Physical and intellectual differences in the home environment of Xhosa and White children suggested that the interaction of touch and vision in situations of sensory conflict and the development of dominance may be different in children from these homes. Children aged 5-13 years were tested on apparatus which created a conflict of tactual and visual judgement about the perceived size of the stimulus. Xhosa and White subjects performed similarly except when only tactual judgement was allowed and the Xhosa group were less influenced by touch. The study concludes that for children touch and vision contribute equally to the resolution of sensory conflict when both senses are active in size-judgements and when only one mode is allowed for judging then the resolution is biased towards this mode. This outcome is different from that of experiments with adults and has implications for theories derived from them.

This study investigated the individual power of teachers as subordinates in elementary schools. It focused on the informal social structure in "good" elementary schools and the roles played by principals, teachers who held formal governance positions, itinerant teachers, and participants in the district's career ladder pilot program. Roles sampled were (1) providers of moral support, (2) sources of teaching expertise, (3) dispensers of procedural information, and (4) those able to "get things done" in the school. Peer and principal dependency data were also collected. Teachers and principals in five elementary schools in a single school district were sampled twice in a two year period. Findings were: (1) Although "good" principals received high total scores for providing resources to the faculty, there were instances when individual teachers scored as high or higher than the principal. (2) Faculty and principals depended on providers of moral support more than they depended on any of the traditionally power-producing roles. (3) Teachers depended on peers mostly for moral support, less for teaching expertise and "getting things done," and least for information. Teachers depended on the principal for moral support and information, less for "getting things done," and least for teaching expertise. (4) Full-time classroom teachers and specialists were most active in the social structure. Part-time teachers, itinerant teachers, and special services personnel, such as psychologists, speech/language pathologists, etc., were not key participants. Some full-time teachers, such as fine arts, physical education, and self-contained special education teachers were less active. (5) Teachers holding formal governance positions in the school established or gained influence while holding the formal positions, and they apparently did not lose influence the year after leaving the positions. Formal positions were held by full-time classroom teachers and only occasionally by a specialist. (6) Career ladder candidates or participants established or gained influence in the school's social structure during the career ladder process. Itinerant teachers and individuals who teach specialized curricula were more active in the career ladder program than they were in the school governance network.

The current studies examined the interplay of dominance and power in their effects on various forms of prosociality, along with potential mechanisms that may account for their differential effects. Study 1 found that dominance and power had opposing effects on general prosocial tendencies, with dominance negatively relating to and power positively relating to general prosociality. Study 2 found the negative effects of dominance to be consistent both for general and relationship-specific prosociality. The effects of power were not replicated for the outcomes shared with Study 1, but other positive associations were found between power and prosocial propensities. Indirect effects in studies 1 and 2 supported the potential mediating role of other focus in explaining the differential effects of dominance and power. Study 3 utilized an experimental design to directly examine the potential mediating role of other-focus, by manipulating independent versus interdependent self-construals. Significant interactions between power and condition supported the notion that power positively affects prosociality by increasing other-focus. In the interdependent condition, power significantly predicted perspective-taking, whereas in the independent condition, the effect of power on perspective-taking was not significant. Study 4 involved collecting dyadic data from romantic partners, but did not find any significant partner effects. In line with the other studies, dominance was negatively associated with self-reported supportive tendencies as well as self-reported perceptions of a partner’s supportive behaviors. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection

Thesis (M.Sc.)--Victoria University of Wellington, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 77-80). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 48-52). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 77-80). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 48-52). Also available on the Internet.

Thesis (Ph. D.)--University of California, Santa Cruz, 1992. / Typescript. Includes bibliographical references (leaves 269-278).

Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 205-215).