The AD8 is a brief, sensitive measure that reliably differentiates between nondemented and demented individuals. Use of the AD8 in conjunction with a brief assessment of the participant could improve diagnostic accuracy in general practice.

This study investigated whether gay men and lesbians are assumed to have attributes stereotypically associated with the other gender. Participants were 110 male and female undergraduates from a private, Midwestern, U.S. university. Participants were randomly assigned to one of four conditions (i.e., gay male, lesbian, heterosexual female, heterosexual male) and rated their given target on possession of traditionally masculine and feminine occupational interests, activities, and traits. Results revealed that, despite some changes in the status of gay men and lesbians in society, stereotypes regarding sexual orientation were similar to those seen in studies conducted 20 years ago. Specifically, gay males were viewed as less masculine/more feminine than heterosexual males, and lesbians were viewed as more masculine/less feminine than heterosexual females.

Background: To understand the earliest signs of cognitive decline caused by Alzheimer disease (AD) and other illnesses causing dementia, information is needed from well-characterized individuals without dementia studied longitudinally until autopsy. Objective: To determine clinical and cognitive features associated with the development of AD or other dementias in older adults.

From a very young age, children show signs of prejudice. However, it is not clear whether those who are the most biased in one domain (e.g., gender) are also the most biased in other domains (e.g., ethnicity). This study addressed the issue using multiple measures of prejudice (negative bias) in 3 domains: gender (male, female), ethnicity–language (French Canadian, English Canadian), and body type (overweight, normal weight). The flexibility of attitudes (i.e., the belief that people from different categories can possess similar traits) was also assessed. A total of 254 children (127 boys, 127 girls) in kindergarten to Grade 6 participated. Children demonstrated clear biases against groups to which they did not belong, although attitudes became more flexible and prejudice declined somewhat with age. There was little predictive power across domains; that is, there was no evidence that prejudice represents a general characteristic that differentiates children.

The present study examined the development of sex typing during middle childhood, using a sample of 558 children aged 5-12 years. The purpose of the study was to provide information about the developmental course and stability of various aspects of sex typing during this period and to examine the relative contributions of cognitive and environmental factors to sex-role development. Multiple measures of sex typing were obtained, including indices of personal preference, knowledge of stereotypes, and flexibility in the domains of activities, occupations, and traits. We also collected information about the child's cognitive maturity, exposure to sex-typed models at home, and socioeconomic status. Results supported the need for an integrative theory of sex-role development, incorporating factors emphasized by cognitive-developmental, schematic-processing, and social learning theories. Knowledge of stereotypes, flexibility, and sex-typed personal preferences all increased with age during middle childhood. There were also individual differences in sex typing that were stable over a 1-year period. Distinct "cognitive" and "affective" aspects of sex typing were identified using a principal components analysis. Cognitive elements (flexibility and knowledge of stereotypes) were largely a function of the child's cognitive maturity level, although social-environmental factors such as father's presence in the home also had some effect. Affective elements (sex-typed preferences for activities, occupations, and peers), on the other hand, were related more consistently to sex typing of the home environment. Children whose mothers frequently modeled "reversed" sex-role behaviors (i.e., traditionally "masculine" household and child-care tasks) were less sex typed in their own preferences. However, cognitive factors were also important, in that children who believed gender stereotypes to be flexible were less sex typed in their choices of activities, occupations, and peers. In sum, both cognitive maturation and socialization experiences contribute to the development of sex typing during middle childhood. Potential practical implications of these findings, as well as implications for stereotyping in other social domains such as race and ethnicity, are discussed.

When groups are created experimentally, in-group favoritism, stereotyping, exaggeration of between-groups differences and within-group similarities, and out-group homogenization occur among adults. This study explored whether the same phenomena influence children's perceptions of boys and girls. Ninety-six 8-to 10-year-olds viewed videotapes of unfamiliar children and rated them on possession of masculine, feminine, and gender-neutral evaluative traits, on similarity to self, and on liking. Children also were observed while interacting with classmates. Interactions occurred primarily among children of the same sex. Targets were viewed stereotypically. They also were rated higher on liking, similarity, trait favorability (female targets only), and variability (male targets only) by children of the same sex. Furthermore, there were significant correlations among the rating measures, supporting an intergroup perspective on sex role development.Even before they are 3 years old, some children begin to play more frequently with same-sex than with other-sex peers, a pattern that increases dramatically throughout the elementary school years (e.g.

Although the clock drawing test can be scored reliably and can differentiate cognitively normal older adults from those with at least mild dementia of the Alzheimer type, it does not appear to be a useful screening instrument for detecting very mild dementia.

Education of families, professionals, and transportation specialists is needed to understand the influence of AD severity on driving abilities, identify problem driving behaviors, make appropriate referrals of unsafe drivers, and access available resources for drivers with AD and those most responsible for their safety.