AIDS knowledge and homophobia among French and American university students.

22 male American and 24 male French college students' knowledge of AIDS scores were equivalent on a currently constructed 18-item questionnaire. Both groups answered more than 75% of the questions correctly. The American students' homophobic bias and reaction scores were higher than those of the French students on a 43-item homophobic questionnaire. The latter findings were interpreted as consistent with reduced effects of conservative, orthodox religion in France and the stability of traditional religious influence in America over the past three decades. No relation was found between knowledge of AIDS and homophobia in these small conveniently available samples.

Interventions for nursing practice problems.

This study examined the effect of designated interventions in nursing practice problems on levels of burnout in nurses. A battery of tests measuring burnout, self-esteem, depression, personal accomplishment, depersonalization, and emotional exhaustion were given to nurses in experimental and control groups. Pre- and post-test data were gathered for both groups. The treatment included a 2-day conference which was designed as a respite experience to address problems specific to the nursing profession. Results indicate significantly less burnout, less frequency of depersonalization, and significantly greater frequency of personal accomplishment in the scores of the experimental group relative to the control group. This study shows that specific interventions can be used to benefit the emotional well-being of nurses by providing them with a respite opportunity and the skills to manage key stressors in their professional environment.

Imitation in toddlers as a function of motor and verbal aspects of modeling.

This study investigated the effects of the motor and verbal aspects of modeling on imitation. The subjects were 2- and 3-year-old children (N = 96). The child's imitation responses were recorded during the play period that followed each modeled act. Each child observed the model in one of four modeling conditions. In Condition 1, the model "flew" a telephone while saying that he or she was flying an airplane. Imitation was recorded as motor if the child flew the telephone but was recorded as verbal and realistic if the child flew an airplane. In Condition 2, the model flew an airplane while saying that he or she was flying a telephone. Imitation was recorded as verbal if the child flew the telephone. In Condition 3, the model flew an airplane and said that he or she was flying an airplane. If the child flew an airplane, imitation was scored as motor, verbal, and realistic. In Condition 4, the model flew a telephone and said that he or she was flying a telephone. Imitation was scored as motor and verbal if the child flew the telephone but was scored as realistic if the child flew the airplane. In Condition 1, 2-year-olds displayed more motor imitation than 3-year-olds, and 3-year-olds displayed more verbal-reality imitation than 2-year-olds. Boys displayed more motor imitation than girls. There were no age or sex differences in Condition 2. In Condition 3, 2-year-olds imitated more than 3-year-olds, with 3-year-old girls imitating the least. In Condition 4, reality imitation was largely due to 2-year-old boys' imitation of masculine-type acts.

Imagery, encoding specificity, and prose recall in 6-year-old children.

Partial pictures depict only selected portions of prose passages. Partial pictures hypothetically aid retention by inducing young children to generate imagery for nonpictured prose. Results from two hundred eighty-eight 6-year-old children indicated that (a) partial pictures at study facilitate recall, (b) identical study and retrieval prompts facilitate recall, and (c) imagery instructions and training do not affect retention. Partial pictures apparently help children to encode information more efficiently at study, but there is no evidence that young children generate images with the aid of the partial picture cues, nor that they have a retrieval deficit for these images as suggested by M. Ruch and J. Levin.

General and specific self-esteem in late adolescent students: race x gender x SES effects.

This study assessed the effects of gender, race, and social class on the general and area-specific self-esteem of high school students. One hundred and ninety-five high school students served as subjects in a 2 (gender: male, female) X 2 (race: black, white) X 3 (social class: low, middle and high) factorial design. The Rosenberg General Self-Esteem, the Piers-Harris Children's Self-Concept, and the Brookover Self-Concept of Ability and School Achievement scales were the measures of either general or specific self-esteem. Females, whites, and lower social class adolescents were consistently lower in their self-esteem scores than were males, blacks, and upper social class teenagers, respectively. White females were found to be lower in general and happiness self-esteem than all other gender by race subgroups. High SES white students were lower on the happiness and behavior self-esteem measures than black students and white middle-class students. Black males and white females were less confident in their school ability than were black females and white males.

The effects of stimulus variability on overgeneralization and overdiscrimination errors in children and adults.

64 subjects, aged 5, 7, 9, and adult, participated in a visual discrimination task. Standard photographs of adult models were accompanied by comparison photographs of either the same person as in the standard or a different person with systematic variation of both facial expression and attire. Subjects were asked if the person pictured in the standard was the same or different than the person in the comparison photograph. Subjects made fewer overgeneralization errors than overdiscrimination errors. The number of overdiscrimination errors varied with the age and sex of the subject and the pose and sex of the model. The number of overgeneralization errors varied with the age of the subject and the degree of similarity between the model pairs.

Confirmed reservations: mental travel.

When Kosslyn, Ball, and Reiser asked subjects to scan a memorized picture, they found a strong positive linear relationship between distance scanned and reaction time. However, more recent research has suggested that this result may be as much a function of the demand characteristics of the experiment as a reflection of any structural properties of the image. To further test this possibility with complex stimuli, college subjects were either presented with Kosslyn's pictorial stimuli or verbal descriptions of same in a "nonexperiment" and were asked to predict their scanning times. The subjects were able to produce high linear correlations between scanning distance and predicted scanning time. This result is consistent with a demand characteristics explanation of the correlation between distance and reaction time that is obtained in actual image-scanning studies.

Discrimination learning in preschool children as a function of the stimulus and relevant dimension.

The purpose of the present study was to determine discrimination learning rates as a function of the nature of the stimulus and the relevant dimension. Ss were 160 preschool boys and girls. The design consisted of two stimuli (faces and cups), two constant dimensions (size and form), and two relevant dimensions (form and color when the size dimension was held constant, and size and color when the form dimension was held constant). The errors to criterion scores revealed that for cup stimuli the color dimension was learned more rapidly than size and form, while for face stimuli the dimensions of size and form were learned more rapidly than color.

Mental travel: some reservations.

Two experiments were conducted to assess the extent of potential experimental demand characteristics inherent in the image-scanning paradigm. The results of the first "mental travel" experiment that pitted verbal versus imagery coding showed that (a) the positive correlation between physical distance and reaction time was replicated, and (b) when given a choice, subjects' reaction times varied as a function of verbal codes rather than imagery. To isolate the effects due to demand constraints from those produced by mode dominance, a nonexperiment in which subjects received only a description of the image-scanning procedure was conducted. Results demonstrated that subjects were capable of predicting the reaction time results for both verbal and imagery codes. The presence of experimental demand in the image-scanning paradigm necessitates caution when structural interpretations of visual images are considered.

Performance of MA-matched nonretarded and retarded children on discrimination learning and transfer-shift tasks.

The effects of the nature of the relevant dimension, response mode, imagery, and age on discrimination learning and shift performance was examined. Three age groups were used, CA 8 years-MA 8 years, CA 5 years-MA 5 years. CA 8 years-MA 5 years. The latter group learned both intradimensional and extradimensional shifts slower than did the former two groups. Subsequent analyses suggested that the reason for the slower learning in the retarded group was their greater frequency of control by dominant dimensions and/or the initial control by novel stimuli. A second finding was related to the particular procedure employed. Children were required to either press a button to indicate which of two stimuli was correct or pick up the correct stimulus. Form-relevant but not color-relevant problems were facilitated by the pick-up procedure. These findings suggest that dimensional dominance may be a consequence of the procedures employed in previous reports where children were or were not permitted to manipulate the stimuli.