Interview with Howard E. Gruber

Howard E. Gruber is currently Adjunct Visiting Professor of Psychology at Teachers College, Columbia University, New York. He is one of the world's foremost experts on the creative process. Gruber was educated at Brooklyn College and at Cornell University, Ithaca, USA, where he received a Ph.D. in 1950 in psychology. His interest in the history of science, particularly in the work of Charles Darwin, led to several important discoveries about the creative process and to additional study of developmental psychology in Geneva, Switzerland with Jean Piaget.Gruber taught at Queens University (Canada) and at the University of Colorado, USA. He was Chair of the Psychology Department in the Graduate Faculty of the New School for Social Research, New York and Co-director at the Institute for Cognitive Studies of Rutgers University, USA. From 1983 to 1988 he was Professor of Genetic Psychology at the University of Geneva. He has been a Guggenheim Fellow and a Fellow of the Ford Foundation for Higher Education.Gruber's book, Darwin on Man: A Psychological Study of Scientific Creativity (2nd ed.) (1981) received the Phi Beta Kappa Award for books in science, was recognized by the New York Times Book Review as one of the seven best books of the year, and was nominated for the National Book Award. The Essential Piaget (1977/1995) (written and edited with Jacques Vonèche) is considered the most authoritative anthology of Piaget's work. Gruber's most recent book, co-authored and co-edited with Doris B. Wallace, is Creative People at Work: Twelve Cognitive Case Studies (1989).     

Examining the Relationship Between Female Inmate Homosexual Behavior and Attitudes Toward Homosexuality and Homosexuals

Most sociologists and penologists tend to shy away from studying inmate attitudes toward homosexuality and homosexuals. Researchers within the corrections field who focus on prison sexuality typically conduct their research on consensual samesex sexual behavior and sexual coercion. The focus of the present study, however, was to ascertain female inmates' attitudes toward homosexuality and homosexuals while exploring the role ofseveral predictor variables on their attitudes. Specifically, the authors examine the relationship between female inmate homosexual behavior and attitudes toward homosexuality and homosexuals. Because of the number of items pertaining to attitudes toward homosexuality and homosexuals, factor analysis was conducted to examine whether the items measured similar constructs. Results ofthe factor analysis revealed two distinct factors/issues:civil/personal rights and personal deviance models. The mostsalient, and only statistically significant, variables in the civil/personal rights model were age, homosexual activity prior to incarceration, and homosexual activity during incarceration. Homosexual behavior during incarceration was the only statistically significant predictor of the personal deviance model.     

Applicability of the Social Development Model to Urban Ethnic Minority Youth: Examining the Relationship between External Constraints,Family Socialization,and Problem Behaviors

The development of preventive interventions targeting adolescent problem behaviors requires a thorough understanding of risk and protective factors for such behaviors. However, few studies examine whether different cultural and ethnic groups share these factors. This study is an attempt to fill a gap in research by examining similarities and differences in risk factors across racial and ethnic groups. The social development model has shown promise in organizing predictors of problem behaviors. This article investigates whether a version of that model can be generalized to youth in different racial and ethnic groups (N=2,055, age range from 11 to 15), including African American (n=478), Asian Pacific Islander (API) American (n=491), multiracial (n=442), and European American (n=644) youth. The results demonstrate that common risk factors can be applied to adolescents, regardless of their race and ethnicity. The findings also demonstrate that there are racial and ethnic differences in the magnitudes of relationships among factors that affect problem behaviors. Further study is warranted to develop a better understanding of these differential magnitudes.     

An Experimental Analysis of Children's Dislike of Aggressors and Victims

We experimentally examined social contextual factors that might moderate children's dislike for aggressors and for victims of aggression, by varying both the aggressor's behavior (aggressive toward multiple children versus aggressive only toward one child) and the victim's behavior (passive versus assertive). Children (117 male and female fourth to sixth graders) listened to one of four scenarios describing the experiences of boys at a summer camp and rated how much they liked the aggressor, the victim, and the other children in the scenario; children also reported how much they thought the aggressor, victim, and others liked each other. Overall, and consistent with previous research, children disliked aggressors the most, followed by victims and then by the other children in the scenarios. Importantly, children's liking was influenced by the social context in which the aggression occurred, particularly in regards to how the victim responded. Aggressors (general or focused) were liked more if their victim was assertive rather than nonassertive. Furthermore, children liked nonassertive victims less than assertive victims, particularly a nonassertive victim in response to a general aggressor. Inferred liking among the group members also was dependent on the social context of the provocation. This research highlights the need to consider aggression as more than a set of behaviors. Aggression is a social event embedded within a social context and interpersonal relationships must be considered.     

The use of resighting data to estimate the rate of population growth of the snail kite in Florida

The rate of population growth ( u ) is an important demographic parameter used to assess the viability of a population and to develop management and conservation agendas. We examined the use of resighting data to estimate u for the snail kite population in Florida from 1997-2000. The analyses consisted of (1) a robust design approach that derives an estimate of u from estimates of population size and (2) the Pradel (1996) temporal symmetry (TSM) approach that directly estimates u using an open-population capture-recapture model. Besides resighting data, both approaches required information on the number of unmarked individuals that were sighted during the sampling periods. The point estimates of u differed between the robust design and TSM approaches, but the 95% confidence intervals overlapped substantially. We believe the differences may be the result of sparse data and do not indicate the inappropriateness of either modelling technique. We focused on the results of the robust design because this approach provided estimates for all study years. Variation among these estimates was smaller than levels of variation among ad hoc estimates based on previously reported index statistics. We recommend that u of snail kites be estimated using capture-resighting methods rather than ad hoc counts.     

‘Just teach us the skills please,we'll do the rest’: empowering ten‐year‐olds as active researchers

This paper discusses the outcomes of an initiative to empower ten‐year‐olds as active researchers. It debates some of the barriers that are commonly cited with regard to children of this age taking ownership of their own research agendas—power relations, competence, knowledge and skills—and challenges the status quo. It describes a study in which a group of ten‐year‐olds participated in a taught programme aimed at equipping them with the knowledge and skills to design their own research. This empowering process resulted in the children undertaking research projects of their own choosing, designed, carried out and reported entirely from their perspective. Reports from two of those projects are presented as part of this paper.     

Using Transfer Procedures to Teach Tacts to a Child with Autism

This applied study attempted to evaluate a combination of transfer procedures commonly used to teach tacts to children with autism. A receptive to echoic to tact transfer and an echoic to tact transfer procedure were combined during 5-min instructional sessions to teach tacts to a seven-year-old vocal child with autism. A multiple baseline design across three sets of ten tacts was used. Without the teaching procedure, the child acquired no target tacts. With the 5-min teaching procedure implemented first with Set 1 then with Sets 2 and 3, respectively, the child acquired thirty new tacts over sixty teaching sessions. The results have wide application for children with and without autism who need instruction to learn tacts.