Gender Differences in Distress and Jealousy for Different Types of Infidelity Melissa M. Alonso University of Oregon Abstract This study investigated the gender differences in jealousy and distress for different types of infidelity. The study consisted of 726 participants of which 61.2% were females and 38.8% were males. Students from a psychology 303 class at the University of Oregon, myself included, recruited people from convenience. Participants were surveyed regarding hypothetical relationship infidelity situations (sexual vs. emotional) and reported distress and jealousy responses. The results showed a significant main effect of gender.
The race demographic from 2010 was as follows: 21,530 White, 234 Black or African American, 28 American Indian or Alaska Native, 304 Asian, 8 Native Hawaiian and other Pacific Islander, and 202 of two or more races. Specifically, there were 35 White American Indian or Alaska Native, 43 White Asian, 43 White African American, and 47 White mixed with another race. One of the students is an English Language Learner, who just moved to the United States from Serbia. There are 3 students who are ESOL students, whose families speak Spanish at home. The classroom I chose to observe is a kindergarten level class, initially with 18 students, but with 19 before the end of the school year.
It is useful in deciding whether the child is reaching expected milestones of development in different areas. The assessment framework is how children are assessed in school, for example, in my setting when a child reads, we write it in their planners. Standard measurements: School tests or cognitive aptitude tests that demonstrate a snapshot of children's academic ability or skill at retaining taught information and that might then be used to compare outcomes between children of the same age. Health programmes that might measure head circumference, weight, height, visual and auditory functioning. Educational psychologists may use reasoning tests to assess an intellectual age in contrast to a chronological age.
With the girls non imitative aggression also increases if they watch aggressive behaviour. The control sample of boys shows a high non imitative aggression which strangely falls slightly on watching a live female and filmed male. 203 Words REFERENCES The Open University (2013) DSE141 Discovering Psychology, Assessment booklet, Milton Keynes, The Open University Oates, J. (2012) ‘Learning from watching’ in Brace, N. and Byford, J. (eds) Investigating psychology, Milton Keynes, The open University.
In the experimental condition, the participants were exposed to sexually-biased advertisements. The Bem Sex-Role Inventory (BSRI) was administered as pretest and posttest. It was hypothesized that participants in the experimental group would show a more feminine sex-role perception after the experiment. The results showed a shift towards a more feminine sex-role perception in both groups at posttest. next page To what extent do advertisements affect our sex-role perception?
Approximately 13.5% of teachers at Thunder Kat Elementary are beginning teachers and 34.3% of teachers have between 1-5 years of experience. Teachers with 6-10 years of experience include 15.4% while 26.6% of teachers have 11-20 years of experience, and 10.3% of teachers have at least 20 years of experience as a teacher. The school has a total of 37 teachers, one counselor, one nurse, one nurse's assistant, one assistant principal, eight educational aides, one secretary, one PEIMS clerk, one clerical aide, one librarian, one librarian assistant, and one principal. Thunder Kat Elementary Mission Statement Preious Independent School District Mission Statement: "All students who enroll in our schools will graduate from high school, fluent in two or more languages, prepared and inspired to continue their education in a four year college, university or institution of higher education so that they become successful citizens in their community." Thunder Kat Elementary School Mission Statement: "Longhorn Elementary School will nurture academic, physical, emotional, social, and moral development of every child by providing a safe, positive, challenging, learner-centered environment where children cultivate a love for learning and achieve their fullest potential as they prepare for the future."
It was hypothesized that participants’ whose parents were considered to have primarily used unfavorable methods would then exhibit higher levels of impulsivity than participants’ whose parents mainly used favorable methods. Additionally, it was hypothesized that males would show greater levels of impulsivity than females. A two-way ANOVA revealed that there no significant differences. The implications of these findings are discussed. Gender Differences in the Relationship between Parenting Styles and Impulsive Behavior Research in the field has shown powerful relationships between impulsive behavior and circumstantial factors such as upbringing and gender (Chapple & Johnson, 2007; Hayslett-McCall & Bernard, 2002; Sampson & Laub, 1995, as cited in Brannigan et al., 2002; Tittle, Ward, & Grasmick, 2003).
The effects of parenting styles (child-rearing practices) on the development of prosocial behaviour of children in early and middle childhood Abstract: Prosocial behaviour such as empathy, sharing and helping, is vital for healthy and effective relationships throughout life. Parenting styles have been found to significantly influence the amount of prosocial behaviour that a child shows (Dekovic & Jannsen, 1992; Berk, 2000). The relationship between prosocial behaviour and parenting styles was investigated interviewing 4 participants with regards to their parenting styles and the level of prosocial behaviour of their children. The participants were all mothers of two children aged between 4 and 8 years. Two white English-speaking mothers were interviewed, and two coloured Afrikaans-speaking mothers.
Hypothesis: The Hypothesis of this study was that Infants can discriminate between and show preference for attractive and unattractive faces regardless of gender, age, race and culture. Experimental design/methodology: * The experimenter had a very high level of control over the experiences of the infants and the slides were shown on a screen in a lab, hence making it a laboratory experiment. * Each study made use of the same sample pool but had different infants in each study. This is known as an Independent Measures Design. Study 1: * The aim of this study was to extend the results from previous studies with female stimuli to make stimuli as well.
(b) Describe two examples of gender socialisation within the family. [4] Wide range of possible examples, such as different dress codes, toys, games, forms of discipline and regulations for girls and boys. One mark for the example plus one mark for development (2 x 2 marks). (c) Explain how a child learns to interact with other people. [8] 5-8 Answers at this level will demonstrate a good understanding of the question, with links to relevant sociological material such as G. H. Mead’s account of how children learn through interaction with others.