The research investigated the impact of sexual harassment on withdrawal behaviors and attitudes toward harassment by examining the gender composition of the harassment dyad and the organizational status of the perpetrator in relation to the victim. Archival data from the Inter-University Consortium for Political and Social Research at the University of Michigan was used to obtain surveys in which participants rated their attitudes and experiences related to sexual harassment. Only individuals who reported experiencing sexual harassment within the 24 months prior to data collection are included in the current research. A MANOVA was conducted to determine if withdrawal behaviors and attitudes of victims varied by the gender dyad and/or the organizational status of the perpetrator. Results indicated that individuals harassed by people with higher organizational status displayed more withdrawal behaviors in the form of decreased productivity and increased use of sick, annual, and unpaid leave. Individuals harassed by a member of the same gender also used more unpaid leave. Interestingly, individuals harassed by members of the opposite gender, tended to disagree more strongly with the attitude index measuring cautious awareness of sexual harassment.

Despite the central importance of conditional discriminations to the derivation of equivalence relations, there is little research relating the dynamics of conditional discrimination learning to the derivation of equivalence relations. Prior research has shown that conditional discriminations with simple sample and comparison stimuli are acquired faster than conditional discriminations with complex sample and comparison stimuli. This study attempted to replicate these earlier results and extend them by attempting to relate conditional discrimination learning to equivalence relations. Each of four adult humans learned four, four-choice conditional discriminations (simple-simple, simple-complex, complex-simple, and complex-complex) and were tested to see if equivalence relations had developed. The results confirm earlier findings showing acquisition to be facilitated with simple stimuli and retarded with complex stimuli. There was no difference in outcomes on equivalence tests, however. The results are in implicit agreement with Sidman's theory of stimulus equivalence.

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Made available in DSpace on 2016-04-29T13:18:01Z (GMT). No. of bitstreams: 1 Andre Sanchez de Souza.pdf: 3360327 bytes, checksum: 2b1692e875cbdaa95e09a2161ece4fca (MD5) Previous issue date: 2006-05-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aimed to investigate if a variation in the attempt in which information and description response are required correlates with pertormance in a matching to sample task. This was proposed in arder to understand specifically the influence over performance in a matching to sample task, produced by the variation in the attempt in which information and description responses were asked. The amount of solicitations was held constant for ali the subject groups. The present study fits in a series of studies that investigated the relationship of self verbal description of behavior and the possible changes in non-verbal performance that may occur. Fifty undergraduate students were divided in 5 experimental groups. Each subject was exposed to the contingencies of matching to sample task individually, in 40 attempts to match the comparison stimulus (card containing number "10" or letter "A") to the model stimulus (cards colored green or red, respectively). In some attempts, subjects were asked to inform if they were aware of the choose options reinforced in the experiment. The information responses consisted of a click on the button of a computer mouse over two available squares that contained the words YES and NO. After that, the description response was asked. It consisted of writing down in scraps of paper how they were doing to solve the experimental problem. The scraps of paper were numbered for later identification of the subjects. The experimental groups differed in the attempts in which information and description responses were asked. Four of the groups received the same amount of opportunities to inform and describe during the experiment (10), and one group was asked to inform and describe just once. In agreement with previous studies in this area, the study suggests: 1) Verbal requests may improve performance in non-verbal tasks. 2) The amount of requests is an important variable. A higher amount of requests may produce a better performance. 3) The attempt in which requests are asked may alter pertormance in the description, information and non-verbal tasks. The higher is the number of attempts of previous exposition before the requests, the better is the pertormance in the non-verbal task; and higher quantities of "YES" responses to information task and correct contingencies descriptions are obtained / o objetivo deste estudo foi o de verificar se uma variação na tentativa em que a resposta de informação e descrição é solicitada tem relação com o desempenho em uma tarefa de escolha conforme o modelo. Com este objetivo, a proposta foi de avaliar a influência específica da tentativa na qual a solicitação de informação e descrição sobre o desempenho na resolução de problemas, mantendo constante a quantidade de solicitações feitas para a maioria dos grupos. O presente estudo se enquadra em uma série de trabalhos que tinham em comum a tentativa de esclarecer as relações entre descrições verbais do próprio desempenho e possíveis alterações de:es decorrentes no desempenho não verbal. Contou com cinqüenta estudantes universitários como participantes distribuídos em cinco grupos experimentais. Cada participante foi exposto às contingências de emparelhamento conforme o modelo individualmente, em 40 tentativas de emparelhamento da figura modelo (cartas com número 10 ou cartas com a letra A) com sua figura de comparação (cartas de cor verde e cartas de cor vermelha, respectivamente). Em determinadas tentativas foram solicitadas respostas de informação a respeito de "saber ou não" que condições de escolha eram reforçadas. A resposta de informação consistiu num clique do mouse sobre quadrados que continham as palavras "SIM" e "NÃO". Em seguida, foi solicitada a resposta de descrição sobre como realizar a tarefa, que foi escrita em tiras de papel numeradas para posterior identificação. Os grupos se diferenciaram em relação à tentativa nas quais respostas de informação e descrição eram solicitadas, sendo que quatro grupos tiveram o mesmo número de oportunidades de informar e relatar durante o experimento (10) e um grupo teve apenas uma oportunidade de informar e relatar. Sugere-se, portanto, a partir da literatura da área até o momento, e dos resultados deste estudo que: 1) solicitações verbais podem melhorar o desempenho em tarefas não verbais. 2) a quantidade dessas solicitações é uma variável relevante. Uma quantidade maior de solicitações pode produzir um melhor desempenho. 3) a tentativa nas quais as solicitações são introduzidas também alteram o desempenho nas descrições verbais, respostas de informação e tarefa não-verbal. Quanto maior o número de tentativas de exposição prévia antes da introdução das solicitações, melhor o desempenho na tarefa não verbal, e maior a quantidade de respostas de informação "SIM" e de relatos corretos de contingências são obtidos