Debra B. Hull

Teaching Students about International Psychology.

As part of a seminar course, 33 seniors completed a pretest measuring their knowledge and attitudes about international psychology, read articles, listened to lectures, participated in discussions, wrote and orally presented a paper on psychology in a particular country, and took a posttest. Following the course, students had more positive attitudes toward studying international psychology, better understood issues in the field and in a specific country, and could locate more countries on a world map. Pretest knowledge and posttest attitudes correlated negatively. Follow-up data suggested that students maintained some knowledge gains and that positive attitudes persisted.

SEX ROLE ORIENTATION AND TYPE A BEHAVIOR PATTERN

Male and female college students completed the Bem Sex-Role Inventory (BSRI) and the Jenkins Activity Survey, a part of which is the Type A Scale. Correlational results showed that as Type A scores increased, BSRI scores decreased (more masculine sex role orientation). Analysis of variance showed that males and females with masculine sex role orientations (SROs) had significantly higher Type A scores than those with androgynous SROs, who in turn had significantly higher Type A scores than those with feminine SROs.

The Development of Charitable Behavior in Elementary School Children

Summary One hundred eighty-seven kindergarten through sixth grade Caucasian boys and girls ranked seven types of candy according to preference, then were given the opportunity to share candy with children described as similar to them, with children described as dissimilar and needy, or with both. Charitable behavior, defined as sharing significantly more with needy recipients, was shown to emerge at about age 7 and to increase significantly to age 10. Results are discussed in relation to age changes in perceptual discrimination, ability to abstract, and internalization of social norms.

Effects of lecture style on learning and preferences for a teacher

Male and female college students read a lecture transcript, then completed a multiple-choice test covering transcript material and evaluated the lecturer. The actual content of the lecture was always the same, but the material was presented either in a demanding, stereotypically masculine style or in a supportive, stereotypically feminine style, and attributed either to a female or male teacher. Students generally preferred the supportive style, and evaluated those using it as more competent, warmer, more sensitive to student needs, more interested in student learning, but less forceful. Students learned significantly less from a female using the demanding style than from a male using the supportive style, a male using the demanding style, or a female using the supportive style.

A note on the evaluation of stereotypical masculine, feminine, and neutral behaviors of children

(1986). A Note on the Evaluation of Stereotypical Masculine, Feminine, and Neutral Behaviors of Children. The Journal of Genetic Psychology: Vol. 147, No. 1, pp. 135-137.