Male (n -47) and female (n = 60) clients of a university counseling center were randomly assigned to read one of six counselor descriptions generated by crossing counselor gender with three types of counselor sex roles (feminine, androgynous, and masculine). After reading the counselor descriptions, subjects rated their willingness to see the counselor for a variety of concerns. A multivariate analysis of variance on four groups of concerns revealed a significant effect of counselor sex role. The feminine sex role was rated higher than the masculine sex role for personal concerns. The converse was found to be true for assertiveness concerns. Both the masculine and androgynous sex roles were rated higher than the feminine sex role for academic concerns. Client and counselor gender did not affect willingness to see the counselor.

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Serial anticipation and serial discrimination learning were compared. The 6s mastered consonant-vowel-consonant (CVC) lists when each item appeared in a triad with either task relevant or task irrelevant distractors, the former being items from other list positions and the latter CVCs from outside the list. Recognition or serial recall immediately followed list mastery. Knowledge of results was manipulated for discrimination groups. Trials, errors, total learning times, serial position errors, and retention were examined. The distractor variable was a potent determiner of performance, and knowledge of results variations had little, if any, effect. Learning and serial recall for anticipation groups were unaffected by type of distractor used in triads but distractor type did affect the performance of discrimination groups.

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