Julia Sherman
Dados Biográficos
| ID | 3921852 |
|---|---|
| NOME | Julia Sherman |
| PRENOMES | Julia |
| SOBRENOME | Sherman |
| ASSINATURA | SHERMAN J |
| AFILIAÇÕES | WRI of Wisconsin, Inc. |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 26 |
| TOTAL DE CITAÇÕES | 105 |
| TOTAL COMO AUTOR | 26 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1960 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 1991 |
| ÍNDICE H | 4 |
Double Margins
No abstract available for this article
Books
Achievement Related Fears
No abstract available for this article
Women Therapists Working with Women
Girls Talk About Mathematics and Their Future
Grade 11 girls ( n = 63) who had previously been extensively tested in Grade 8 were interviewed and readministered the Fennema-Sherman Mathematics Attitudes Scales II. Girls who had enrolled in three years of the college preparatory math sequence were contrasted with those who had taken two years. The groups were equated on three cognitive measures as assessed in Grade 8. Results confirmed previous research in these ways: “fear of success” in mat…
Factors Predicting Girls' and Boys' Enrollment in College Preparatory Mathematics
Students ( n = 337) tested in the eighth grade were followed up in the eleventh grade to see what courses in the college preparatory math sequence they had elected. Discriminant analyses for girls and boys were performed on the test scores, predicting those electing one, two, three, or four years of college preparatory math. Scores included math achievement (SRA Math Concepts), vocabulary (Cognitive Abilities Test), spatial visualization (Differe…
Continuing in Mathematics
The mathematics attitudes (determined by ratings on the Fennema-Sherman Mathematics Attitudes Scales) of ninth grade girls of similar intellect who subsequently took one to four years of college preparatory math were compared in 1975 and 1978 (n = 84). Math enrollment groups differed significantly on the following scales: Usefulness of Mathematics, Confidence in Learning Mathematics, Teacher (perceived attitude toward the student as a learner of …
Continuing in Mathematics
The mathematics attitudes (determined by ratings on the Fennema-Sherman Mathematics Attitudes Scales) of ninth grade girls of similar intellect who subsequently took one to four years of college preparatory math were compared in 1975 and 1978 (n = 84). Math enrollment groups differed significantly on the following scales: Usefulness of Mathematics, Confidence in Learning Mathematics, Teacher (perceived attitude toward the student as a learner of …
Mathematics the Critical Filter
Interviews were conducted regarding attitudes toward sex role and mathematics with three cognitively equated groups of girls who had enrolled in different amounts of theoretical (college-track) math in high school ( n = 87). Girls who took the least math were less ambitious and in some ways, more independent. Girls who took four years of theoretical math had more pleasant earliest memories of math, fewer negative experiences with teachers, but mo…
The Prism of Sex
Girls’ and Boys’ Enrollments in Theoretical Math Courses
Students ( n = 331) extensively tested in their first year of high school were followed up as seniors to see what courses in theoretical mathematics they had elected. Discriminant analyses for girls and boys were performed on the test scores, postdicting those who elected two, three or four years of theoretical math. Scores included math achievement (Test of Academic Progress), vocabulary (Quick Word Test), and the Fennema-Sherman Mathematics Att…
Girls' and Boys' Enrollments in Theoretical Math Courses
Students (n = 331) extensively tested in their first year of high school were followed up as seniors to see what courses in theoretical mathematics they had elected. Discriminant analyses for girls and boys were performed on the test scores, postdicting those who elected two, three or four years of theoretical math. Scores included math achievement (Test of Academic Progress), vocabulary (Quick Word Test), and the Fennema-Sherman Mathematics Atti…
The Prism of Sex
The Prism of Sex
Cognitive Performance as a Function of Sex and Handedness
Investigated incidence of left-handedness and non-right-handedness in a sample of 9th-grade students ( n = 313). In comparison, incidence among undergraduates is underestimated. Girls were not significantly more right-handed than boys in the 9th grade sample but were significantly ( p<.01) more right-handed than boys in a sample of math students, grades 9-11 ( n = 1097). Handedness did not affect math achievement (Test of Academic Progress), verb…
The Nurturing Parent
Erotic aspects of the nursing mother's Nurturing Parent are discussed, with emphasis on rescue aspects of early mother-child relationships. The possible importance of these factors in countertransference reactions is developed
Therapists
The Therapists’ Information About Women Scale (TIWS) and Therapists’ Attitude Toward Women Scale (TAWS) are presented. Results from a sample of 184 therapists (social workers, psychiatrists, and psychologists) showed no significant differences among professions; however, women therapists were significantly better informed, more liberal, and less stereotyped in their attitudes. Information and attitudes were correlated.57. Though attitudes were mo…
Distribution of Spatial Visualization and Mathematical Problem Solving Scores
This study investigated distribution of spatial visualization scores (Space Relations test of the Differential Aptitude Test) and mathematical problem solving scores (Mental Arithmetic Problems) obtained by 161 male and 152 female, 9th grade, white students for fit to the distributions predicted by the X-linked hypotheses of recessive inheritance of these skills. Data did not support the X-linked hypotheses. No significant sex-related differences…
The Study of Mathematics By High School Girls and Boys
Reported is a study comparing females and males enrolled in high school mathematics classes on their intent to enroll in additional mathematics classes, and affective variables related to this intent. Significantly more males than females, especially from the lower half of the achievement distribution, intended to continue to study mathematics. Controlling for cognitive differences 10th and 11th grade students differing in intent to take mathemat…
Sex-Related Differences in Mathematics Achievement, Spatial Visualization and Affective Factors
This study investigated (a) mathematics achievement (Test of Academic Progress) of 589 female and 644 male, predominantly white, 9th-12th grade students enrolled in mathematics courses from four schools, controlling for mathematics background and general ability (Quick Word Test); (b) relationships to mathematics achievement, and to sex-related differences in mathematics achievement, of spatial visualization (Differential Aptitude Test), eight at…
Comment on Gertrud Lenzer's "On Masochism" (Vol. 1, No. 2)
Women and Therapy
Two hundred and ninety-nine internship programs and selected psychology graduate schools were surveyed by mail regarding their opinions and practices relevant to training in psychotherapy for women. The 94 usable replies included 55% of all APA approved programs. The results indicated that only a minority of training facilities deal in a systematic way with issues of sex bias and sex-role stereotyping in psychological practice. About 20% of the r…
Social Values, Femininity, and the Development of Female Competence
An important current question is whether to socialize females to be competent or to be feminine. A second and related problem concerns socialization to promote maximal intellectual development in women. Major points of this paper are: (a) that the goals of femininity and competence are not necessarily the same, and (b) that little is known about how to rear females to be competent, partly because competence, especially intellectual competence, ha…
On the Psychology of Women
Changes in the Gradient of Stimulus Generalization as a Function of Two Procedural Variations
ammonsscientific.com is your first and best source for all of the information you’re looking for. From general topics to more of what you would expect to find here, ammonsscientific.com has it all. We hope you find what you are searching for
Sex-Related Differences in Mathematics Achievement, Spatial Visualization and Affective Factors
This study investigated (a) mathematics achievement (Test of Academic Progress) of 589 female and 644 male, predominantly white, 9th-12th grade students enrolled in mathematics courses from four schools, controlling for mathematics background and general ability (Quick Word Test); (b) relationships to mathematics achievement, and to sex-related differences in mathematics achievement, of spatial visualization (Differential Aptitude Test), eight at…
The Prism of Sex
Mathematics the Critical Filter
Interviews were conducted regarding attitudes toward sex role and mathematics with three cognitively equated groups of girls who had enrolled in different amounts of theoretical (college-track) math in high school ( n = 87). Girls who took the least math were less ambitious and in some ways, more independent. Girls who took four years of theoretical math had more pleasant earliest memories of math, fewer negative experiences with teachers, but mo…
The Study of Mathematics By High School Girls and Boys
Reported is a study comparing females and males enrolled in high school mathematics classes on their intent to enroll in additional mathematics classes, and affective variables related to this intent. Significantly more males than females, especially from the lower half of the achievement distribution, intended to continue to study mathematics. Controlling for cognitive differences 10th and 11th grade students differing in intent to take mathemat…
Girls' and Boys' Enrollments in Theoretical Math Courses
Students (n = 331) extensively tested in their first year of high school were followed up as seniors to see what courses in theoretical mathematics they had elected. Discriminant analyses for girls and boys were performed on the test scores, postdicting those who elected two, three or four years of theoretical math. Scores included math achievement (Test of Academic Progress), vocabulary (Quick Word Test), and the Fennema-Sherman Mathematics Atti…
Therapists
The Therapists’ Information About Women Scale (TIWS) and Therapists’ Attitude Toward Women Scale (TAWS) are presented. Results from a sample of 184 therapists (social workers, psychiatrists, and psychologists) showed no significant differences among professions; however, women therapists were significantly better informed, more liberal, and less stereotyped in their attitudes. Information and attitudes were correlated.57. Though attitudes were mo…
Distribution of Spatial Visualization and Mathematical Problem Solving Scores
This study investigated distribution of spatial visualization scores (Space Relations test of the Differential Aptitude Test) and mathematical problem solving scores (Mental Arithmetic Problems) obtained by 161 male and 152 female, 9th grade, white students for fit to the distributions predicted by the X-linked hypotheses of recessive inheritance of these skills. Data did not support the X-linked hypotheses. No significant sex-related differences…
Girls Talk About Mathematics and Their Future
Grade 11 girls ( n = 63) who had previously been extensively tested in Grade 8 were interviewed and readministered the Fennema-Sherman Mathematics Attitudes Scales II. Girls who had enrolled in three years of the college preparatory math sequence were contrasted with those who had taken two years. The groups were equated on three cognitive measures as assessed in Grade 8. Results confirmed previous research in these ways: “fear of success” in mat…
Factors Predicting Girls' and Boys' Enrollment in College Preparatory Mathematics
Students ( n = 337) tested in the eighth grade were followed up in the eleventh grade to see what courses in the college preparatory math sequence they had elected. Discriminant analyses for girls and boys were performed on the test scores, predicting those electing one, two, three, or four years of college preparatory math. Scores included math achievement (SRA Math Concepts), vocabulary (Cognitive Abilities Test), spatial visualization (Differe…
Continuing in Mathematics
The mathematics attitudes (determined by ratings on the Fennema-Sherman Mathematics Attitudes Scales) of ninth grade girls of similar intellect who subsequently took one to four years of college preparatory math were compared in 1975 and 1978 (n = 84). Math enrollment groups differed significantly on the following scales: Usefulness of Mathematics, Confidence in Learning Mathematics, Teacher (perceived attitude toward the student as a learner of …
Social Values, Femininity, and the Development of Female Competence
An important current question is whether to socialize females to be competent or to be feminine. A second and related problem concerns socialization to promote maximal intellectual development in women. Major points of this paper are: (a) that the goals of femininity and competence are not necessarily the same, and (b) that little is known about how to rear females to be competent, partly because competence, especially intellectual competence, ha…
Achievement Related Fears
No abstract available for this article
Girls’ and Boys’ Enrollments in Theoretical Math Courses
Students ( n = 331) extensively tested in their first year of high school were followed up as seniors to see what courses in theoretical mathematics they had elected. Discriminant analyses for girls and boys were performed on the test scores, postdicting those who elected two, three or four years of theoretical math. Scores included math achievement (Test of Academic Progress), vocabulary (Quick Word Test), and the Fennema-Sherman Mathematics Att…
Women and Therapy
Two hundred and ninety-nine internship programs and selected psychology graduate schools were surveyed by mail regarding their opinions and practices relevant to training in psychotherapy for women. The 94 usable replies included 55% of all APA approved programs. The results indicated that only a minority of training facilities deal in a systematic way with issues of sex bias and sex-role stereotyping in psychological practice. About 20% of the r…
Changes in the Gradient of Stimulus Generalization as a Function of Two Procedural Variations
ammonsscientific.com is your first and best source for all of the information you’re looking for. From general topics to more of what you would expect to find here, ammonsscientific.com has it all. We hope you find what you are searching for
Changes in the Gradient of Stimulus Generalization as a Function of Two Procedural Variations
On the Psychology of Women
Comment on Gertrud Lenzer's "On Masochism" (Vol. 1, No. 2)
Women and Therapy
Two hundred and ninety-nine internship programs and selected psychology graduate schools were surveyed by mail regarding their opinions and practices relevant to training in psychotherapy for women. The 94 usable replies included 55% of all APA approved programs. The results indicated that only a minority of training facilities deal in a systematic way with issues of sex bias and sex-role stereotyping in psychological practice. About 20% of the r…
Social Values, Femininity, and the Development of Female Competence
An important current question is whether to socialize females to be competent or to be feminine. A second and related problem concerns socialization to promote maximal intellectual development in women. Major points of this paper are: (a) that the goals of femininity and competence are not necessarily the same, and (b) that little is known about how to rear females to be competent, partly because competence, especially intellectual competence, ha…
The Study of Mathematics By High School Girls and Boys
Reported is a study comparing females and males enrolled in high school mathematics classes on their intent to enroll in additional mathematics classes, and affective variables related to this intent. Significantly more males than females, especially from the lower half of the achievement distribution, intended to continue to study mathematics. Controlling for cognitive differences 10th and 11th grade students differing in intent to take mathemat…
Sex-Related Differences in Mathematics Achievement, Spatial Visualization and Affective Factors
This study investigated (a) mathematics achievement (Test of Academic Progress) of 589 female and 644 male, predominantly white, 9th-12th grade students enrolled in mathematics courses from four schools, controlling for mathematics background and general ability (Quick Word Test); (b) relationships to mathematics achievement, and to sex-related differences in mathematics achievement, of spatial visualization (Differential Aptitude Test), eight at…
The Nurturing Parent
Erotic aspects of the nursing mother's Nurturing Parent are discussed, with emphasis on rescue aspects of early mother-child relationships. The possible importance of these factors in countertransference reactions is developed
Therapists
The Therapists’ Information About Women Scale (TIWS) and Therapists’ Attitude Toward Women Scale (TAWS) are presented. Results from a sample of 184 therapists (social workers, psychiatrists, and psychologists) showed no significant differences among professions; however, women therapists were significantly better informed, more liberal, and less stereotyped in their attitudes. Information and attitudes were correlated.57. Though attitudes were mo…
Distribution of Spatial Visualization and Mathematical Problem Solving Scores
This study investigated distribution of spatial visualization scores (Space Relations test of the Differential Aptitude Test) and mathematical problem solving scores (Mental Arithmetic Problems) obtained by 161 male and 152 female, 9th grade, white students for fit to the distributions predicted by the X-linked hypotheses of recessive inheritance of these skills. Data did not support the X-linked hypotheses. No significant sex-related differences…
Cognitive Performance as a Function of Sex and Handedness
Investigated incidence of left-handedness and non-right-handedness in a sample of 9th-grade students ( n = 313). In comparison, incidence among undergraduates is underestimated. Girls were not significantly more right-handed than boys in the 9th grade sample but were significantly ( p<.01) more right-handed than boys in a sample of math students, grades 9-11 ( n = 1097). Handedness did not affect math achievement (Test of Academic Progress), verb…
Girls’ and Boys’ Enrollments in Theoretical Math Courses
Students ( n = 331) extensively tested in their first year of high school were followed up as seniors to see what courses in theoretical mathematics they had elected. Discriminant analyses for girls and boys were performed on the test scores, postdicting those who elected two, three or four years of theoretical math. Scores included math achievement (Test of Academic Progress), vocabulary (Quick Word Test), and the Fennema-Sherman Mathematics Att…
Girls' and Boys' Enrollments in Theoretical Math Courses
Students (n = 331) extensively tested in their first year of high school were followed up as seniors to see what courses in theoretical mathematics they had elected. Discriminant analyses for girls and boys were performed on the test scores, postdicting those who elected two, three or four years of theoretical math. Scores included math achievement (Test of Academic Progress), vocabulary (Quick Word Test), and the Fennema-Sherman Mathematics Atti…
The Prism of Sex
The Prism of Sex
Continuing in Mathematics
The mathematics attitudes (determined by ratings on the Fennema-Sherman Mathematics Attitudes Scales) of ninth grade girls of similar intellect who subsequently took one to four years of college preparatory math were compared in 1975 and 1978 (n = 84). Math enrollment groups differed significantly on the following scales: Usefulness of Mathematics, Confidence in Learning Mathematics, Teacher (perceived attitude toward the student as a learner of …
Continuing in Mathematics
The mathematics attitudes (determined by ratings on the Fennema-Sherman Mathematics Attitudes Scales) of ninth grade girls of similar intellect who subsequently took one to four years of college preparatory math were compared in 1975 and 1978 (n = 84). Math enrollment groups differed significantly on the following scales: Usefulness of Mathematics, Confidence in Learning Mathematics, Teacher (perceived attitude toward the student as a learner of …
Mathematics the Critical Filter
Interviews were conducted regarding attitudes toward sex role and mathematics with three cognitively equated groups of girls who had enrolled in different amounts of theoretical (college-track) math in high school ( n = 87). Girls who took the least math were less ambitious and in some ways, more independent. Girls who took four years of theoretical math had more pleasant earliest memories of math, fewer negative experiences with teachers, but mo…
The Prism of Sex
Girls Talk About Mathematics and Their Future
Grade 11 girls ( n = 63) who had previously been extensively tested in Grade 8 were interviewed and readministered the Fennema-Sherman Mathematics Attitudes Scales II. Girls who had enrolled in three years of the college preparatory math sequence were contrasted with those who had taken two years. The groups were equated on three cognitive measures as assessed in Grade 8. Results confirmed previous research in these ways: “fear of success” in mat…
Factors Predicting Girls' and Boys' Enrollment in College Preparatory Mathematics
Students ( n = 337) tested in the eighth grade were followed up in the eleventh grade to see what courses in the college preparatory math sequence they had elected. Discriminant analyses for girls and boys were performed on the test scores, predicting those electing one, two, three, or four years of college preparatory math. Scores included math achievement (SRA Math Concepts), vocabulary (Cognitive Abilities Test), spatial visualization (Differe…
Women Therapists Working with Women
Achievement Related Fears
No abstract available for this article
Books
Psychology (21 obras) · Education, Achievement, and Giftedness (11 obras) · Developmental psychology (10 obras) · Mathematics (10 obras) · Mathematics education (9 obras) · Social Psychology (7 obras) · Cognition (6 obras) · Social Psychology (6 obras) · Statistics (6 obras) · Test (biology (6 obras)