Jane Connor - Academia.edu (original) (raw)
Papers by Jane Connor
We would like to express our a.incere apprecia ton to the many people whose contributions to this... more We would like to express our a.incere apprecia ton to the many people whose contributions to this project were invaluable. The staff and students who participated in this workwere most generous in their comments, ideas, and time.
Teaching of Psychology, 2000
In this article, we describe a project examining flashbulb memories. Students enrolled in introdu... more In this article, we describe a project examining flashbulb memories. Students enrolled in introductory psychology courses recorded their memories for the same event during the first class meeting of the semester and then again 2 months later during the memory section of the course. Students analyzed the data for content and consistency. The analyses served as a vehicle for introducing and demonstrating memory phenomena. The project improved student understanding of memory phenomena, and students reported that the project was valuable in learning about memory functions and observing memory errors and distortions.
Sex Roles, 1978
The sex of the ma#z character was varied in six children's stories which were then read by fourth... more The sex of the ma#z character was varied in six children's stories which were then read by fourth, sixth and eighth graders. The children answered four questions about the stories. Both boys and girls responded more positively to the questions "Would you like to be (character's name?)" and "Would you like to do the things [character's name) did?" when the main character was a male. Boys preferred stories about males, and this preference increased with grade level. A preference for stories about females was marginally significant only for the older girls. Theoretical and practical implications are discussed. In recent years the contributions of films and television to the learning of sexrole stereotypes have been studied in a variety of settings. It has been observed that females are greatly underrepresented on television and engage in different activities than ma!es (Sternglanz & Serbin, 1974). Experimentally, it has been shown that boys and girls learn different things from films depending upon the sex of the model (Grusec & Brinker, 1972) and it has been reported that children who watch more television tend to be more highly sex-stereotyped (Fmeh & McGhee, 1975).
Journal of Clinical Psychology, 1982
Reported a self-report measure of adolescents' assertiveness. Items for this scale were p... more Reported a self-report measure of adolescents' assertiveness. Items for this scale were presented to young adolescents (N = 78) and subsequently were subjected to a factor analysis that revealed factors of submissiveness, aggressiveness, and assertiveness. Teacher ratings and behavioral responses during a role-play test also were obtained and provide additional validational evidence in support of the scale. After the validational study, a small assertiveness training program was conducted to evaluate the efficacy of standard treatment procedures with this population. Results indicated that training effects were obtained and that the effects generalized to situations that had not been employed during training.
Developmental Psychology, 1977
Developmental Psychology, 1981
The role of teacher location, activity, and gender in determining boys' and girls' rates of play ... more The role of teacher location, activity, and gender in determining boys' and girls' rates of play in sex-differentiated activities was explored in two experimental studies. A total of eight preschool classes (N = 82) participated in two repeated measures designs. The results show that both sexes increased rates of participation in response to teacher presence in male and female sex-typed activity areas during free play. Girls, however, responded more consistently to teacher presence than did boys, who modulated their responses according to both the sex typing of the activity and the sex of the teacher. The results indicate that typically observed teacher behavior during free play may contribute significantly to reported patterns of sex-differentiated play.
Child Development, 1978
... References Argyle, M.; Salter, V.; Nickholson, H.; Williams, M.; & Burgess, P. The commun... more ... References Argyle, M.; Salter, V.; Nickholson, H.; Williams, M.; & Burgess, P. The communication of inferior and ... Lewis, M. Parents and children: sex-role develop-ment. ... Osofsky, JD, & O'Connell, EJ Parent-child in-teraction: daughter's effect upon mothers' and fathers' behaviors. ...
Child Development, 1977
... Such a scale would be a direct measure of the actual experience children have in playing with... more ... Such a scale would be a direct measure of the actual experience children have in playing with masculine-and feminine-typed toys ... Requests for reprints should be sent to Jane M. Connor, Psychology Department, State University of New York at Binghamton, Binghamton, New ...
Child Development, 1978
93 first graders (mean age 6.5 years) were given a pretest and posttest on half of the items from... more 93 first graders (mean age 6.5 years) were given a pretest and posttest on half of the items from the Children's Embedded Figures Test. Half of the children were randomly assigned to a training condition and received a brief training procedure on visual-spatial disembedding prior to the administration of the posttest. Children in the control condition received no training. The performance of girls improved significantly more from pretest to posttest than the performance of boys. Boys and girls showed similar beneficial effects of training in addition to the benefit of direct practice. The tendency that was observed for boys to perform higher than girls on the pretest, p less than .10, was not evident on the posttest. Scores on the pretest predicted scores on a different measure of visual-spatial ability only for children in the control group. The results are interpreted in terms of current theories of sex differences in visual-spatial perception.
Memory & Cognition, 1977
In two experiments, organization, test type (recall and recognition), and subjects' expectancies ... more In two experiments, organization, test type (recall and recognition), and subjects' expectancies of the type of test they would receive (recall or recognition) were varied. It was found that organizational effects may be influenced by both subjects' expectancies of the type of test they will receive and the type of test actually received. Results indicated that subjects' encoding strategies are sensitive to the relationship between the type of material presented and the type of information that they expect to need for the test.
We would like to express our a.incere apprecia ton to the many people whose contributions to this... more We would like to express our a.incere apprecia ton to the many people whose contributions to this project were invaluable. The staff and students who participated in this workwere most generous in their comments, ideas, and time.
Teaching of Psychology, 2000
In this article, we describe a project examining flashbulb memories. Students enrolled in introdu... more In this article, we describe a project examining flashbulb memories. Students enrolled in introductory psychology courses recorded their memories for the same event during the first class meeting of the semester and then again 2 months later during the memory section of the course. Students analyzed the data for content and consistency. The analyses served as a vehicle for introducing and demonstrating memory phenomena. The project improved student understanding of memory phenomena, and students reported that the project was valuable in learning about memory functions and observing memory errors and distortions.
Sex Roles, 1978
The sex of the ma#z character was varied in six children's stories which were then read by fourth... more The sex of the ma#z character was varied in six children's stories which were then read by fourth, sixth and eighth graders. The children answered four questions about the stories. Both boys and girls responded more positively to the questions "Would you like to be (character's name?)" and "Would you like to do the things [character's name) did?" when the main character was a male. Boys preferred stories about males, and this preference increased with grade level. A preference for stories about females was marginally significant only for the older girls. Theoretical and practical implications are discussed. In recent years the contributions of films and television to the learning of sexrole stereotypes have been studied in a variety of settings. It has been observed that females are greatly underrepresented on television and engage in different activities than ma!es (Sternglanz & Serbin, 1974). Experimentally, it has been shown that boys and girls learn different things from films depending upon the sex of the model (Grusec & Brinker, 1972) and it has been reported that children who watch more television tend to be more highly sex-stereotyped (Fmeh & McGhee, 1975).
Journal of Clinical Psychology, 1982
Reported a self-report measure of adolescents' assertiveness. Items for this scale were p... more Reported a self-report measure of adolescents' assertiveness. Items for this scale were presented to young adolescents (N = 78) and subsequently were subjected to a factor analysis that revealed factors of submissiveness, aggressiveness, and assertiveness. Teacher ratings and behavioral responses during a role-play test also were obtained and provide additional validational evidence in support of the scale. After the validational study, a small assertiveness training program was conducted to evaluate the efficacy of standard treatment procedures with this population. Results indicated that training effects were obtained and that the effects generalized to situations that had not been employed during training.
Developmental Psychology, 1977
Developmental Psychology, 1981
The role of teacher location, activity, and gender in determining boys' and girls' rates of play ... more The role of teacher location, activity, and gender in determining boys' and girls' rates of play in sex-differentiated activities was explored in two experimental studies. A total of eight preschool classes (N = 82) participated in two repeated measures designs. The results show that both sexes increased rates of participation in response to teacher presence in male and female sex-typed activity areas during free play. Girls, however, responded more consistently to teacher presence than did boys, who modulated their responses according to both the sex typing of the activity and the sex of the teacher. The results indicate that typically observed teacher behavior during free play may contribute significantly to reported patterns of sex-differentiated play.
Child Development, 1978
... References Argyle, M.; Salter, V.; Nickholson, H.; Williams, M.; & Burgess, P. The commun... more ... References Argyle, M.; Salter, V.; Nickholson, H.; Williams, M.; & Burgess, P. The communication of inferior and ... Lewis, M. Parents and children: sex-role develop-ment. ... Osofsky, JD, & O'Connell, EJ Parent-child in-teraction: daughter's effect upon mothers' and fathers' behaviors. ...
Child Development, 1977
... Such a scale would be a direct measure of the actual experience children have in playing with... more ... Such a scale would be a direct measure of the actual experience children have in playing with masculine-and feminine-typed toys ... Requests for reprints should be sent to Jane M. Connor, Psychology Department, State University of New York at Binghamton, Binghamton, New ...
Child Development, 1978
93 first graders (mean age 6.5 years) were given a pretest and posttest on half of the items from... more 93 first graders (mean age 6.5 years) were given a pretest and posttest on half of the items from the Children's Embedded Figures Test. Half of the children were randomly assigned to a training condition and received a brief training procedure on visual-spatial disembedding prior to the administration of the posttest. Children in the control condition received no training. The performance of girls improved significantly more from pretest to posttest than the performance of boys. Boys and girls showed similar beneficial effects of training in addition to the benefit of direct practice. The tendency that was observed for boys to perform higher than girls on the pretest, p less than .10, was not evident on the posttest. Scores on the pretest predicted scores on a different measure of visual-spatial ability only for children in the control group. The results are interpreted in terms of current theories of sex differences in visual-spatial perception.
Memory & Cognition, 1977
In two experiments, organization, test type (recall and recognition), and subjects' expectancies ... more In two experiments, organization, test type (recall and recognition), and subjects' expectancies of the type of test they would receive (recall or recognition) were varied. It was found that organizational effects may be influenced by both subjects' expectancies of the type of test they will receive and the type of test actually received. Results indicated that subjects' encoding strategies are sensitive to the relationship between the type of material presented and the type of information that they expect to need for the test.