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This study sought to investigate the relationship between masculinity, femininity, and marital satisfaction. A number of polynomial multiple regression analyses were performed in an effort to determine the validity of six theoretical models linking sex roles to marital satisfaction. These are the femininity model, masculinity model, sex-typed model, additive androgynous model, interactive androgynous model, and curvilinear model. The sample was composed of 117 couples who completed the Bem Sex-Role Inventory (Bem, 1974) and the Dyadic Adjustment Scale (Spanier, 1976). For men, the results showed that marital satisfaction was related to (a) their self-described levels of femininity and masculinity, (b) the level of self-described femininity of their wives, and (c) the presence of feminine qualities as well as a limited optimal level of masculine qualities which they perceived in their wives. For women, marital satisfaction was associated with (a) the number of self-described feminine qualities and (b) the level of masculinity, as well as an optimal level of femininity, which they perceived in their husbands. Furthermore, small actual-ideal discrepancies in levels of masculinity and femininity ascribed to partners constituted reliable predictors of marital satisfaction for both men and women.

Piagetian causality was studied with a male and a female chimpanzee (Pan troglodytes), whose ages were 2:6 and 1:10 years respectively at the beginning of the study. Tasks derived from Piaget

Evaluated the relative efficacy of three approaches to teaching mental health professionals how to do social skill training (SST). All three conditions received a minimal of a common reading package and videotaped modeling of competent SST. Ss in a structured learning format (SLF) as well receive instructions, rehearsal and feedback for a total of 20 hours (N = 39). Therapists in a seminar format (SF) condition discussed topics associated with SST raised by the readings and films for 20 hours. In addition to modeling and the readings, Ss in the workshop format (WF) condition received concise instructions on how to carry out SST during 6 hours of training. All three conditions showed equivalent and significant pre‐ to posttraining improvement on a questionnaire measure of familiarity with SST; however, only the SLF and CW conditions improved significantly on a test of the therapists' evaluative skills. Finally, on a measure of therapist behavior during a simulated SST session, the three groups showed roughly equivalent improvement. The results were interpreted in terms of the particular ingredients present in each condition, and directions for future research were discussed.