A unified model of the origin of sexual aggression against women on both adult and juvenile sexual offender samples has been developed and successfully tested. This model proposed three major causal paths to sexual coercion against women. In the first path, physical and verbal abuse was hypothesized to produce callousness and lack of emotionality, which disinhibited sexual drive and sexual fantasies. These in turn disinhibited hostile sexual fantasies, and led to sexual coercion. In the second causal path, sexual abuse contributed directly to the disinhibition of sexual drive and sexual fantasies, which through hostile sexual fantasies led to sexual coercion. The third path operated through early antisocial behavior, including aggressive acts. It developed as a result of both physical/verbal abuse and callousness/lack of emotion. It in turn directly affected sexual coercion and worked indirectly through the hostile sexual fantasies path. In the present study, the anonymous responses of a group of 168 blue‐collar, community males to an inventory (the Multidimensional Assessment of Sex and Aggression) were used in a structural equation model to test the validity of this model. Moreover, this model was pitted against Malamuth's (1998) two‐path model. Whereas the three‐path model had an excellent fit with the data (CFI = .951, RMSEA = .047), the two‐path model fit less well (CFI = .857, RMSEA = .079). These results indicate the superiority of the three‐path model and suggest that it constitutes a solid, empirically disconfirmable heuristic for the etiology of sexual coercion against women.

Three experiments assessed the ability of children 2 to 5 years of age to infer, under very simple task conditions, what another person sees when viewing something from a position other than the children's own. Data indicates that some ability of this genre appears to exist by age 2. The data also suggests a distinction between an earlier and a later developmental form of visual percept inference. (Author/SET) FILMED FROM BEST AVAILABLE COPY U I OtioAlitiot 00 tit sit Wu. tOutotio" A Petl.t Oat tiAtitliook.ohttitutt OP Nit DOtuMtht OAS Nttl. OrONO°I MO ERAMIP AS OtttoVE0 0110M tut PENSOh 01 ONGAlostAti011 ONi(01.

Three experiments assessed the ability of children 2 to 5 years of age to infer, under very simple task conditions, what another person sees when viewing something from a position other than the children's own. Data indicates that some ability of this genre appears to exist by age 2. The data also suggests a distinction between an earlier and a later developmental form of visual percept inference. (Author/SET)FROM BEST AVAILABLE COPY U I OtioAlitiot 00 tit sit Wu. tOutotio" A Petl.t Oat tiAtitliook.ohttitutt OP Nit DOtuMtht OAS Nttl. OrONO°I MO ERAMIP AS OtttoVE0 0110M tut PENSOh 01 ONGAlostAti011 ONi(01.

Research on the origin of sexual aggression has identified several important contributing factors: (a) early abuse (physical and sexual), (b) personality/behavioral traits (callousness and unemotionality, antisocial behavior/impulsivity, and hypersexuality), and (c) attitudinal/cognitive variables (negative masculinity, hostility toward women, misogynistic fantasies). We developed and tested an etiological model of sexual coercion on adult samples of sexual offenders and community controls. The model proposes three major causal pathways to sexual coercion. Using data gathered from a computerized interview, we employed this same model to predict sexually coercive behavior in a sample of 218 juvenile sexual offenders. The cross- sample consistency of the model provides support for a unified theory of sexual aggression against women.

Summary: Achieving expertise in any area requires extensive practice and engagement with the subject one desires to master. As not all practice yields good progress, methods must be found that lead learners to practice effectively. Many experts employ highly tailored practice involving metacognitive processes, but novices rarely engage in frequent and explicit metacognitive strategies during practice. As a result, novice progress may be impeded through repetition of systematic errors and ineffective techniques. Our study provides evidence of the effectiveness of teaching metacognition to novice music students through weekly lessons. Thirty-five adolescent students of six instructors were randomly assigned to metacognitive focus or existing practice teaching conditions. Students receiving metacognitive teaching achieved higher performance ratings when compared with students receiving control instruction, even though practice time did not vary between groups. These results suggest that having students explicitly verbalize and reflect on their learning process produces more efficient practice and greater end performance.