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Biomedical subjects

C Etaugh

Publications and source records attributed to C Etaugh.

12 recordsLinked to original sources
PubMed1982

Perceptions of restricted relationships of divorced and widowed women and men.

48 female and 48 male college students judged the extent to which the formerly married are restricted in their social relationships. Each subject evaluated one of four groups: widowed women, divorced women, widowed men, or divorced men. There was limited support for the hypotheses that the divorced would be perceived as more restricted than the widowed and that women would be perceived as more restricted than men.

Adult↗
PubMed1981

The role of visual and haptic cues in children's discrimination learning.

Three experiments using kindergarten boys and girls (Ns = 126, 84, and 72, respectively) tested the hypothesis that adding haptic to visual information facilitates discrimination of three-dimensional objects on more difficult (three-choice) problems, but not on easier (two-choice) problems. Kindergartners were given a two-or three-choice discrimination problem under one of four conditions of cue availability: visual cues, haptic cues, and visual plus haptic cues with stimuli touched or not touched before choosing. Addition of haptic cues did not improve performance either on two-choice problems (two or three experiments), as predicted, or on three-choice problems (all three experiments), contrary to predictions.

Child, Preschool↗
PubMed1981

Hemispheric specialization for tactile-spatial processing in preschool children.

Witelson (1976) found that boys but not girls showed right-hemisphere specialization for tactile-spatial processing as early as 6 yr. of age. In the present study, Witelson's task was administered to 46 normal 4- and 5-yr.-old girls and boys. Both sexes showed right-hemisphere specialization. There were no sex differences either in specialization or in over-all performance.

Child Development↗
PubMed1979

Handedness of handedness researchers.

This study tested the hypothesis that laterality and handedness researchers are more likely than other researchers to be left-handed. A questionnaire assessing hand preference was sent to authors of articles which either dealt with handedness (N = 50) or other aspects of laterality (N = 100) or did not concern laterality (N = 50). The proportion of left-handers was highest in the handedness group (12.9%) and lowest in the non-laterality group (5.0%), but this difference did not reach significance.

Awareness↗
PubMed1978

Sensitivity to laterality as a function of handedness.

This study tested the hypothesis that left-handed individuals are more aware than right-handed individuals of others' handedness. 18 left-handed and 18 right-handed college students were shown a drawing of 8 children at a party. Seven children held objects in the left hand, while one held an object in the right hand. After 2 1/2 min. the drawing was removed and subjects answered 15 questions about its contents. Included were 2 questions asking how many children were holding something in the right or left hand. Compared with right-handed subjects, left-handed subjects reported significantly more children holding something in the left hand and significantly fewer holding something in the right hand. The two groups did not differ on any other questions.

Awareness↗
PubMed1977

Sex differences in discrimination of forms by elementary school children.

Thirty-six boys and 36 girls at each of two grade levels (second and fourth) were presented with a two-choice simultaneous form discrimination. The forms were five- or 10-sided, and symmetrical or asymmetrical. Ss received either a uniform array (both stimuli symmetrical or asymmetrical) or a mixed array (one stimulus symmetrical and the other asymmetrical). Boys performed better than girls, and older children were more accurate than younger ones. Several interactions among sex, age, and stimulus variables were obtained. The findings indicate sex differences in the development of the ability to process form information.

Age Factors↗
PubMed1976

Children's self-evaluation of performance as a function of sex, age, feedback, and sex-typed task label.

Children in grades 3 and 5 (N = 160) performed a task which was labeled either sex-appropriate or sex-inappropriate. Following the task, prearranged feedback (success or failure) was provided, and the children evaluated the importance of ability, effort, task difficulty, and luck in determining their performance. Girls attributed failure to lack of ability more than did boys. Further, girls but not boys attributed failure to poor ability more than they attributed success to good ability. Successful boys emphasized ability more than luck, whereas successful girls did not. Sex-typed labeling of the task did not influence casual attributions, performance, or the attractiveness of the task to the child. Third and fifth graders displayed similar patterns of causal attribution.

Age Factors↗