Gender identity: The benefits of a self-schema approach.

Questions S. L. Bem's (see record 1983-21087-001) definition of a gender schema and argues that male and female sex-typed individuals do not have equivalent gender schemata. The high-androgynous individuals are the only ones for whom both masculinity and femininity are equally available and who might be properly termed "gender schematic." (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Theory and experimental roles: Comment on Danziger.

Refutes K. Danziger's (see record 1986-00068-001) suggestion that the temptation to engage in fruitless speculation about the "chicken and egg" problem of the priority of theoretical orientation and the social practices involved in investigation must be resisted and expands Danziger's notion that psychologists should study individuals. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fancher on Gould, Goddard, and historical interpretation: A reply.

Contends that R. E. Fancher's (see record 1988-31600-001) evidence concerning intentions behind retouching of photographs of the Kallikaks in H. H. Goddard's (1912) study of mental retardation and heredity fall far short of challenging S. J. Gould's (1981) findings on the same topic. Further, Fancher's citation may misrepresent J. D. Smith's (1985) work on Goddard. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Facts, values, and policies: A comment on Howard H. Kendler (2002).

In a recent article, Howard H. Kendler (2002) criticized Kenneth B. Clark and the other social scientists who worked in Brown v. Board of Education for polluting their science with value judgments. This article argues that Kendler's critique is misguided because it conflates a policy judgment with a value judgment. In addition, Kendler inconsistently applied his own standard of objectivity when he examined the social science used in Brown. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Day After: A preliminary report on its effects on children.

Contends, on the basis of the findings of J. Schofield and M. Pavelchak (see record 1986-11372-001), that the TV movie, The Day After, was a salient emotional stimulus and that developmental differences in self-reported nuclear war fears should be expected. Preliminary data collected by the present authors, using 126 2nd–6th graders, suggest that Ss' fears were both reactive to environmental events and developmentally mediated. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)