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1.
The emergence of AIDS as an untreatable, lethal disease, responding to educational prevention strategies in high-risk populations, has brought the issues of sex education in the public schools to the forefront. However, administrators, teachers, and parents perceive different barriers to sex education implementation. This study, undertaken in a northeastern, multigenerational, ethnic city, characterized by adolescent pregnancy rates a third higher than the state overall, polled 42 junior and senior high school administrators regarding educational priorities, perceived barriers to expansion of sex education, and preferred methods of introducing sex education. Administrators perceive parents as a major barrier to the introduction of more formalized sex education in their schools. Paradoxically, these same administrators felt that parents were generally uncomfortable in talking to their children about human sexuality. Recommendations are offered from existing models of health education for resolution of administrators' conflicting views on parental roles. 相似文献
2.
Recent studies have demonstrated that positive verbal feedback enhances males' intrinsic motivation for a task, while decreasing that of females. This result has been attributed to differential socialization forces which make the controlling aspects of rewards more salient for females as opposed to males, for whom the informational aspects are prepotent. A weakness in this conclusion stems from the use of a masculine sex-linked task in prior experiments, producing a result which may be due to gender congruence/incongruence rather than to socialization differences. Two laboratory experiments were performed to examine the effects of verbal praise on intrinsic motivation, controlling for sex-typing of the experimental activity. Experiment I found that verbal praise increased females' and males' intrinsic motivation on both a feminine and masculine task, and intrinsic motivation was higher for sex-appropriate than sex-inappropriate tasks. The sexes did not show a differential pattern of response to praise. In Experiment 2, verbal praise also enhanced sex-role traditional females' intrinsic motivation on the same activity used in prior research. These results suggest that socialization content has changed sufficiently to make concerns about competence and self-determination equally salient for females and males. 相似文献
3.
Loneliness, social interaction, and sex roles 总被引:3,自引:0,他引:3
Forty-three male and 53 female college seniors maintained the Rochester Interaction Record for 2 weeks, providing information about every social interaction of 10 minutes or more. Subjects then completed the revised UCLA (University of California, Los Angeles) Loneliness Scale and the Personal Attributes Questionnaire, measuring sex-role orientation. For both sexes, loneliness was negatively related to the amount of time spent with females and to the meaningfulness of interaction with males and females. However, meaningfulness with males was more important than meaningfulness with females. Femininity was negatively related to loneliness for both sexes and partially mediated the above relationships. There were sex differences, however, in the extent to which variables overlapped in predicting loneliness. For example, a large group of nonlonely males was characterized both by having meaningful relationships with males and by spending time with females, whereas a second group of nonlonely males was characterized simply by having meaningful relationships with males. The largest group of nonlonely females was characterized simply by having meaningful relationships with males, but another sizable group was characterized simply by spending time with females. Females doing both accounted for very little of the variance. 相似文献
4.
The argument has been frequently made that an increase in the number of male teachers working at the early school levels would reduce the number of school-related problems for boys. This argument is evaluated in the context of two major theories of sex-role development, the social learning and cognitive developmental theories, and the results of an examination of the studies of children's performance and development in relation to teacher's gender. The hypothesis that male teachers reduce boys' problems in school does not receive much support empirically or theoretically.This work was supported by a grant from the Quebec Department of Education to the first author. 相似文献
5.
Previous research has shown that people strive to conform with the standards of significant others in distributive justice. The present research was concerned with the role of attention to the self in the same paradigm. If people are motivated to personally evaluate their own behavior as fair, then self-focus should result in heightened attempts to redress an overpayment inequity. After the subject's criterion of a fair wage was assessed, they were paid either that amount or double it. Orthogonal to this manipulation, subjects were either made objectively self-aware (OSA) or not, by the presence or absence of a mirror. Consistent with the hypothesis, overpaid OSA subjects did more work, but of a poorer quality, than overpaid not-OSA subjects. This was taken as evidence of more zealous attempts to restore a sense of equity, implicating a greater personal need to eliminate the injustice when the discrepancy between pay level and a personal standard of fairness was made more prominent to the self. 相似文献
6.
Motivation and Emotion - Past research reliably shows that spending money on others (termed prosocial spending) makes people happier than spending money on oneself. The present research tested... 相似文献
7.
Sex Roles - Essentialism, or the belief that certain categories have fundamental, intrinsic, and stable essences, pervasively influences social judgments. Among the many groupings that describe... 相似文献
8.
Cognitive processing in literate and illiterate subjects: a review of some recent behavioral and functional neuroimaging data 总被引:4,自引:0,他引:4
The study of illiterate subjects, which for specific socio-cultural reasons did not have the opportunity to acquire basic reading and writing skills, represents one approach to study the interaction between neurobiological and cultural factors in cognitive development and the functional organization of the human brain. In addition the naturally occurring illiteracy may serve as a model for studying the influence of alphabetic orthography on auditory-verbal language. In this paper we have reviewed some recent behavioral and functional neuroimaging data indicating that learning an alphabetic written language modulates the auditory-verbal language system in a non-trivial way and provided support for the hypothesis that the functional architecture of the brain is modulated by literacy. We have also indicated that the effects of literacy and formal schooling is not limited to language related skills but appears to affect also other cognitive domains. In particular, we indicate that formal schooling influences 2D but not 3D visual naming skills. We have also pointed to the importance of using ecologically relevant tasks when comparing literate and illiterate subjects. We also demonstrate the applicability of a network approach in elucidating differences in the functional organization of the brain between groups. The strength of such an approach is the ability to study patterns of interactions between functionally specialized brain regions and the possibility to compare such patterns of brain interactions between groups or functional states. This complements the more commonly used activation approach to functional neuroimaging data, which characterize functionally specialized regions, and provides important data characterizing the functional interactions between these regions. 相似文献
9.
We propose a new class of multiple contraction operations — the system of spheres-based multiple contractions — which are a generalization of Grove’s system of spheres-based (singleton) contractions to the case of contractions by (possibly
non-singleton) sets of sentences. Furthermore, we show that this new class of functions is a subclass of the class of the
partial meet multiple contractions. 相似文献
10.
Marcelo A. Falappa Gabriele Kern-Isberner Maurício D. L. Reis Guillermo R. Simari 《Journal of Philosophical Logic》2012,41(1):77-113
In this article we explore multiple change operators, i.e., operators in which the epistemic input is a set of sentences instead
of a single sentence. We propose two types of change: prioritized change, in which the input set is fully accepted, and symmetric
change, where both the epistemic state and the epistemic input are equally treated. In both kinds of operators we propose
a set of postulates and we present different constructions: kernel changes and partial meet changes. 相似文献