Celibacy and Its Implications For Autonomy

This paper connects celibacy to autonomy, which is derived from economic, emotional, and sexual self-determination. Although society attempts to control and define women's sexuality, the celibate woman who masturbates can retrieve her sexuality without the massive social rearrangements which are necessary for economic and emotional liberation. Because masturbation is accessible and singular, sexual autonomy is available to a woman who chooses celibacy, regardless of the other exigencies in her life, as illustrated in the example here from popular literature.     

Causal attributions of high and low achievement motivation college students for performance on examinations

College students high and low in test anxiety attributed their performance on each of four examinations in a course to ability, test difficulty, preparation, and luck. Individuals high and low in test anxiety typically evidence systematic predispositions to account for their achievement-related behavior in different terms. The present research substantially replicated these earlier (laboratory and Intellectual Achievement Responsibility Scale) findings in an actual achievement setting. In addition, however, the present findings differed from the earlier evidence in some important respects. Specifically, (a) high test-anxiety students' attributions for failure were far less self-deprecating than in the laboratory evidence, and (b) high test-anxiety students' attributions (for both success and failure) became more personally flattering, or comforting, as the semester progressed. Results were discussed in terms of the laboratory — field distinction and of the influence of a temporal, or time of measurement, factor, hitherto ignored in the causal attribution literature.This research was facilitated by a grant from the Research Council of the Graduate School, University of Missouri-Columbia, and the National Institute of Mental Health (1 R08 31910), both to the first author.     

Sex-role aspects in the development of children's vocational knowledge

Recent research suggests important age and sex differences in the sex-typing of children's vocational interests. The present study adds to this area by examining several dimensions of job choices in children of four age groups (early and late preschool, second and fourth grade). The 120 children interviewed were asked three fixed-choice questions regarding nine jobs, along with open-ended job choice items. Analysis of age effects on several predetermined dimensions showed that older children were more selective in personal job choice, especially in regard to jobs attributed to the opposite sex. Avoidance of choices associated with the other sex was stronger in boys, but other sex differences were dependent on mode of inquiry rather than on sex. Girls were less limited than boys in job interests when asked about specific jobs but expressed more restricted choices on open-ended items. Implications of these findings both for further research and educational practices are considered.     

Expectancies for Sexually Abused Children: Evidence of Perceiver Bias

We investigated perceiver bias in relation to children labeled as sexually abused. Building on recent research indicating that adults perceive children with such a label as having more behavioral problems and lower achievement, we replicated and expanded upon an earlier study. We tested undergraduate students (N = 699), who judged a six-year old child's aggressive behavior in vignettes that varied on severity of the aggressive behavior, child gender, and family history (sexually abused, mother dying of cancer, normal). Perceiver bias was related to family history label for internalizing behavior problems and competence issues and child gender for internalizing behavior problems and externalizing behavior problems. Implications for educators and practitioners are discussed as well as routes for future research.     

Regulation of glutamate synapses by nicotinic acetylcholine receptors in auditory cortex

Acetylcholine plays an important role in regulating the processing of sensory stimuli, and understanding its specific cellular actions is critical to understanding how sensory cortex develops and functions in different behavioral states. Here we review recent work on the cellular effects of nicotinic receptor activation in auditory cortex and describe how these actions could affect systems-level auditory function. In particular, we describe a novel function of nicotinic acetylcholine receptors to regulate glutamate synapses containing N-methyl-D-aspartate receptors during early postnatal development. The transient regulation of developing glutamate synapses also defines a window of vulnerability during which exposure to exogenous nicotine disrupts synapse development. Thus, it appears that nicotinic regulation of glutamate synapses is a critical feature of auditory cortex development.     

Pain Control and Chaplaincy in Aotearoa New Zealand

This paper summarizes the results of 100 New Zealand health care chaplains with regard to their involvement in issues concerning pain control within the New Zealand health care context. Both quantitative (via survey) and qualitative methods (in-depth interviewing) were utilized. The findings of this study indicated that approximately 52 % of surveyed hospital chaplains had provided some form of pastoral intervention directly to patients and/or their families dealing with issues concerning pain and that approximately 30 % of hospital chaplains had assisted clinical staff with issues concerning pain. NZ chaplaincy personnel involved in pain-related issues utilized a number of pastoral interventions to assist patients, their families and clinical staff. Differences of involvement between professionally stipended hospital chaplains and their volunteer chaplaincy assistants are noted, as are the perspectives of interviewed chaplains about their pastoral interventions with issues relating to pain. Some implications of this study with respect to chaplaincy utility, training and collaboration with clinical staff are noted, as are comparisons with international findings.     

Do Guns in the Home Predict Gender and Relationship Attitudes? An Exploratory Study

This study explores the potential relationship of guns in students’ homes with attitudes indicative of tolerance of violence, negative attitudes toward women and their roles, and attitudes suggestive of myths regarding sexual assault. Seniors in Kentucky high schools whose families possessed guns (n = 1,749) produced higher scores on scales measuring these variables as well as on scales of relationship dependency and religious involvement than seniors whose families did not own guns (n = 912). Students whose families owned more than 10 guns tended to score highest on these measures compared with students whose families owned no guns or a few guns. Because of lower effect sizes, these significant associations require further investigation.     

Fluency Training in Phoneme Blending: A Preliminary Study of Generalized Effects

We examined the generalized effects of training children to fluently blend phonemes of words containing target vowel teams on their reading of trained and untrained words in lists and passages. Three second-grade students participated. A subset of words containing each of 3 target vowel teams (aw, oi, and au) was trained in lists, and generalization was assessed to untrained words in lists, trained and untrained words in target passages, and novel words in generalization passages. A multiple probe design across vowel teams revealed generalized increases in oral reading accuracy for target words presented in both lists and passages for all 3 students on 2 vowel teams and for 1 student on all 3 vowel teams. Generalized increases in oral reading fluency in both lists and passages were found for all 3 students on the vowel team that was trained to a fluency criterion, with two students showing increases prior to training on the other two vowel teams. Implications of these results for building fluency in prerequisite phonemic awareness skills as an intervention for promoting generalized oral reading fluency are discussed.