Browsing by Author "Davis, Douglas A., 1943-"

Now showing 1 - 20 of 42
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    Aimlessness and Agency: Interpreting the Lives of Second Wave Feminists
    (1994) Calvo, Naomi; Milden, Randy; Davis, Douglas A., 1943-
    This is an exploratory study of the lives of six women, graduates of Bryn Mawr College, who defined themselves as feminist in the late sixties and early seventies. Because of the exploratory nature of the work the focus has shifted substantially since its inception. Hence an overview of the study's organization is helpful. Since part of the purpose of this study is an exploration of nontraditional methodology, one component of the study traces the changes in the project. Thus Chapter One provides the original conception of the study. It contains an introduction to the initial purpose; an appropriate literature review; and expected methods. Chapter Two details how the study was actually carried out. It contains a description of the actual methods and a reflection on the dilemmas of methodology given the process of the study; a description and analysis of the individual women's lives; a general analysis of themes across the women's lives; and a re-examination of the literature review. The Epilogue concludes by reflecting on the study and its affects on the researcher.
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    Bridging separate spheres: The Life of Julia Wilbur
    (1989) Baron, Erika Lea; Davis, Douglas A., 1943-; Milden, Randy; Stuard, Susan Mosher
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    Computer-mediated communication: a study of linguistic variation in Instant Messenger
    (2002) Miller, Rashidah N.; Davis, Douglas A., 1943-; Perloe, Sidney
    In a two-part study of AOL Instant Messenger (AIM), researchers examined patterns of use by over 200 college-aged subjects. In the first study, a questionnaire on overall AIM use was administered, in which researchers found that AIM users spent on average 75 minutes a day actively using Instant Messenger. Of these conversations, approximately 31% were reported as "serious" while 50% were considered "casual." Observations of sex differences showed that a larger percentage of males than females agreed that discussing intimate issues and engaging in arguments online were appropriate. In the second study conducted, logs of AIM conversations were collected, and manual and mechanical coding processes employed to determine the frequency of use of features such as emoticons, abbreviations/slang, and profanity by males versus females. Based on prior research, it was hypothesized that significant differences would be found indicating more frequent use of emoticons by females than males, more frequency of profanity use by males than females and differences in the use of abbreviations/slang with unspecified directional effects. No significant results were found for the first two hypotheses, but significant results did indicate that males not only used abbreviations/slang more than females but that they are highly affected by the sex of their interlocutor in their frequency of use. Hypothesized gender differences in communication style were not found in the collected logs, perhaps because the sample was composed primarily of U.S. college students who communicated mostly with friends. Future studies on this phenomenon should broaden the sample population to include subjects of varying ages, socio-cultural backgrounds and degrees of affiliation.
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    Computers and the child's cognitive development
    (1995) Donaldson, Heather; Davis, Douglas A., 1943-
    This study examined factors that contribute to and predict computer ability in elementary age children and how these abilities relate to the child's cognitive development. Children at a private elementary school (pre-school to sixth grade) which has a Computer Learning Center were given a background questionnaire of computer experience and a computer literacy test. The best predictors of classroom computer ability were grade, sex, how often the child uses his/her computer at home, and what their favorite subject is. Children who performed better on the computer literacy test tended to be in higher grades, to use a computer at home daily, to be male, and to like math, science, and computers. This finding suggests that an experiential model may be more appropriate than a developmental model in the acquisition of classroom computer competency.
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    Computers In The Classroom: a study of factors that contribute to computer competency and the influence of collaboration on computer task performance
    (1995) Moore, Sarah; Davis, Douglas A., 1943-
    This particular study examines what factors contribute to and predict computer competency in 66 Pre-K through 6th graders. A computer use questionnaire was administered and answered orally which provided background information on subjects prior computer experience and level of computer competency. Subjects' computer skills were tested by a set of performance tasks (the HCLF) designed to determine degree of computer competency. It was found that several factors were highly correlated with HCLF score, namely, grade, frequency of home computer use and sex. Within the overall experiment, a sub-study (N=28) focused on the effect of collaboration on performance of two cognitive tasks among 3rd through 6th graders. Collaborative work on several mathematical problem-solving tasks appeared to help female more than male subjects.
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    Depression Across Cultures: An Exploratory Study
    (1993) Cantor, Jeremy; Milden, Randy; Davis, Douglas A., 1943-
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    Early Adolescent Female Gendered Identity Formation Through the Lens of Popularity and "the Perfect Girl"
    (1997) Riofrio, Adrienne Veronica; Milden, Randy; Davis, Douglas A., 1943-
    This study examined the ways that cultural ideals affect girls' views of popularity, ideal girlhood, and how cultural stereotypes inform the development of their identities. Twenty seventh grade girls were asked to fill out three objective measures-- Children's Sex Role Inventory (Boldizar, 1991); the Attitudes Towards Women Scale for Adolescents (Galambos et. al, 1985); and the Perceived Competence Scale for Children (Harter, 1982). Participants also completed a projective measure designed to tap into issues of gendered identity formation. Girls were divided into two groups and participated in a magazine session, reading and discussing either mainstream or resistant magazines (ones that are aimed at questioning gender bias). Measures were then administered again. Results suggest that the objective and projective measures were correlated. Projective results suggest that girls in the resistant magazine condition answered questions in more resistant ways than girls in the mainstream condition. Implications for further research and application of ideas proposed here are explored.
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    From Computation to Communication: Adolescent Girls and the Internet
    (1999) Chanlett-Avery, Sadie; Davis, Douglas A., 1943-; Sternberg, Wendy
    This study investigated the implications of Internet technology on adolescent computer usage through an examination of sex differences. Theories of adolescent personality development, a survey of the social science research on gender differences in computer usage and new theory on the psychology of the Internet provide a context for teenagers' present Internet usage. Furthermore, a critique of a study examining adolescent girls and the Internet offers greater insight. A sample of adolescents' Web pages were coded for a number of characteristics and some members of the sample completed a questionnaire regarding their Internet and computer usage. A second sample of middle-school students completed the same questionnaire. Both Web page authors and the comparison group reported high rates of computer usage for educational, communication, and recreational purposes. Girls exhibited overall proficiently in utilizing the Internet and computers and boys' greater interest in computer games presented the largest sex difference.
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    Gender Specific Ego Functioning in the Manifest Dream Content of College Students
    (1989) Solomon, Amy L.; Davis, Douglas A., 1943-
    This study investigated differences in male and female ego functioning as revealed in manifest dream content. A total of 29 subjects, 14 male and 15 female, from Haverford and Bryn Mawr Colleges participated in the study. Experimenters hypothesized that there would be gender differences in ego functioning based on distinct preoedipal experiences. A total of 174 dreams, 107 female and 67 male, were coded. The design was a between subjects study with two groups, male and female. A total of 85 different var1ables were measured including achievement, affiliation and power motivation. The variables measured information from the categories central figure, conflict, characters, settings, affect, m isee11aneous, and motivation themes. The results of the study ind1cated that male and female egos function differently as expressed in the manifest dream content. These findings conform to the 1967 study of male and female ego styles in manifest dream content by Charles Brooks Brenneis.
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    Gender Specific Ego Functioning in the Manifest Dreams of College Students
    (1989) Savadove, Lane; Davis, Douglas A., 1943-
    Gender differences in the manifest dreams of college students were investigated. 173 dreams were collected from 30 subjects, 16 females and 14 males. Dreams were coded using an 85 variable coding system developed specifically for this study. Significant gender differences in several areas were found. Males were found to have more detailed, outdoor and improbable settings. Their dreams revealed a greater number and intensity of activities. Males also reported more positive affect. Females showed more body and food conflict, and more negative affect. Females also showed more affiliation motivation, while males showed achievement motivation. It was concluded that differences in the ego structures of the two genders reflects themselves in the structure of the manifest dream.
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    Gender Specific Ego Synthesis in the Manifest Dream Content of College Students
    (1989) Mamary, James; Davis, Douglas A., 1943-
    Written manifest dream reports collected from 16 male and 14 female college students ages 18-21 were scored according to 85 variables in search of evidence of gender specific ego function. It was hypothesized that the stylistic ego functioning differs as a result of the nature of pre-oedipal attachment resolution for each gender (Chodorow 1978), as a result of differing daily experience and as a result of differing thematic concerns. It was found that of the 85 variables concerning central figure, Setting, conflict, characters, emotional tone, and Achievement, Affiliation, and Power Motivation, 17 differed as an effect of gender. These include Number of Physical Activities Male>Female p<.17, Intensity of Physical Activity M>F p<.07, Conflict with Sexual Partner F>M p<.11, Nature of Conflict Resolution (pos. or neg.) M>F p<1.55, Appearance of Familiar Characters F>M p<.17, Presence of Authority figure M>F p<.135, Positive Affect Expression M>F p<.01, Negative Affect Expression F>M p<.032, Report Feelings of Success M>F p<.013, Reported Affect (pleasant or unpleasant) M>F p<.056, Degree of Setting Description M>F p<.011, Realistic Nature of Setting F>M p<.13, Achievement Motivation M>F p<.19, Affiliation Motivation F>M p<.08, Color Description F>M p<.002, Reference to Food F>M p<.008, Simultaneous Reference to Food and to Body Conflict F>M p<.OOl. The manifest dream revealed gender specific stylistic Ego Functioning. The analytic approach to female dreams must be reevaluated according to a possible female style and purpose of dreaming that differs from Freud's male model.
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    Impression Formation and Self-Presentation on Internet Relay Chat
    (1997) Wolf, Julie M.; Davis, Douglas A., 1943-
    The present study investigates the phenomena of self-presentation and impression formation on Internet Relay Chat (IRC) vs. face-to-face (FTF) settings. Subjects (Ss) first completed a Big Five personality measure for "how they are" and "how they wish to be". Groups of Ss then interacted in one of three conditions: FTF, riovice IRC, or expert IRC. Ss then judged the personality traits of their group members. Interactions were recorded and analyzed for use of self-presentational strategies. Ss in all conditions were judged as more in line with "how they are" than with "how wish to be". However, Ss in the expert IRC condition were judged as relatively more like "how they wish to be" than were Ss in the FTF condition on the Extraversion dimension. Analysis of the interactions revealed some between group differences in the use of self presentational strategies. These results provide partial support for the hypothesis that, in the absence of non-verbal cues on IRC, individuals present themselves differently and are thus seen as being consistent with their ideal selves.
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    Individual differences in computer use
    (1991) Weiss, Shana; Davis, Douglas A., 1943-
    Computer users have often been stereotyped as asocial, technologically-oriented people. However, there is a dearth of research defining this subgroup, and no attempts have been made to definitively distinguish between computer "addicts" and noncomputer users. This study used a variety of statistical and projective measures to define differences between computer users. Standard TAT instructions were given to sixty-three college students who wrote stories about one of two randomly assigned pictures. Each picture had two figures, one male and one female, with one of the two seated at a computer. Stories were coded for topics concerning computers, for interpersonal relationships, and for story structures. Significant results were found for several of these coding questions when compared with level of computer use and gender of subject. A questionnaire asking for self-reports in various areas of computer use confirmed subject selection categories and indicated that there are indeed differences in computer users. A Myers Briggs personality test was used in an attempt to divide computer users and non-users into a dichotomy that separated people out based on different personality characteristics. The results of this part of the study were inconclusive. Though results overall were unable to define a specific "computer personality," it is clear that definite differences exist among heavy and light, and male and female computer users.
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    Influence of Sex on Language in Synchronous Computer-Mediated­ Communication
    (2002) Grayer, Joanna; Davis, Douglas A., 1943-
    Instant Messenger is quickly becoming a popular mode of communication throughout our society. Two studies of mostly College-aged users of AOL Instant Messenger examined characteristics of this medium. The first study collected survey and self-report data from over 200 users of Instant Messenger, while the second study examined saved Instant Messenger logs from a sub-set of those who participated in the initial portion of the study. The typical IM user in this population chats mostly with real-life friends and indicated that the medium is conducive to both serious and casual conversations. Subjects reported actively using Instant Messenger for an hour and 15 minutes a day and indicated having IM conversations that average just over 20 minutes in length. A few sex differences were found in the first part of the study, with males indicating that they both have asked someone out and argued more often over IM than females. In logged conversations, the average length of one person's contribution to a conversation was just over 250 words. Emoticons and profanity were found to make up less than 1% of a conversation, while logs consisted nearly 9% of abbreviations/slang. Fewer sex differences were found when analyzing the Instant Messenger logs than were expected. The only significant sex difference detected in this portion of the study was that the influence of the sex of the person they were talking to was significantly greater for males than it was for females in terms of their use of abbreviation/slang. Instant Messenger is a relatively new mode of communication and much more research will certainly soon be conducted in this area.
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    Instant Messenger: A Foundation
    (2002) Klevansky, Robin; Davis, Douglas A., 1943-
    The synchronous, peer-to-peer chat software called Instant Messenger has become a major mode of computer-mediated communication in the last few years, but little if any research has been performed to gauge how people use the program. The present study collected self-report and personality data on IM use from over 250 subjects. The typical user here is a college student who chats with mostly real-life friends for about an hour a day, in both casual and more intimate or serious conversations, and who uses the program's features as a form of self-representation. A number of sex differences were found, in particular that males are more apt to harass friends over IM and to chat with strangers and acquaintances known only online. There were also personality differences: extraverts have more chat partners, harassers are less agreeable, and less conscientious people are more comfortable using the medium for intimate conversation.
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    Integrating the Computer Into an Elementary Educational Setting: A Developmental Stage Model
    (1995) Burch, Jennifer; Davis, Douglas A., 1943-
    Sixty-six children from pre-kindergarten through grade 6 at a small Quaker suburban elementary school were selected by permission to participate in a multiphasic study of computer literacy. The three-part test consisted of a Background Questionnaire to establish S's computer experience outside of the school's Computer Learning Center (CLC), a Literacy Form to target specific skills using Macintosh picture- and word-processing software, and a cognitive game section involving basic computer skill, memory, and strategy. The major objective of the study was to determine in what order and at what developmental level computer skills are acquired and reveal other factors which influence a child's achievement of computer literacy. Correlating results from the three parts of the test revealed that the best predictors of performance on the Literacy Form are S's grade level and frequency of computer use outside the CLC. As expected, motor skills are acquired first, then basic computer skills such as menu and window use, which must precede acquisition of complex skills. In this population, a plateau of performance occurred after the fourth grade, suggesting that S's had attained a level of basic literacy. Additionally, scores on items such as the child's favorite subject and independent vs. social computing style suggested that these other factors may play a role in the child's computer development.
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    La Femme Inspiratrice: Sabina Spielrein's Relationships To Carl Jung and Sigmund Freud
    (1990) Delsol, Giselle E.; Davis, Douglas A., 1943-
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    Language Styles in AOL Instant Messenger as a Reflection of Self
    (2002) Wright, Natalie P.; Davis, Douglas A., 1943-
    Two studies of mostly college-aged users of AOL Instant Messenger (IM) collected survey and self-report data from over 250 IM users and also collected text logs of IM conversations for language analysis. Study one provided user demographics and background information on IM use. The average user was 19.5 years old and used IM for well over an hour each day to talk with close friends and acquaintances. Most subjects reported that they are usually using IM "just to say hi," and that IM has allowed them to keep in touch with people that they would not have kept in touch with otherwise. Study two examined individual and group differences in language use. Gender differences were smaller then expected in both studies, though an analysis of IM logs revealed that males used significantly more profanity than females. Other variables such as age and context of conversation were examined as with gender, yielded no significant differences in use of profanity, use of abbreviations or slang, or use of emoticons.
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    Language Use in AOL Instant Messenger
    (2002) Hufford, Diana Dezube; Davis, Douglas A., 1943-
    Two studies of mostly college-aged users of America Online Instant Messenger (AIM) collected survey and self-reported data from over 200 AIM users and saved logs of AIM chat sessions from a subset of similar subjects. The typical AIM user in this population chatted mostly with real-life friends and felt that AIM helped maintain connections with friends that would be severed if AIM was not used. The average AIM user in this sample was actively connected to AIM for 75.3 minutes a day and the average AIM conversation lasted 21.3 minutes. Sex differences were smaller than expected, but males were more likely to have reported use of AIM just to harass than were females and males were also more likely to have initiated chat with a stranger over AIM than were females. In logged conversations, sex of the AIM conversation partner appeared to have more effect on male than on female AIM users with males using more slang, abbreviations, and profanity when conversing with other males.