This research describes the empirical classification of stressors for gay men and lesbians. Volunteer respondents were recruited through a free local gay and lesbian newspaper, through gay and lesbian student organizations nationwide, through gay and lesbian bookstores nationwide, and at a gay festival in St. Louis. Nine hundred seventy-nine (979) participants completed a 70-item measure with stressors that had been identified in previous qualitative research. Participants were asked to indicate the degree to which they had experienced stress associated with a variety of experiences. Participants also completed a measure of dysphoria (CES-D), responded about their degree of openness regarding sexual orientation, and provided information about their relationship status and involvement with gay groups and activities. Using confirmatory factor analysis, a six-factor model was predicted to account for the data. One-factor, six-factor, and ten-factor models were tested. The ten-factor model yielded the best fit with the data and accounted for 63.5% of the variance. The factor structure remained stable when gay men were compared to lesbians, when those endorsing a predominantly gay versus exclusively gay orientation were compared, and when those in a relationship were compared to those who were not in a relationship. Increased gay stress was associated with more dysphoria. Implications of these findings are discussed and directions for future research are considered.
Three cerebral palsied children between approximately 6 and 11 years of age participated in conservation training. At the outset of training, these children were performing below age level compared with the normal population. A training procedure emphasizing the verbal rule of conservation and minimizing the motor demands of the task resulted in rapid acquisition of trained tasks and generalized mastery of two nontrained conservation tasks. Both trained and generalized mastery were retained over the longest tested interval of 9 weeks. I t was suggested that conservation can be acquired and retained with little motor involvement in the original learning. Able-bodied children's performance in conservation tasks and the development of skills mediating such performance have been extensively discussed (e.g.
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