medical mutual help organization. Cluster analysis of variables depicting routes to leadership produced six clusters: Health Professionals with a Mission, Connected Health Professionals, Career Leaders, Grass-roots Founders, Connected Grass-roots Leaders, and Obligated Veterans. These clusters differed on criterion measures of burnout, hardiness, and perceived obligation to continue as a leader, e.g., Connected Health Professionals and Career Leaders were less burned out, more hardy, and perceived less of an obligation to continue in the leadership role than Health Professionals with a Mission. In terms of leadership activities, Help Provision and Advocacy constituted less than one fifth of all activities but were rated as most rewarding. In contrast, the activities that made up the bulk of leaders' work--building membership, system maintenance, and organizational growth--were not rated as particularly rewarding. Results are discussed in the context of research directions and practice.     

Factorial validity and internal reliability of Honey and Mumford's Learning Styles Questionnaire

Honey and Mumford's Learning Styles Questionnaire was derived from the same conceptual basis as Kolb's Learning Style Inventory and may provide a more reliable and valid measure of Kolb's learning style constructs. The Learning Styles Questionnaire has not been psychometrically evaluated as extensively as the Learning Style Inventory. Since there is no published information on how the Learning Styles Questionnaire scales were derived, an attempt was made to factor analyze the responses to the questionnaire. Confirmatory factor analysis of 284 psychology undergraduates' responses identified a four-factor oblimin solution as the most satisfactory model investigated. Implications for interpretation and use within higher education are discussed.     

The Role of the Family in Childhood Obsessive–Compulsive Disorder

While obsessive–compulsive disorder is widely recognized to have a strong genetic component, psychosocial factors are also acknowledged to be important. The primary focus of this paper is on familial factors associated with OCD in children and adolescents. It explores the family context as a possible risk factor in the development and maintenance of the disorder, including parental modeling, expressed emotion, parenting style, and family accommodation of the child's symptoms. The involvement of the family in the treatment of the disorder is also reviewed. Finally, future directions for research investigating familial factors in childhood OCD are presented.