Building on Carroll and Clark (Sex Roles 55:469-480, 2006), the current study examined whether women's scripts overlap or diverge from acquaintance rape scripts reported by men. Using a preset rape scenario, scripts were elicited from a sample of 292 women and 125 men from the United States. A mixed-methods approach was utilized, including a content analysis of script themes as well as modeling analyses to examine gender differences in underlying latent structures. The findings confirm that, for both women and men, there is not a single rape script. However, when looking at latent structures, there is clear evidence of the diverging conceptualization of rape for women and men. Findings highlight how the Traditional Sexual Script continues to influence one's understanding of cultural scenarios.
Three-month-old infants were trained to move an overhead crib mobile while 1 of 2 musical selections was played. Retention was assessed 1 or 7 days later in the presence of either the same music or a different musical selection. In Experiment 1, the musical selections were very different (classical versus jazz); in Experiment 2, they were much more similar (two classical pieces). Infants in both experiments displayed 1 day retention regardless of which music was played during the retention test. At 7 days, retention was seen only when the music played during the retention test matched the training music. These data are consistent with similar findings showing that 3-month-old infants' memory is disrupted at long retention intervals when the context present during retention testing does not match the learning context. As the infant's memory wanes, context appears to function as a necessary cue for the retrieval of acquired expectancies.
Men's acquaintance rape scripts were investigated to determine if background experiences impacted the type of script elicited. Men were selected from either a regional public university (n=147) or a military academy (n=283) to represent broad general background experiences. Overall, similarities in the five types of scripts elicited were evident, which are reflective of the cultural components that underlie men's expectations of what occurs in these situations. The influence of background experiences was noted in differences in both the frequency with which scripts were reported as well as the individual content of each script. Modeling analyses uncovered the latent structure for these differences. Suggestions for possible explanations for these differences, such as the role of traditional gender role attitudes, are discussed.
Three-month-old infants were trained to move an overhead crib mobile while 1 of 2 musical selections was played. Retention was assessed 1 or 7 days later in the presence of either the same music or a different musical selection. In Experiment 1, the musical selections were very different (classical versus jazz); in Experiment 2, they were much more similar (two classical pieces). Infants in both experiments displayed 1 day retention regardless of which music was played during the retention test. At 7 days, retention was seen only when the music played during the retention test matched the training music. These data are consistent with similar findings showing that 3-month-old infants' memory is disrupted at long retention intervals when the context present during retention testing does not match the learning context. As the infant's memory wanes, context appears to function as a necessary cue for the retrieval of acquired expectancies.
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