风险偏好与框架效应对大学生职业决策的影响

在应用Hsee等设计的风险偏好水平问卷对46名大学生进行分组的基础上,通过设计职业决策情境,探究了当代大学生职业决策与其风险偏好、职业方案以及方案的框架性倾向之间的关系。研究结果表明：（1）高风险偏好大学生的职业选择倾向明显高于低风险偏好的大学生,尤其对冒险职业方案的选择中,上述趋势最为明显;（2）框架效应存在于大学生职业决策情境中,他们更倾向于选择采用积极口吻表述的职业方案;（3）大学生对冒险、折中、保守三种方案的职业选择倾向有显著地逐渐增大的趋势。     

企业员工自我职业生涯管理的影响因素

通过问卷研究方法,研究了影响企业员工自我职业生涯管理的组织及个人心理因素,其中组织因素主要是组织开展的职业生涯管理,个人心理因素主要是掌握动机、超越动机和一般自我效能感。先通过对13家企业的449名被试的研究,确立了研究所使用的相关问卷的项目和信度、效度。然后再通过对11家企业所搜集的399份有效问卷的分析,结果表明：组织和个人心理因素均对自我职业生涯管理有积极的影响,特别是组织职业生涯管理和超越动机影响力比较大     

ON THE RELATIVE REINFORCING EFFECTS OF CHOICE AND DIFFERENTIAL CONSEQUENCES

Research on the reinforcing effects of providing choice-making opportunities to individuals with developmental disabilities (i.e., allowing them to choose reinforcers or tasks) has produced inconsistent results, perhaps because the mechanisms underlying such effects remain unclear. Choice may produce a reinforcement effect because it is correlated with differential consequences (i.e., choice may increase one's access to higher preference stimuli), or it may have reinforcement value independent of (or in addition to) the chosen stimulus. In Experiment 1, we used a concurrent-operants arrangement to assess preference for a choice condition (in which participants selected one of two available reinforcers) relative to a no-choice condition (in which the therapist selected the same reinforcers on a yoked schedule). All 3 participants preferred the choice option. In Experiment 2, we altered the schedules so that the participant selected one of two lower preference reinforcers in the choice condition, whereas the therapist selected a higher preference stimulus for the participant either half or all of the time in the no-choice condition. Participants typically allowed the therapist to select reinforcers for them (i.e., they allocated responding to the no-choice condition) when it resulted in greater access to higher preference stimuli.     

DIFFERENTIAL EFFECTS OF LEARNER EFFORT AND GOAL ORIENTATION ON TWO LEARNING OUTCOMES

Training research is beginning to examine the trainee as an active participant in the learning process. One component of this process involves the choices learners make about the effort they will apply to the learning task. Learner effort was examined in two ways: amount of effort and type of effort. Both amount and type of effort were measured in multiple ways. The results indicated that mastery orientation and time on task were the strongest predictors of performance on the knowledge learning outcome, while perceived mental workload and the use of an example during learning predicted performance on the application learning outcome. Implications for training practice and research are discussed.     

注意对拓扑性质和局部几何性质检测的不同影响──进一步的实验证据

实验研究了中央和外周提示信号对辨别朝向的任务（局部几何性质检测）和辨别有或无的任务（拓扑性质检测）的影响。结果表明,对于两种提示信号,在提示有效和提示无效条件下,辨别有或无比辨别朝向具有较短的反应时和较低的错误报告率;辨别朝向的ＲＴ和错误报告率都受提示信号的影响;而对于辨别有或无的任务,只有ＲＴ受提示信号的影响;提示信号对辨别朝向的影响比辨别有或无的影响大。本实验排除了对Ｈａｎ和Ｃｈｅｎ的实验的可能的光通量解释,并为提示信号对不同几何性质检测的不同影响提供了进一步的实验证据。     

组织职业生涯管理与员工心理与行为的关系

通过广泛的开放式问卷调查和访谈,结合国外职业生涯管理的做法,编制了适合我国国情的组织职业生涯管理问卷(简称OCMQ),将问卷在13个国有企业、民营企业、股份制企业的管理者、技术人员中进行了调查,对所获得的449份有效问卷探索性因素分析结果表明：我国组织职业生涯管理的结构主要体现在四个维度：即晋升公平、注重培训、职业自我认识、提供职业信息。后来,利用研制的OCMQ,以及相关问卷职业承诺、组织承诺、工作卷入度、职业满意度、工作绩效等又在11家国有和中外合资企业中进行了调查,399份有效问卷结果进一步验证了OCMQ问卷的结构效度、实证效度和信度;并发现组织职业生涯管理对企业员工的职业承诺、组织承诺、工作绩效、职业满意度、工作卷入度等产生积极的影响,证实了职业生涯管理的价值。     

DIFFERENTIAL EFFECTS OF SEXUAL COMPOSITION AND INTERACTIONAL CONTEXT ON INTERACTION PATTERNS IN DYADS

Recent research into whether males and females differ in their communication has been confounded by several variables: perceptual measures, observing isolated behaviors, and same-sex or mixed-sex composition of the communicative system. Some research has suggested that the interactional context may affect whether males and females communicate differently at all. This study sought to determine the differential impact of sexual composition and one aspect of interactional context (specifically, competitive or cooperative orientation) on interaction patterns in same-sex and mixed-sex dyads. Results confirm the expectation that competitive/cooperative orientation exerts a significant impact on both content and relationship patterns of interaction. Results also demonstate that the sexual composition of the dyads did not affect the interaction patterns, measured on any of five dimensions of interactional functions, in competitive dyads, cooperative dyads, or all dyads taken together.     

THE DIFFERENTIAL EFFECTS OF RURAL AND URBAN UPBRINGING ON THE DEVELOPMENT OF COGNITIVE STYLES1

L'A. essaie de cerner les différences entre zones rurales et zones urbaines dans la manière d'élever les enfants, en prenant Ibusa comme exemple de bourg rural au Nigeria. L'éducation campagnarde, parce qu'on s'occupe de L'enfant relativement plus longtemps et de façon plus indulgente, favoriserait le développement d'une “ dépendance perceptive vis-à-vis du champ ”. Pour tester cette hypothèse, il administre, d'une part les tests CEFT et RFT à 65 adultes des deux sexes élevés a Ibusa et d'autre part, les tests RFT et EFT à 76 étudiants et étudiantes de L'Université Nsukka. Les résultats montrent qu'il y a une corrélation significative entre les deux tests pour les sujets de L'Université Nsukka, mais non pour les sujets d'Ibusa. On trouve des différences entre sexes dans les deux échantillons, avec une interaction significative entre sexe et alphabétisation pour les sujets Ibusa. Les étudiants d'éducation rurale sont significativement plus “ dépendants du champ ” que ceux qui ont été élevés à la ville pour le test RFT, mais non pour le test EFT. Les performances aux tests des étudiants d'éducation citadine, et plus spécialement celles des filles, sont plus proches des résultats obtenus par des sujets new yorkais que celles des étudiants qui ont recu une éducation rurale. L'A. discute des implications de ces résultats pour la classification et I'usage des tests de style cognitif dans une culture non-occidentale. II souligne la nécessité de poursuivre des recherches en Afrique et dans d'autres cultures non-occidentales, car on ne pourra généraliser les conclusions relatives aux corrélations entre facteurs de personnalité et mode de perception visuelle que si L'on tient compte des variables culturelles.     

THE EFFECTS OF RESPONSE INTERRUPTION AND REDIRECTION (RIRD) AND DIFFERENTIAL REINFORCEMENT ON VOCAL STEREOTYPY AND APPROPRIATE VOCALIZATIONS

The relation between contextually appropriate vocalizations (AV) and vocal stereotypy (VS) has yet to be established within the response interruption and redirection (RIRD) literature. RIRD may promote AV by suppressing VS and/or by functioning as incompatible responses. The occurrence of VS and AV was assessed during baseline, RIRD alone, and RIRD combined with a differential reinforcement system for AV (RIRD + DRI) for a 5‐year‐old child with autism. Results showed an increase in AV once RIRD was implemented and further increases in AV and decreases in stereotypy when the token system of reinforcement for AV was implemented. Copyright © 2012 John Wiley & Sons, Ltd.     

DIFFERENTIAL EFFECTS OF SELF-MONITORING ATTENTION,ACCURACY, AND PRODUCTIVITY

Effects of self-monitoring on-task behavior, academic productivity, and academic accuracy were assessed with 6 elementary-school students with learning disabilities in their general education classroom using a mathematics task. Following baseline, the three self-monitoring conditions were introduced using a multiple schedule design during independent practice sessions. Although all three interventions yielded improvements in either arithmetic productivity, accuracy, or on-task behavior, self-monitoring academic productivity or accuracy was generally superior. Differential results were obtained across age groups: fourth graders' mathematics performance improved most when self-monitoring productivity, whereas sixth graders' performance improved most when self-monitoring accuracy.     

SEPARATE AND COMBINED EFFECTS OF VISUAL SCHEDULES AND EXTINCTION PLUS DIFFERENTIAL REINFORCEMENT ON PROBLEM BEHAVIOR OCCASIONED BY TRANSITIONS

The separate and combined effects of visual schedules and extinction plus differential reinforcement of other behavior (DRO) were evaluated to decrease transition‐related problem behavior of 2 children diagnosed with autism. Visual schedules alone were ineffective in reducing problem behavior when transitioning from preferred to nonpreferred activities. Problem behavior decreased for both participants when extinction and DRO were introduced, regardless of whether visual schedules were also used.     

THE EFFECTS OF DIFFERENTIAL GOAL WEIGHTS ON THE PERFORMANCE OF A COMPLEX FINANCIAL TASK

This study involved taking goal-setting research in a new direction. Its purpose was to determine whether people could attain outcomes on a complex task that would be in line with differential goal weights corresponding to different aspects of the task. One hundred twenty-nine bank lending officers were run through a four-period, lender-simulation exercise. Teams of two to six persons competed with two to five other teams in terms of five weighted performance goals: portfolio yield, portfolio size, net income, net charge-offs, and credit file deficiencies. Weights for each performance goal were equal for each team in Periods 1 and 2. In Period 3 teams could set their own goal weights within a range. During this period goal weights were significantly related to performance for three of four relevant criteria. In all but Period 4 each group had to maintain a minimum return on assets (ROA) standard or suffer penalties. In Period 4, when the ROA standard became inoperative, ROA performance decreased significantly. These results confirm the effectiveness of goal setting (1) with complex tasks, (2) using the group as the unit of analysis, and (3) using multiple goals with differential weights.     

CAREER DEVELOPMENTS AND TRANSITIONS OF MIDDLE-AGED WOMEN

Job transition behaviors of women ( N = 71; M = 42.5 yrs.) in their middle years of professional careers who had changed jobs within the previous 3 years were investigated. They were employed in a major utility company in a midwestern city where 11% of the jobs had been eliminated. The women were classified according to job transition attitudes and behaviors into groups labeled Wanters-Planners or Creators ( n = 12); Wanters-Nonplanners or Maintainers ( n = 15); Nonwanters-Planners or Conventionalists ( n = 28); and Nonwanters-Nonplanners or Reactors ( n = 16). Significant differences were obtained from three developmental perspectives: Person, Situation, and Person-by-Situation aspects of job-leaving/job-procuring behaviors. Three multivariate analyses of variance were followed by appropriate one-way analyses of variance and post hoc chi-square and Tukey's tests to identify the variations among the groups. Three multivariate discriminant analyses correctly classified the women into the four groups.     

REFERENT SELECTION IN DETERMINING EQUITY PERCEPTIONS: DIFFERENTIAL EFFECTS ON BEHAVIORAL AND ATTITUDINAL OUTCOMES

The concept of differential equity allows individuals to have different perceptions of equity depending on the pay referent used. Different pay referents should result in different tactics to reduce inequities. To test this hypothesis, equity perceptions with respect to seven different referents were compared as to their relationship to pay satisfaction, intent to remain with a company, and frequency of extra-role behavior. Findings suggest that the various types of inequity relate differentially to each of the three outcome variables.     

THE EFFECTS OF DIFFERENTIAL REINFORCEMENT OF UNPROMPTED RESPONDING ON THE SKILL ACQUISITION OF CHILDREN WITH AUTISM

The recommendation to reserve the most potent reinforcers for unprompted responses during acquisition programming has little published empirical support for its purported benefits (e.g., rapid acquisition, decreased errors, and decreased prompt dependence). The purpose of the current investigation was to compare the delivery of high‐quality reinforcers exclusively following unprompted responses (differential reinforcement) with the delivery of high‐quality reinforcers following both prompted and unprompted responses (nondifferential reinforcement) on the skill acquisition of 2 children with autism. Results indicated that both were effective teaching procedures, although the differential reinforcement procedure was more reliable in producing skill acquisition. These preliminary findings suggest that the differential reinforcement of unprompted responses may be the most appropriate default approach to teaching children with autism.     

CAREER SELF-MANAGEMENT: A QUASI-EXPERIMENTAL ASSESSMENT OF THE EFFECTS OF A TRAINING INTERVENTION

A growing trend is to encourage employees to become actively involved in the management of their own careers. Career self-management, the degree to which one regularly gathers information and plans for career problem solving and decision making, includes two main behaviors: developmental feedback seeking and job mobility preparedness. Although career self-management training is a commonly used employer intervention to re-socialize individuals to increase their own career management activity, it is rarely rigorously evaluated. Relying on an expectancy theory framework, the goal of this study was to evaluate the general effects of career self-management training using a quasi-experimental design. Based on data from several hundred professionals at a major U.S. employer, the results showed formal training efforts were generally not successful in resocializing people to engage in career self-management activities, and when done as an isolated human resource strategy, decreased trainees' likelihood of engaging in career self-management behaviors. To the extent that Time 2 expectancy perceptions got worse, the results showed that an individual's attitudes toward feedback seeking mediated the relationship between the training intervention and the level of preparation for job mobility conducted 6-8 months following the training.     

THE DIFFERENTIAL EFFECTS OF TEACHER AND PEER ATTENTION ON THE DISRUPTIVE CLASSROOM BEHAVIOR OF THREE CHILDREN WITH A DIAGNOSIS OF ATTENTION DEFICIT HYPERACTIVITY DISORDER

We conducted functional analyses of classroom disruption during contingent teacher and peer attention conditions for 3 children with attention deficit hyperactivity disorder. Attention provided by peer confederates appeared to function as a distinct form of positive reinforcement for all 3 children.     

意志与意识对记忆的交互影响

运用加工分离程序,研究了编码和提取时不同意志和意识水平对部首补笔的影响。结果发现：除编码阶段和提取阶段的意志之间不存在交互作用之外,同一阶段和（或）不同阶段的意志和（或）意识之间均存在显著的或非常显著的交互作用。研究表明：意志和意识两个因素对记忆存在复杂影响,在记忆研究中应关注意志因素的作用。研究结果验证了记忆的状态依存性。