Thesis (M.S.)--Villanova University, 2006. / Psychology Dept. Includes bibliographical references.

The present study tests a reinforcement model for sex differences in depression. This study examines Biglan, Rothlind, Hops, and Sherman's (1989) hypothesis that although distressed and aggressive behaviors both induce negative emotions in others, the reactions to these behaviors are different: aggressive behavior prompts hostile reactions, whereas distressed behavior prompts solicitousness and deters aggression. Although the Biglan et al. results (1989) indicated that reactions were not influenced by the sex of the person emitting the behavior, this result may be a consequence of the population used. This study examined the hypothesis that reactions of others are influenced by sex-role stereotypes when interactions among acquaintances are evaluated. Two hundred and eighty eight college students rated videotaped scenarios in terms of their feelings and reactions toward a male or female acquaintance engaging in distressed, aggressive, or neutral behavior. The findings; support the hypothesis proposed by Biglan that distressed and aggressive behaviors both induced negative emotions in others, although they elicited different behavioral reactions. That is, distressed behaviors prompted supportive and comforting reactions, whereas aggressive behaviors elicited more hostile, argumentative, and avoiding reactions. This study provides further support for the negative reinforcement hypothesis that proposes that distressed behavior induces negative feelings in others; however, at the same time it prompts others to be solicitous and caring and to refrain from aggressive behaviors (Biglan et al., 1989). However, contrary to expectations, no sex differences were found in the reactions to distressed and aggressive behavior despite the use of methodology more conducive to examining gender specific responses. At this point, the most parsimonious explanation for the findings is that the effect is real, yet small and not very robust. / Department of Psychological Science

The purpose of this study was to determine if sex role stereotyping occurs in elementary school readers, and, if it does, to what extent. To achieve this purpose, the study examined and classified the roles, relationships, activities, attitudes, treatments, generalizations, future directions for life and work, and the relative importance assigned to male and female characters in elementary school readers. Data were generated from the application of a 48 item classification instrument which was developed by the researcher.The sampling for the study consisted of 280 stories in 56 elementary school readers, grades 1-6. Those stories were contained in the textbook series of the 7 publishing firms adopted by the state of Indiana for use during the 1973-78 school years.Data collected from the stories were viewed collectively for all series of elementary school readers. Findings and conclusions were based upon the total data compiled during the investigation of the problem.The data strongly indicated that sex role stereotyping consistently occurs in elementary school readers. Those data are presented in the following table:TABLE OF FINDINGSReported below are data collected from the 280 stories examined in 56 elementary school readers which present numerical comparisons between male and female roles.ItemNumber of timespresentedMaleFemaleMajor character21862In illustration (foreground)24581In front cover illustration12531Sex of names in story titles7117Biographies263In the business world (labor force)18943Active character29185Passive character36165Positive character statement25540Negative character statement3561Physical tasks accomplished24454Mental tasks accomplished18533One sex portrayed alone in groups16129Recreational activity107/111Working in the kitchen344Other domestic work1143Making an important decision21635Acquisition of skill or knowledge16324In a ridiculous or degrading situation2292Subservient to other sex074Dependent upon other sex280Based upon the findings of the study, it was concluded that females in elementary school readers were (1) less frequently represented than males in terms of numbers; (2) less frequently represented than males in titles, central roles, and stories; (3) represented in stereotyped roles such as wives, mothers, housekeepers, elementary teachers, and other service-oriented jobs; (4) represented in subordinate, home-related roles; (5) represented as being best fit to be helpmates to males and to depend on males for protection and support; (6) represented less frequently than males as intelligent, capable people with the ability to solve problems and get out of difficult situations; (7) frequently the recipients of derogatory comments; and (8) frequently represented in situations which reinforce culturally conditioned sexual characteristics illustrating as female such traits as dependency, passivity, emotionalism, and a non-competitive spirit.

Thesis (Ph. D.)--University of Hawaii at Manoa, 1991. / Includes bibliographical references (leaves 73-77) / Microfiche. / v, 77 leaves, bound 29 cm

Thesis (M.A.)--University of North Carolina at Wilmington, 2004. / Includes bibliographical references (leaves : [139]-144).

Digitized by Kansas Correctional Industries

Digitized by Kansas Correctional Industries

No description available.

<p>En studie som undersökerom det finns någon skillnad på stretchingens effekt på hamstringmuskulaturen mellan kvinnor och män.</p>

En studie som undersökerom det finns någon skillnad på stretchingens effekt på hamstringmuskulaturen mellan kvinnor och män.