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Title: Patriarchal cons: Feminine flirtation in "Twelfth Night".
Creator: Braun, Theresa A., Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description: There is a linguistic homoerotic flirtation between the characters of Viola and Olivia in Shakespeare's Twelfth Night. Through Jane Gallop's analysis of Jacques Lacan, readers can view the eroticized exchange between these female characters by observing the manner in which each character utilizes both words containing feminine roots or metaphors that are feminine in nature. While Viola and Olivia express female-female desire, they search for their own identities in the patriarchal system that...
Show moreThere is a linguistic homoerotic flirtation between the characters of Viola and Olivia in Shakespeare's Twelfth Night. Through Jane Gallop's analysis of Jacques Lacan, readers can view the eroticized exchange between these female characters by observing the manner in which each character utilizes both words containing feminine roots or metaphors that are feminine in nature. While Viola and Olivia express female-female desire, they search for their own identities in the patriarchal system that they must exist. They challenge the idea that women need to be both sexually and verbally passive. Viola represents a woman's removal from and re-emergence into the patriarchal system through her disguise. She is able to use the idea of the phallus in her interaction with Olivia, allowing both characters to experience phallic power---both by wielding power and by affirming their feminine characteristics through specific language.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/13281
Subject Headings: Psychology, Social, Women's Studies, Theater, Literature, English
Format: Document (PDF)

Title: Maintenance versus emergence in social judgment: The case of rape.
Creator: Selz, Karen A., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The principles of action identification theory are used to form a foundation for a dynamic approach to social interaction that may capture both stability and change in social judgments. Attributions of blame in an ambiguous rape case were explored through the presentation of transcribed interviews with either an alleged rapist (Larry) or his alleged victim (Jane), under either an induced high or low level of action identification, followed by one of two courtroom "closing arguments,"...
Show moreThe principles of action identification theory are used to form a foundation for a dynamic approach to social interaction that may capture both stability and change in social judgments. Attributions of blame in an ambiguous rape case were explored through the presentation of transcribed interviews with either an alleged rapist (Larry) or his alleged victim (Jane), under either an induced high or low level of action identification, followed by one of two courtroom "closing arguments," attributing primary responsibility for the incident to either Larry or Jane. Responsibility judgments and personality trait ratings were obtained from each subject on both Larry and Jane. Action identification questionnaires for the Larry and Jane perspectives were administered to each participant. As predicted, compared to the high level subjects, subjects in the low level identity condition were more malleable in their judgments of either target. Implications and future research directions are discussed.
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Date Issued: 1989
PURL: http://purl.flvc.org/fcla/dt/14540
Subject Headings: Psychology, Social
Format: Document (PDF)

Title: Mother as muse: A psychoanalytic reading of the cathartic works of Kerouac, Ginsberg, and Corso.
Creator: Graff, Jeffrey David., Florida Atlantic University, Paton, Priscilla M., Dorothy F. Schmidt College of Arts and Letters, Department of Languages, Linguistics and Comparative Literature
Abstract/Description: The Cold-War mother lived in an era of angst, animosity, and anxiety. The immigrant mothers of the Beats not only had to grapple with the demands of her children, but also had to take on the post-Freudian demands of their new society. This anxiety tainted her mind, her milk, and consequently her children's writing. The works of Jack Kerouac, Allen Ginsberg, and Gregory Corso exhibit the dramatic effect that their mothers had on their life and cathartic writings. Mothers were the wellspring...
Show moreThe Cold-War mother lived in an era of angst, animosity, and anxiety. The immigrant mothers of the Beats not only had to grapple with the demands of her children, but also had to take on the post-Freudian demands of their new society. This anxiety tainted her mind, her milk, and consequently her children's writing. The works of Jack Kerouac, Allen Ginsberg, and Gregory Corso exhibit the dramatic effect that their mothers had on their life and cathartic writings. Mothers were the wellspring and crumbling foundation of these writers as well as the muse who inspired them to beatness.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/15160
Subject Headings: Literature, Modern, Psychology, Social, Literature, American
Format: Document (PDF)

Title: A power beyond words: An examination of the rhetoric of cartoon art about Ronald Reagan.
Creator: Attisani, Della J., Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Communication Sciences and Disorders
Abstract/Description: This thesis examines the rhetorical effects created by political cartoonists through their depictions of Ronald Reagan. A representative sampling of these cartoons demonstrates that the pictorial and symbolic language in their visual dialogue was extrapolated from the heroic, mythic character types Reagan portrayed during his film career and with which he sought to be identified. This thesis argues that because cartoons depicted and caricaturized Reagan as an archetypal hero, they touched a...
Show moreThis thesis examines the rhetorical effects created by political cartoonists through their depictions of Ronald Reagan. A representative sampling of these cartoons demonstrates that the pictorial and symbolic language in their visual dialogue was extrapolated from the heroic, mythic character types Reagan portrayed during his film career and with which he sought to be identified. This thesis argues that because cartoons depicted and caricaturized Reagan as an archetypal hero, they touched a responsive chord in the electorate and persuaded them to regard Reagan favorably.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/15279
Subject Headings: Psychology, Social, Political Science, General, Mass Communications
Format: Document (PDF)

Title: Building the family network: A community is born.
Creator: Petit, Robin Cecilie, Florida Atlantic University, Christine E. Lynn College of Nursing
Abstract/Description: This research study is a description of the meaning of membership in a network of families affected by HIV-AIDS. Four network members were interviewed using a phenomenological approach to guide the inquiry. Narrative descriptions were generated which revealed six essential themes. They were: "Reaching Out to Each Other", "Building a Foundation", "Sharing Hope", "Growing Stronger", "Respecting and Accepting", and "Belonging Together." One Metatheme emerged "Building a Community." The...
Show moreThis research study is a description of the meaning of membership in a network of families affected by HIV-AIDS. Four network members were interviewed using a phenomenological approach to guide the inquiry. Narrative descriptions were generated which revealed six essential themes. They were: "Reaching Out to Each Other", "Building a Foundation", "Sharing Hope", "Growing Stronger", "Respecting and Accepting", and "Belonging Together." One Metatheme emerged "Building a Community." The implications for nursing practice, education and research are discussed.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/15348
Subject Headings: Psychology, Social, Health Sciences, Nursing, Health Sciences, Public Health, Sociology, Individual and Family Studies
Format: Document (PDF)

Title: Gender Stereotypes and Gender Identity as Interacting Influences on Children's Self-Concepts: A Self-Socialization Model of Gender Development.
Creator: Tobin, Desiree Denise, Florida Atlantic University, Perry, David G., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The goal of this study was to test the gender self-socialization model (GSSM). This model suggests that gender identity motivates children to strive for cognitive consistency between their gender stereotypes and their self-efficacy for those stereotypes. This study presents a novel approach to stereotype assessment by focusing on children's idiosyncratic stereotypes (as opposed to number of commonly shared stereotypes, which do not provide detailed information about the types of stereotypes...
Show moreThe goal of this study was to test the gender self-socialization model (GSSM). This model suggests that gender identity motivates children to strive for cognitive consistency between their gender stereotypes and their self-efficacy for those stereotypes. This study presents a novel approach to stereotype assessment by focusing on children's idiosyncratic stereotypes (as opposed to number of commonly shared stereotypes, which do not provide detailed information about the types of stereotypes individual children hold). Participants were 305 children in grades three through eight (Mage = 10.8 years). Independent variables included children's stereotypes of 62 contextually tagged behaviors and gender identity (comprising five dimensions). Interactive influences of children's stereotypes and gender identity on self-efficacy were investigated. As expected, stereotypes and gender identity worked together to predict children's self-efficacy perception for the 62 behaviors. These findings suggest that the role of gender identity is important in the adoption of personally held gender stereotypes.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000881
Subject Headings: Psychology, Social, Psychology, Developmental, Self in children, Self--Social aspects, Identity (Psychology), Social interaction
Format: Document (PDF)

Title: The relations of gender identity to preadolescents' adjustment and friendship patterns.
Creator: Carver, Priscilla Rouse, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The purpose of this study was twofold: first, this research was conducted in order to replicate and extend Egan and Perry's (2001) work linking four components of gender identity to adjustment; second, this research was intended to extend knowledge of the relation between gender identity and affiliational patterns in the peer group. Measures of gender identity were (a) feelings of gender typicality, (b) contentment with one's gender assignment, (c) felt pressure for gender conformity, and (d)...
Show moreThe purpose of this study was twofold: first, this research was conducted in order to replicate and extend Egan and Perry's (2001) work linking four components of gender identity to adjustment; second, this research was intended to extend knowledge of the relation between gender identity and affiliational patterns in the peer group. Measures of gender identity were (a) feelings of gender typicality, (b) contentment with one's gender assignment, (c) felt pressure for gender conformity, and (d) intergroup bias (feeling that one's own sex is superior to the other). Measures of adjustment included self-esteem, peer rejection, victimization by peers, and specific social behaviors. Participants were 206 children in Grades 3 through 8. Low gender typicality, low gender contentedness, and high felt pressure were all associated with maladjustment. Furthermore, children were especially likely to be at risk for poor adjustment when two of these factors occurred together (e.g., low gender typicality in combination with high felt pressure, low gender contentedness in combination with high felt pressure, or low gender typicality in combination with low gender contentedness). Intergroup bias was unrelated to adjustment. Analyses relating gender identity to characteristics of reciprocated friends and disliked peers indicated that children tend to choose friends with similar clusters of gender identity-linked characteristics and avoid children who do not possess those characteristics. Interpretations and directions for future research are offered.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/11978
Subject Headings: Psychology, Social, Psychology, Developmental
Format: Document (PDF)

Title: Attitudes as attractors: Toward dynamical systems of beliefs and values.
Creator: Morio, Hiroaki, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This study assessed whether dynamical properties of attitudes can be used to predict attitude change. In social psychology, attitudes have been defined as dispositions that are stable over time but also as mental states that are malleable in response to external influences. To solve this paradox, I proposed that attitudes should be conceptualized as fixed-point attractors for momentary evaluations that fluctuate over time. In dynamical systems, an attractor corresponds to a stable equilibrium...
Show moreThis study assessed whether dynamical properties of attitudes can be used to predict attitude change. In social psychology, attitudes have been defined as dispositions that are stable over time but also as mental states that are malleable in response to external influences. To solve this paradox, I proposed that attitudes should be conceptualized as fixed-point attractors for momentary evaluations that fluctuate over time. In dynamical systems, an attractor corresponds to a stable equilibrium toward which a system evolves. This conceptualization allows us to distinguish attitudes that are rather stable in a short time frame from momentary evaluations that fluctuate over time due to noise and external influence. To investigate this conceptualization, I utilized the mouse paradigm (Vallacher & Nowak, 1994) to assess momentary evaluation. A procedure developed by Johnson & Nowak (2002) was adopted to calculate an instability index and to identify the number of attractors in participants' mouse-generated trajectories of momentary evaluation. As attitude topics, I employed behaviors that are considered either acceptable or unacceptable by the majority of society. The majority viewpoint (i.e., normative attitude) for each behavior was assumed to function as a stable fixed-point attractor. The results supported this claim. Participants' attitudes tended to shift toward the normative behavior-specific attractor over time. When the initial attitudes were congruent with the norm, moreover, participants with multiple attractors showed greater attitude change than did those with a single attractor. A system with a single attractor can be stabilized only at that attractor whereas a system with multiple attractors can be stabilized at more than one equilibrium. Further research is recommended to determine whether the number of attractors is meaningfully related to other attitude properties (e.g., complexity or ambiguity). Future research is also recommended to refine the attractor methodology introduced in this study and to assess its generality.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/12006
Subject Headings: Psychology, Social
Format: Document (PDF)

Title: Actor-observer differences in the Big-Five personality factors: An information-processing explanation.
Creator: Janowsky, Alisha, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: A basic difference between the perspectives of actors and observers is the amount of information each has to make attributional inferences. Jones and Nisbett (1972) suggested these informational differences lead to an inverse relationship between trait and situational attributions, such that better-known others receive more situational attributions while lesser-known others receive more trait attributions. While this difference has traditionally been accounted for as a function of individuals...
Show moreA basic difference between the perspectives of actors and observers is the amount of information each has to make attributional inferences. Jones and Nisbett (1972) suggested these informational differences lead to an inverse relationship between trait and situational attributions, such that better-known others receive more situational attributions while lesser-known others receive more trait attributions. While this difference has traditionally been accounted for as a function of individuals' perceptions of cross-situational variability in the actor's behavior, recent research has suggested that this explanation is inaccurate. Unfortunately, alternative explanations for the self-other differences in attributional tendencies have yet to be offered. It was hypothesized here that these differences might be better explained as a function of the specific traits people attribute to themselves versus those that are attributed to others. To that end, the first study in this paper examined different attributions offered for oneself versus one's acquaintance as a function of the social desirability of the Big Five personality traits (i.e., Extraversion/Introversion, Agreeable/Disagreeable, Conscientious/Not Conscientious, Emotionally Stable/Neurotic, Intelligent/Unintelligent). While it was expected that results would reflect self-enhancement tendencies on the subjects' part; i.e., subjects would make more positive trait attributions (Extraversion, Agreeableness, Conscientiousness, Emotional Stability, Intelligence) to themselves than to their acquaintances and more negative trait attributions (Introversion, Disagreeableness, Not Conscientious, Neuroticism, Unintelligence) to their acquaintances than to themselves, findings suggested that whether subjects chose to self-enhance was based, at least in part, on the trait in question. The most counterintuitive of these findings being that subjects labeled themselves as being more Introverted than their acquaintances. While self-enhancement explanations are traditionally described as a function of a motivational drive to protect one's self-esteem, such reasoning could not be applied to findings reported in Experiment 1. Experiment 2 offered the alternative explanation that attributional differences on the part of oneself and one's observers are based on the amount of information available to themselves versus their outside observers.
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Date Issued: 2004
PURL: http://purl.flvc.org/fau/fd/FADT12093
Subject Headings: Psychology, Social
Format: Document (PDF)

Title: The Cinderella effect: The psychological bases and mental dynamics of step-parental ambivalence.
Creator: Miller, Mandy E., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Cross-cultural empirical data show that stepchildren receive lower levels of parental investment than their genetic counterparts. Beyond economic deprivation, stepchildren are abused, neglected, and murdered at the hands of stepparents at significantly higher rates than their genetic counterparts (the Cinderella Effect). This study was focused on emotional capital as a resource for purposes of parental investment. Using the tools of dynamical systems, this study investigated the affective...
Show moreCross-cultural empirical data show that stepchildren receive lower levels of parental investment than their genetic counterparts. Beyond economic deprivation, stepchildren are abused, neglected, and murdered at the hands of stepparents at significantly higher rates than their genetic counterparts (the Cinderella Effect). This study was focused on emotional capital as a resource for purposes of parental investment. Using the tools of dynamical systems, this study investigated the affective components of the differential levels of parental investment in genetic and step-children in light of predictions derived from evolutionary and personality/synchronization based psychological mechanisms. This was accomplished by defining and comparing the valence and nature of step- and genetic parents' feelings toward genetic and step-children and by tracking the mental dynamics engaged in by such parents as they considered their genetic and step-children under varying commonplace circumstances. As predicted, positive affective parental investment was found to be allocated preferentially in favor of genetic children and parents were found to have consistently more positive, more parental, and less volatile feelings about their genetic children than about their stepchildren. Genetic parents were more attentive to environmental cues at an affective level and tended to resolve situational ambiguity in favor of adopting a positive affective stance, while stepparents were more prone to experience affective shifts between evaluative frames and to express negative affectivity in the face of social uncertainty. The data also revealed that both genetic and step-parents were more likely to express positive feelings for children to whom they felt similar, which similarity provided a basis for personal synchronization. Theoretically grounded in both the evolutionary perspective and personality-based theory, this study employed the methodology and tools of dynamical systems to extract structure from the dynamics inherent in parental evaluation and the expression of affect.
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Date Issued: 2004
PURL: http://purl.flvc.org/fau/fd/FADT12119
Subject Headings: Psychology, Social, Psychology, Developmental
Format: Document (PDF)

Title: Coherence versus fragmentation in the self-system: Implications for self-evaluation and social behavior.
Creator: McMillan, Katharine K., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Self-systems process self-relevant information, act as platforms for action, maintain well-being, and shape interpersonal relationships. To perform these functions, coherent self-structure of evaluatively consistent self-aspects is required. Coherence is experienced as self-certainty (self-concept clarity, confidence, constancy). The issue is addressed from a dynamical systems perspective that conceptualizes the self as a complex system of self-organizing interdependent cognitive/affective...
Show moreSelf-systems process self-relevant information, act as platforms for action, maintain well-being, and shape interpersonal relationships. To perform these functions, coherent self-structure of evaluatively consistent self-aspects is required. Coherence is experienced as self-certainty (self-concept clarity, confidence, constancy). The issue is addressed from a dynamical systems perspective that conceptualizes the self as a complex system of self-organizing interdependent cognitive/affective elements. Self-structure coherence (SSC) is hypothesized to produce self-certainty, self-esteem, self-stability; extreme, positive, and confident self-evaluations of traits, roles; abstract mental representations; and consistency in self-evaluation. SSC is operationalized by entropy , an index of organization vs. disorganization of self-view. Participants (N = 135) indicated the frequency (always to never) of Big Five traits deconstructed into levels (extremely to not at all; e.g., how often are you highly helpful?). Endorsement of frequent vs. infrequent levels indicates self-structure coherence whereas equiprobable endorsement indicates self-structure incoherence of self-view. Participants indicated their standing on, certainty about, and personal importance of traits and roles; completed Rosenberg's (1968) self-esteem/self-stability scale, behavior identification form, and unipolar Big Five inventory. Coherent SSCs had higher self-certainty, self-esteem, and self-stability; more extreme, positive trait and role self-evaluations; and more abstract action representations than fragmented SSCs. Dynamics of self and structural features were examined using the mouse paradigm that captures moment-to-moment self-evaluation of stream-of-thought. Self-attention modes are hypothesized to affect evaluative coherence in fragmented vs. coherent individuals. Considering action evokes inconsistent self-evaluation (repair, N = 22) while planning action evokes consistent self-evaluation (expression, N = 22) and thinking about the self may evoke either state (control; N = 10). Fragmented SSCs showed a relationship between SSC and volatility of positive/negative self-evaluation in repair but not express mode. There was no difference in volatility between express and repair but there was greater volatility in control mode. These findings suggest that (a) considering action activates uncertainty for those with fragmented vs. coherent self-structures and (b) thinking about social interaction forges evaluative consistency for fragmented and coherent individuals. Self-structure coherence may allow the self vs. others to guide one's actions, facilitate self-concept maintenance, improve self-regulatory processes, and increase understanding of self and others.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12138
Subject Headings: Psychology, Social
Format: Document (PDF)

Title: A meta-analysis of Hersey and Blanchard's Situational Leadership Theory.
Creator: Wiggin, Harold Ellwood, Jr., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study examined the validity of Hersey and Blanchard' s Situational Leadership Theory (SLT). The meta-analytic techniques of Hunter, Schmidt, and Jackson were used to investigate two research questions: (1) Does the matching of leadership styles and follower maturity influence outcome measures? (2) Can any of the remaining variance be attributed to moderator variables? A literature search from January, 1968 to April, 1990 produced 26 acceptable studies with 52 separate effects. A...
Show moreThis study examined the validity of Hersey and Blanchard' s Situational Leadership Theory (SLT). The meta-analytic techniques of Hunter, Schmidt, and Jackson were used to investigate two research questions: (1) Does the matching of leadership styles and follower maturity influence outcome measures? (2) Can any of the remaining variance be attributed to moderator variables? A literature search from January, 1968 to April, 1990 produced 26 acceptable studies with 52 separate effects. A correlation coefficient was reported for each study. In studies with multiple effects the correlation was computed from an aggregation of those effects. A mean and variance were tabulated, and corrections were made for sampling error and attenuation. The corrected mean was.0498 with a variance of.0076. This was not significant. The criterion for significance was that the mean must be more than two standard deviations greater than zero (Hunter, Schmidt, & Jackson, 1982, p.28). An analysis of residual variance justified a search for moderator effects. Length of study proved to be the only influential moderator (.4343 mean and 0.0 standard deviation) when the Vertiz, et al. outlier was removed. With the exception of increasing the length of treatment, no evidence was obtained to support the Situational Leadership Theory. Future research should include longer durations, and more designs should incorporate outcome measures. Finally, measurement precision needs to improve for both leadership and maturity.
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Date Issued: 1991
PURL: http://purl.flvc.org/fcla/dt/12289
Subject Headings: Sociology, Theory and Methods, Psychology, Social, Education, Administration
Format: Document (PDF)

Title: Risk factors in peer victimization: Concurrent and longitudinal findings.
Creator: Hodges, Ernest Van Every, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This dissertation involved two studies The first evaluated the hypothesis that the behavior problems which place children at risk for victimization by peers are likely to lead to victimization primarily when children are also at "social risk" for victimization. Social risk was defined as lacking supportive friends or as being rejected by the peer group. Subjects were 229 boys and girls in the third through seventh grades (M age = 11.2 years). Sociometric and peer nomination instruments were...
Show moreThis dissertation involved two studies The first evaluated the hypothesis that the behavior problems which place children at risk for victimization by peers are likely to lead to victimization primarily when children are also at "social risk" for victimization. Social risk was defined as lacking supportive friends or as being rejected by the peer group. Subjects were 229 boys and girls in the third through seventh grades (M age = 11.2 years). Sociometric and peer nomination instruments were used to measure behavior problems, friendship variables, peer rejection, and victimization. As predicted, behavior problems (internalizing problems, externalizing problems, and physical weakness) related more strongly to victimization when children had few friends, had friends who were incapable of fulfilling a protective function (e.g., were physically weak), or were rejected by peers than when children had more friends, had friends capable of defending them, or were better liked by peers. Results support the theory that social risk conditions invite and permit abuse of vulnerable children. Study 2 was a one-year longitudinal investigation designed to evaluate whether the behavioral and social problems that characterize victimized children are antecedents of victimization, consequences of victimization, or both. To examine these issues, 173 children from Study 1 were assessed one year later on the same variables that were measured in Study 1. Results provide information about both the antecedents and the outcomes of victimization.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12469
Subject Headings: Psychology, Behavioral, Psychology, Social, Psychology, Developmental
Format: Document (PDF)

Title: Social context and sex-typing in young children: Friendship status and peer affect influences.
Creator: Sung, Hung-yen Angela, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Social context effects on young children's sex-typing were examined in two studies. In Study 1 sex-typed toy choices of 139 children aged 4 to 8 were assessed first for a solitary-play context, and then for three social contexts distinguished as to friendship status of a specified play partner (represented by a photo): best friend, acquaintance, and an unfamiliar peer. For each context, children selected preferred toys from photographs of a neutral toy paired with either a same- or opposite...
Show moreSocial context effects on young children's sex-typing were examined in two studies. In Study 1 sex-typed toy choices of 139 children aged 4 to 8 were assessed first for a solitary-play context, and then for three social contexts distinguished as to friendship status of a specified play partner (represented by a photo): best friend, acquaintance, and an unfamiliar peer. For each context, children selected preferred toys from photographs of a neutral toy paired with either a same- or opposite-sex toy. Results indicated social context effects for girls but not boys, in that girls tended to display more sex-typed toy choices in the solitary and best-friend than in the acquaintance or unfamiliar peer contexts. In general, however, girls approached same-sex toys less than boys, while both sexes avoided opposite-sex toys to a similar extent. In Study 2 subjects were 68 children aged 4 to 7. They were asked to imitate videotaped masculine, feminine, and neutral actions of a hand puppet. For different children, the puppet was designated (by name and photo display) as either a best friend or acquaintance, and it engaged in the sex-typed activities with either gender-congruent or incongruent affect (happy for same-sex actions and sad for opposite-sex actions, or the reverse). Friendship status and gender-affect congruency effects which varied with age level were evident for several memory measures. Incongruency promoted accurate imitative matching for the acquaintance context in younger children, and for the best-friend context in older children. In addition, best-friends' feminine actions were imitated more accurately than their masculine or neutral actions. Subject age and sex also interacted with activity gender type and gender-affect congruency to influence peer affect recall, with poorer recall of feminine-activity affect by boys in the incongruent condition. While social context had little impact upon boys' reported affect, girls' enjoyment was lower for masculine activity imitation in the best-friend congruent-affect condition. Overall, the two studies demonstrate that young children's gendered behaviors show considerable sensitivity to social context factors, and indicate the important influence of affective factors in early sex-typing.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12473
Subject Headings: Psychology, Social, Psychology, Developmental, Psychology, Experimental
Format: Document (PDF)

Title: The relationship between well-being and social interaction with friends, family, and spouses in older adults.
Creator: Green, Laura Rae, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The purpose of the present study was to explore several questions about the relationship between well-being and social interaction in a sample of older adults. The primary question involved the relationship between three components of well-being--life satisfaction, positive affect, and negative affect--and quality and quantity of social interaction. It was found that social interaction variables correlated differently with affective and cognitive components of well-being, with quality of...
Show moreThe purpose of the present study was to explore several questions about the relationship between well-being and social interaction in a sample of older adults. The primary question involved the relationship between three components of well-being--life satisfaction, positive affect, and negative affect--and quality and quantity of social interaction. It was found that social interaction variables correlated differently with affective and cognitive components of well-being, with quality of social interaction being associated with higher life satisfaction, and social quantity of interaction being associated with higher positive affect. These relationships were stronger for interactions with friends than for interactions with family members. Quality of social interaction with spouse was also related to well-being.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12545
Subject Headings: Gerontology, Psychology, Social, Psychology, Developmental, Sociology, Individual and Family Studies
Format: Document (PDF)

Title: The dynamics of attitudes: Individual beliefs to cultural norms.
Creator: Harton, Helen C., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Dynamic social impact theory (DSIT; Latane, 1996a; 1996b), a macro-level theory of social influence, predicts that discussion will lead to a self-organization of public opinion through decreasing minority sizes, increasing spatial similarity, and emerging correlations. The catastrophe theory of attitudes (CTA; Latane & Nowak, 1994), a micro-level theory, suggests that attitudes are a joint function of issue involvement and information favorability. This paper describes the predictions leading...
Show moreDynamic social impact theory (DSIT; Latane, 1996a; 1996b), a macro-level theory of social influence, predicts that discussion will lead to a self-organization of public opinion through decreasing minority sizes, increasing spatial similarity, and emerging correlations. The catastrophe theory of attitudes (CTA; Latane & Nowak, 1994), a micro-level theory, suggests that attitudes are a joint function of issue involvement and information favorability. This paper describes the predictions leading from these theories separately and as integrated and meta-analytically combines analyses of almost 500 students discussing social and political issues over a computer network with twenty previous studies testing aspects of CTA. The results of an original computer simulation are also described. Involving attitudes are extreme and change nonlinearly, and involvement mediates thought-, information-, and discussion-induced attitude polarization. Involvement also relates to persuasion and the self-organization of opinion. These studies show converging support for CTA and DSIT and suggest that combining these theories may increase our ability to track the evolution of attitudes from individual beliefs to cultural norms.
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Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/12568
Subject Headings: Psychology, Social, Psychology, Personality
Format: Document (PDF)

Title: The influence of parenting practices on ethnic identity and social and academic outcomes.
Creator: Williams, Vickie Annette, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The present study examined the relation between parenting practices and adolescent ethnic identity, behavior problems, and academic achievement. Four hundred and sixty-nine adolescents completed questionnaires assessing perceptions of parenting, ethnic identity, and social adjustment. Grades and achievement scores were obtained from participating schools. The study addressed four aims: (1) Examine the relation between parenting practices and adolescent outcomes; (2) Examine the relation...
Show moreThe present study examined the relation between parenting practices and adolescent ethnic identity, behavior problems, and academic achievement. Four hundred and sixty-nine adolescents completed questionnaires assessing perceptions of parenting, ethnic identity, and social adjustment. Grades and achievement scores were obtained from participating schools. The study addressed four aims: (1) Examine the relation between parenting practices and adolescent outcomes; (2) Examine the relation between parenting practices and ethnic identity; (3) Examine the relation between ethnic identity and adolescent outcomes; and (4) Explore whether these associations vary across ethnic groups. It was hypothesized that parenting practices would influence adolescent outcomes similarly regardless of ethnicity. Specifically, it was hypothesized that parental involvement, autonomy granting, and strictness/supervision would be associated with fewer behavior problems and higher school grades for African Americans, Anglo Americans, and Cuban Americans. Additionally, it was expected that parental strictness/supervision, autonomy granting, and involvement would predict ethnic identity for African Americans and Cuban Americans, but not Anglo Americans. Finally, it was expected that ethnic identity would be associated with outcomes for African Americans and Cuban Americans, but not Anglo Americans. The findings revealed that parenting practices were associated with adolescent outcomes for African Americans, Anglo Americans, and Cuban Americans. For African Americans, strict parenting was negatively related to behavior problems, but unrelated to academic achievement. Parental autonomy granting was negatively related to behavior problems. For Anglo Americans and Cuban Americans, parental strictness/supervision, autonomy granting, and involvement were negatively related to behavior problems. Parental autonomy granting and strictness/supervision were positively related to academic achievement for Anglo Americans, but unrelated to academic achievement among Cuban Americans. Parenting practices predicted ethnic identity for Cuban Americans, but not African Americans or Anglo Americans. Ethnic identity was related to behavior problems for African Americans, but it was unrelated to Cuban American and Anglo American adolescent outcomes. The findings from this study provide insight into the unique contribution of parenting practices and ethnic identity to adolescent behavior problems and academic achievement. As expected, parenting practices were associated with adolescent outcomes, and similarities rather than differences characterized these associations in the three ethnic groups. Ethnic identity was related to adolescent outcomes with variations as a function of ethnicity. A central focus of this study was to distinguish parenting practices from parenting styles. This distinction is key when attempting to identify specific parental behaviors that contribute to adolescent adaptation. Changing demographics underscore the need for continued study of how parenting practices and ethnic identity influence adaptation among adolescents from diverse ethnic backgrounds.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12605
Subject Headings: Psychology, Social, Psychology, Developmental, Sociology, Individual and Family Studies, Sociology, Ethnic and Racial Studies
Format: Document (PDF)

Title: The dynamic construction of moral judgment.
Creator: Rockloff, Matthew Justus, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The time dynamics of moral judgments were investigated in two studies. In the first, participants recorded verbal recollections of an event in which they had been treated unjustly by another. Listening to their own recordings, participants used a relatively new instrument (the mouse paradigm) to express their moment to moment feelings, attributing "responsibility," "justification" and "intent" to their antagonist. In a second experiment, a different group of participants recorded their...
Show moreThe time dynamics of moral judgments were investigated in two studies. In the first, participants recorded verbal recollections of an event in which they had been treated unjustly by another. Listening to their own recordings, participants used a relatively new instrument (the mouse paradigm) to express their moment to moment feelings, attributing "responsibility," "justification" and "intent" to their antagonist. In a second experiment, a different group of participants recorded their feelings about a scripted academic honor code violation. While listening to their recordings, participants used the computer mouse to indicate their moment to moment feelings about the "actor," "transgression," and "punishment" described in the story. Results from both studies suggest that at any one moment, participants made judgments that uniformly characterized the transgressor in either positive or negative terms. Expressions of moral judgments, however, often changed dramatically from moment to moment between positive or negative modal values. Moreover, the flow of moral judgment resembled the temporal patterns observed in many formal and natural dynamical systems. Despite these changes, moral judgments became more stable over time; demonstrated coherence among the separately measured dimensions; and showed sensitivity to an importance manipulation. By replicating these classic findings in the attitude literature, this research helps validate the utility of the mouse paradigm in measuring moral judgments. The results further suggest that moral judgments are multi modal over time---casting doubt on the usefulness of the (averaged) judgments that are computed with traditional questionnaire instruments.
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Date Issued: 1999, 1999
PURL: http://purl.flvc.org/fcla/dt/12611
Subject Headings: Psychology, Social, Psychology, Experimental
Format: Document (PDF)

Title: Linking dynamic social impact theory to social representation theory: The emergence of social representations of aggression through electronic communication.
Creator: Walker, Samantha, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Social representations consist of beliefs, values and norms that influence thought and behavior. Moscovici's Social Representation Theory provides an explanation for how social representations are formed, mutate, and survive, while Dynamic Social Impact Theory provides a framework by which to examine the emergence of macro-social phenomena from everyday communication (i.e., clustering, consolidation and continued diversity). Previous research has not examined, but has assumed, the processes...
Show moreSocial representations consist of beliefs, values and norms that influence thought and behavior. Moscovici's Social Representation Theory provides an explanation for how social representations are formed, mutate, and survive, while Dynamic Social Impact Theory provides a framework by which to examine the emergence of macro-social phenomena from everyday communication (i.e., clustering, consolidation and continued diversity). Previous research has not examined, but has assumed, the processes by which social representations of aggression develop. The purpose of the present study was to examine social representations (SRs) of direct and indirect aggression and the process by which SRs emerge from interpersonal communication. Specifically, participants were randomly assigned to fixed addresses in an electronic social space and communicated with four of their nearest neighbors, for four weeks about direct and indirect verbal aggression. In the present study, most people agreed about the aggressiveness of direct responses whereas judgments about indirect responses were relatively varied.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12621
Subject Headings: Psychology, Behavioral, Psychology, Social, Speech Communication
Format: Document (PDF)

Title: The effects of dispositional perspective taking, cognitive busyness, and situational information on retaliative aggression: An attributional interpretation.
Creator: Jones, Charles Eric, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Previous research has concluded that individuals high in perspective taking respond less aggressively to provocation than do those low in perspective taking. Whether the perspective-taking effect is automatic or not and many other process-related questions remain largely unanswered. One hundred sixteen female college students participated in a competitive reaction-time task, received escalatory negative feedback purportedly from another participant. In addition to being categorized as either...
Show morePrevious research has concluded that individuals high in perspective taking respond less aggressively to provocation than do those low in perspective taking. Whether the perspective-taking effect is automatic or not and many other process-related questions remain largely unanswered. One hundred sixteen female college students participated in a competitive reaction-time task, received escalatory negative feedback purportedly from another participant. In addition to being categorized as either high or low perspective takers, participants also received either high or low levels of situational information about the other and high or low levels of cognitive busyness. Participants high in perspective taking who were under high cognitive load responded significantly less aggressively than did participants low in perspective taking. Results suggest that perspective taking is an automatic process. The findings are discussed in terms of attribution theory, complexity-extremity theory, and in terms of an arousal-dominant response model.
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Date Issued: 2000
PURL: http://purl.flvc.org/fcla/dt/12657
Subject Headings: Psychology, Behavioral, Psychology, Social, Psychology, Experimental
Format: Document (PDF)

Psychology, Developmental (7)	+ -
Psychology, Behavioral (3)	+ -
Psychology, Experimental (3)	+ -
Sociology, Individual and Family Studies (3)	+ -
Education, Administration (1)	+ -

Gerontology (1)	+ -
Health Sciences, Nursing (1)	+ -
Health Sciences, Public Health (1)	+ -
Identity (Psychology) (1)	+ -
Literature, American (1)	+ -
Literature, English (1)	+ -
Literature, Modern (1)	+ -
Mass Communications (1)	+ -
Political Science, General (1)	+ -
Psychology, Personality (1)	+ -
Self in children (1)	+ -
Self--Social aspects (1)	+ -
Social interaction (1)	+ -
Sociology, Ethnic and Racial Studies (1)	+ -
Sociology, Theory and Methods (1)	+ -
Speech Communication (1)	+ -
Theater (1)	+ -
Women's Studies (1)	+ -

Charles E. Schmidt College of Science (15)	+ -
Department of Psychology (15)	+ -
Dorothy F. Schmidt College of Arts and Letters (3)	+ -
Attisani, Della J. (1)	+ -
Braun, Theresa A. (1)	+ -

Carver, Priscilla Rouse (1)	+ -
Christine E. Lynn College of Nursing (1)	+ -
College of Education (1)	+ -
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Department of Educational Leadership and Research Methodology (1)	+ -
Department of English (1)	+ -
Department of Languages, Linguistics and Comparative Literature (1)	+ -
Graff, Jeffrey David. (1)	+ -
Green, Laura Rae (1)	+ -
Harton, Helen C. (1)	+ -
Hodges, Ernest Van Every (1)	+ -
Janowsky, Alisha (1)	+ -
Jones, Charles Eric (1)	+ -
McMillan, Katharine K. (1)	+ -
Miller, Mandy E. (1)	+ -
Morio, Hiroaki (1)	+ -
Paton, Priscilla M. (1)	+ -
Perry, David G. (1)	+ -
Petit, Robin Cecilie (1)	+ -
Rockloff, Matthew Justus (1)	+ -
Selz, Karen A. (1)	+ -
Sung, Hung-yen Angela (1)	+ -
Tobin, Desiree Denise (1)	+ -
Walker, Samantha (1)	+ -

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