Effects of perceptual salience on the matrix task performance of four- and six-year-old children.

The effects of salience on 4- and 6-year-old children's ability to classify multiplicatively was investigated. A rank-ordered salience hierachy consisting of 3 dimensions was first assessed for each S. Several weeks later half the Ss of each age group were presented with a series of 9 3 times 3 matrix problems consisting of values from 2 dimensions ranked high in salience. The remaining half received identically structured matrices consisting of values from 1 highly salient dimension and of others from a dimension ranked low in salience. The goal in each problem was to select that compound stimulus from a set of alternatives that appropriately filled an empty cell in the matrix. Prior to the matrix problems, half the Ss in each matrix condition received sensitization training designed to increase the salience of the relevant dimensions in the matrix problems. The results showed that the pre-assessed salience of the relevant dimensions affected matrix solution in that more accurate performance was associated with those problems with both relevant dimensions relatively high in salience than those with one high and one low. Although the older Ss solved more problems, the evidence for coordination in the younger Ss was clear. No effects of sensitization training were found.     

Self-concept development and educational degree attainment

The present study explores changes in the academic, social, and artistic self-concept of college students over a nine-year period. While the findings demonstrate a positive relationship between the educational degree attainment levels of students and their formation of a more healthy self-concept, the findings further indicate that the relationship is not consistent for males and females. In general, the findings suggest that the collegiate experience does not diminish self-concept gender differences that exist at the time of matriculation. The degree to which changes in students' self-concept is related to selected aspects of their collegiate experience and characteristics of their undergraduate institutions is also explored. The findings indicate that changes in students' self-concept is related to their level of social and academic integration during their undergraduate careers and to the size and selectivity of colleges they attend. The implications of these findings for enhancing students' self-concept during the college years are discussed.     

Experiential Learning and Management Education

Two core subjects in operations and strategic management have been developed for the final year of a Bachelor of Business (Management) degree. The subjects are interrelated and emphasise experiential learning. Objectives of the subjects are presented, and the reasons for their experiential emphasis given. Experiential exercises for some topics are briefly described, together with an assessment of their worth and the reasons for their development. The exercises include a work study of leggo block construction, role plays, environmental scanning, industrial negotiations, and a business simulation that threads through both subjects.     

Mechanisms of the relation between perinatal problems, early childhood illness, and psychopathology in late childhood and adolescence

Data on perinatal and early childhood somatic and psychological risk factors of a random sample of children were gathered in early to middle childhood and employed to examine the long-term risk of emotional and behavioral problems of late childhood and adolescence. 3 issues were addressed: First, can syndromic specificity of such effects be identified on scaled and diagnostic measures of syndromes? Second, are these effects attributable to excess risk of low-income children for both perinatal and later childhood problems? Third, are the intervening mechanisms identifiable as intellectual impairment, vulnerability to poor health, poor maternal caretaking, maternal rejection, or maternal stress associated with marital problems? Findings indicated that elevated risk was present for all syndromes, both at the scale level and at the diagnostic level. None of the examined intervening mechanisms fully accounted for the effects of early risks.     

Masculinity and femininity in twin children: genetic and environmental factors

Genetic and environmental origins of individual differences in masculine and feminine personality attributes were investigated in a sample of 38 monozygotic and 32 dizygotic twin pairs (total N = 140) during pre- and early adolescence. Self-report measures of both masculine and feminine characteristics were obtained for each child using 2 standardized instruments: the Children's Personality Attributes Questionnaire (CPAQ) and the Adolescent Self-Perception Inventory (ASPI). Multivariate biometrical analyses revealed significant genetic influences in all measures, accounting for 20%-48% of the observed variation in each. Environmental influences, which explained the remaining 52%-80% of variance in masculinity and femininity, were apparently specific to each individual and not shared by members of the same twin pair. The results underscore the importance of considering both genetic and environmental factors in gender-role development, particularly in studies of family resemblance.