Evaluation of outcome in school consultation

To further understanding regarding how content of change, degree of change, and initial level of functioning influence consultants' evaluation of consulation outcome, 14 mental health consultants completed a questionnaire. For each of the 18 prepost consultation ratings on the questionnaire (2 context × 3 degrees of change × 3 initial levels = 18), consultants rated the success of consultation and the degree to which they would like to have been the consultant. Analysis of variance results for both dependent measures indicate main effects for degree of change and initial level. Neither main effects for content nor interaction effects are indicated. It appears that consultants perceive consultation as more successful with and prefer working with consultees who improve the most and who function at a higher initial level.     

Selection of consultees in school mental health consultation

To further understanding regarding the selection of teacher consultees, 15 mental health consultants completed a questionnaire. Consultants ranked teachers in their school consultation placements on ability to meet academic and socioemotional needs of children, receptivity to change, and likability. Next, after indicating which teachers they would most and least like to work with, consultants rated the teachers on nine 5-point rating scales. In general, results indicate that most preferred consultees, in comparison to least preferred consultees, are perceived as less needy of assistance around issues concerning children and lessons, more responsive to consultation, and more likable. It appears that teachers most in need of assistance are not selected for consultation.     

Consultation from the consultee''s perspective

School-based and other mental health consultants are confronted with consultees who must adjust to the process of consultation by learning the parameters of the interaction. Consultees must learn how to act in this unique setting, must learn to use the consultant and the process for their own ends, and must learn about ways that they, themselves, contribute to problems which assail them. Consultation is successful to the extent that consultees come to a quick understanding of how to proceed. By being aware of what it is that the consultee must learn, the consultant may expedite the necessary insight.     

Converging evidence for the functional significance of imagery in problem solving

Two kinds of explanations have been offered for the process by which three-term series problems are solved, one in terms of linguistic principles and the other in terms of visual-spatial imagery. Two experiments are reported in which three different classes of operations are brought to bear on the problem: (1) Manipulation of stimulus attributes (characteristics of problems), (2) manipulation of variables that selectively encourage or inhibit the use of imagery (facilitating instructions; the suppression of visualization by reading), and (3) measurement of relevant individual differences (spatial-reasoning ability). All of the results indicate that imagery plays a functional but not a necessary role in the solution of three-term series problems; it is suggested that imaginal representation is functional because it reduces the load on memory. An adequate explanation of problem-solving will have to address certain general issues, such as the diversity of forms of cognitive representation and differences within and between individuals in the choice of problem-solving strategies.     

Semantic organization in the young child: Evidence for the development of semantic feature systems

In two experiments, 5-, 7-, 9-, and 11-year-old children and college students were presented on each trial with a sentence followed by a probe word. Their task was to indicate whether the probe was in the sentence or not. Of primary interest were the false recognitions and the correct latencies that occurred when the probe word was a synonym or antonym of one of the words in the sentence (Experiment I) or when the probe was a subordinate, superordinate, part, or whole (Experiment II). The younger children were more affected by synonymy than antonymy, although the older children and adults were not. At all ages, the categorical relationships caused more recognition confusion than the partwhole relationships. Subjects were more affected when the probe was a superordinate than when it was a subordinate, and somewhat more affected when the probe was the whole than when it was the part. These results suggest that children as young as 5 years of age have well-organized conceptual systems based on shared meaning components.     

Attribution theory and unemployment: Kelley's covariation model,self-esteem,and locus of control

The validity of applying Kelley, 1967, Kelley, 1973, 28, 107–128) to understanding the perceived causes of success and failure of others' job seeking activities was first tested in a laboratory study before testing the same theory on the self-attributions made by 82 unemployed in a field study. The field study also examined the relationship of self-esteem and locus of control to attributions for success and failure. In general Kelley's theory was supported by the results from the laboratory study but only two of the twelve predicted relationships were found in the field study. Low distinctiveness (weak workrelated skills) was associated with strong attributions to lack of ability and low consistency (past job seeking activities successful) with strong attributions to bad luck. As predicted the unemployed with high self-esteem and an internal locus of control attributed failure to lack of effort and credited their success to ability. Unemployed with low self-esteem and an external locus of control attributed success to unstable factors, but failure was not attributed to lack of ability. Possible reasons offered for the lack of support for Kelley's theory in the field study included the influence of group identity, individual differences in the perception of the stability and locus of causes, the greater realism of the field setting, and the inadequacy of the assumptions underlying the model.     

Crowding,contagion, and laughter

The phenomenon of contagion is analysed in terms of the intensification explanation of the effect of crowding (high density) on humans. According to the analysis, high density should be expected to increase contagion of a model's behavior. Groups of three subjects and a confederate listen to humorous tapes under low or high density conditions. In half of the groups the confederate smiles and laughs a good deal during the tapes; in the other half, she does not laugh and smiles only a few times. The subjects are filmed and their reactions to the tapes are rated. As predicted, high density combined with a laughing model results in more laughter by the subjects, while the other three conditions do not differ appreciably. The lack of effect of high density when the model does not laugh is seen as supporting the intensification explanation of crowding as opposed to an arousal explanation.     

Memory development in adolescence: Relationships between metamemory,strategy use,and performance

Eighth and tenth grade students were asked to study and recall a list of paired associates. The word pairs were available either throughout an 8 sec per word study period or only at the beginning and were composed of either high frequency or low frequency words. After recall, students were asked to indicate which of several study strategies they had used with each word pair (read pair carefully, rehearsal, visual elaboration, verbal elaboration). In addition, they were asked which of these strategies would have had the best effect on recall. Knowledge of appropriate memory strategies (metamemory) was positively related to strategy use, and strategy use was positively related to recall performance at both ages. Improved performance with materials available throughout study and with high frequency word pairs was explained by increased use of elaborative strategies. Age differences in performance were explained by increased strategy effectiveness. These results are discussed in relation to changing relationships among metamemory, strategy use, and performance with age.     

Semantic and surface codes in the memory of deaf children

In three experiments, deaf children in the age range of 6 years, 10 months to 15 years, 5 months were presented with continuous lists of items, and for each item they had to indicate whether it had appeared before on the list. Later items were related to preceding items either in surface form or in meaning or were unrelated. False-recognition errors (i.e., “yes” responses to new items) served as an index of memorial coding. In one experiment, the items presented to the subjects were printed words. The results of this experiment showed a false-recognition effect (i.e., more errors to related words than to unrelated words) for both semantically related words and orthographically similar words. In the other two experiments, the subjects viewed a series of manual signs on videotape. In these experiments, there was a false-recognition effect for signs related semantically and for signs related cherologically (i.e., similar in terms of their manual production). These results establish orthography and cherology as effective memorial codes for deaf children. The finding of a consistently strong semantic effect for young deaf children stands in contrast to findings of weak semantic effects in false-recognition studies with young hearing children. The ascendancy of semantic codes for deaf children was attributed to the absence of competition from the speech code which dominates the linguistic memory of hearing children.     

Prediction of Entrepreneurial Success: The Development of a Rating Scale for Entrepreneurial Characteristics

Predicting entrepreneurial success is a complex task, which is performed more or less daily by consultants for small business firms. In this study, the development of an entrepreneurial rating scale designed to assist consultants in assessing the behavioural characteristics of starting entrepreneurs is reported. A model was formulated that incorporates two features of the prediction of entrepeneurial success: (a) entrepreneurial characteristics as well as aspects of the future job (present in the entrepreneurial plan) are appraised, (b) advising is part of the prediction issue, e.g. certain aspects of the entrepreneurial plan may be modified. The model is a variant of‘adaptive selection’, and is partly operationalized in the rating scale for entrepreneurial characteristics. Three studies were conducted with regard to the first feature: judgements on the relevance of situational and behavioural characteristics were obtained from several samples of consultants (N= 38, 23 and 48), and a sample of starting entrepreneurs (N= 61) was rated on behavioural characteristics. The findings indicate that consultants have a common opinion about the behavioural requirements for starting entrepreneurs and that some of these requirements covary with situational characteristics (i.e. general business features). Implications of these findings are discussed in relation to the possible design of a validation study.     

The effects of single-component extinction of a three-component serial CS on resistance to extinction of the conditioned avoidance response

Central to a fear interpretation of how avoidance responses are maintained in the absence of further CS-UCS pairings is the underlying assumption of an existing gradient of fear across the CS-UCS interval. Extrapolations based on this gradient lead to a number of differential predictions concerning the topography of avoidance responding during extinction. The present research was concerned with the differential effects of extinguishing separate components of the CS complex upon responding to the complete CS complex during extinction. In Phase 1 of the study, rats were classically conditioned to a three-component serial CS (S₁/S₂/S₃) followed by shock. Each subject was then given avoidance training in a one-way apparatus to a criterion of one successful avoidance. In Phase 2, subjects were divided into four groups, with three of the groups receiving nonreinforced exposure for 25 trials to one of the components of the serial CS (S₁, S₂, or S₃). The fourth group (S₀) was exposed for the same period of time to the apparatus cues. In Phase 3, the total stimulus complex was reintroduced in its original order, and animals were tested until extinction of the instrumental response was reached. The results are consistent with the hypothesis that a fear gradient exists in extinction and decreases in magnitude as the distance from the point of UCS onset increases.     

Machiavellianism and spontaneous cheating in competition

Seventy-two undergraduates were assigned to groups defined by the combinations of the factors opportunity to cheat (yes, no), type of competition (personal, impersonal), and subject Machiavellianism (high, low). As predicted, cheating occurred in the opportunity to cheat, impersonal competition, high Mach group and in the opportunity to cheat, personal competition, low Mach group, extending the results of previous Machiavellianism research from situations in which cheating was explicitly encouraged by another person to a situation in which cheating was undertaken at the subject's own initiative.     

Job-seeking behavior: A segment of vocational development

This paper reports two companion studies which establish that there is a significant relationship between an individual's personality characteristics and his pattern of job-seeking behavior. Individuals who are tough-minded, independent and nonneurotic had specified job goals and self-actualized behavior. They were highly successful in obtaining jobs. Individuals who were sensitive, dependent and neurotic had vague goals and passive behavior. They failed to get jobs. Individuals who exhibited a mixture of the cited characteristics and behavior were also exploring career options. They had a modicum of success in obtaining jobs. Job-seeking behavior as a process of vocational development is discussed.     

Children's metacognition: Exploring relations among knowledge,process, and motivational variables

Following a metamemory pretest, 60 first and third grade children (6 and 8 years of age, respectively) were divided into three treatment groups which received task-specific strategy instructions appropriate for three memory problems, general metacognitive information about subordinate and superordinate processing, or both strategy and metacognitive training. Maintenance and generalization versions of the memory tasks were given, followed by an attributional assessment of children's perceptions of the causes for specific success and failure outcomes. Post-training scores on the memory tasks showed that strategy training was highly successful. Metacognitive training appeared to have no effect on the metameory or strategy scores with one exception: metamemory and strategy use on the generalization task were significantly correlated only for children who received both metacognitive and strategy training. Apparently, children who were initially high in metamemory skills profited more from the comprehensive training package, using new metacognitive insights to aid the generalization of acquired strategies to the transfer tasks. Among strategy-trained children those who attributed success to effort were both more strategic and higher in metamemory than those who attributed task outcomes to noncontrollable factors such as ability or task characteristics. Results were discussed in terms of the interactive nature of knowledge, process, and motivational variables as determinants of strategy transfer.     

Stimulus factors and listening strategies in auditory memory: A theoretical analysis

A theory for the temporal course of perceptual coding during auditory short-term memory tasks is described. A low-level “sensor” and a high-level “identifier” process item and order information from stimulus word-strings. Both word durations and interword pauses are needed for this processing, and if adequate processing time is unavailable, perceptual delays will lead to degraded recall performance. Stimulus parameters and subject strategies interact to determine the quality and the order in which stimulus items are coded. These hypotheses are supported both by experiments using grammatical sentences and those using lists of unrelated words.     

Perceived causality for success in occupations

A representative group of occupations was examined within an attributional framework, utilizing the concept of perceived causality for success. Specifically, it was hypothesized that (1) success in different types of occupations would be attributed to different causes, (2) the causal attributions of incumbents would differ from those of nonincumbents, (3) standard occupational categories could be derived on the basis of perceived causality for success, and (4) perceived causality for success could be used as a basis for generating a circular ordering of occupations.Holland's (1973) occupational classification was used as a basis for categorization. College students, as well as six types of occupational incumbents, were administered a questionnaire in which they attributed causality for success in 35 occupations. The results supported the first three hypotheses and also revealed some systematic relationships between causes and between perceived causality for success and occupational prestige.     

The effects of unipolar sex-role identities and situational determinants on components of fear of success

In the present study the relationship between unipolar models of sex-role identity (i.e., the degree to which a person perceives him/her self as relatively masculine and/or feminine) and situational cues (i.e., females engaged in successful activities which vary in their sex-role appropriateness) on fear of success was investigated. An alternative, objective measure of fear of success was employed which generated 16 variables thought to reflect various theoretical and empirical components of the motive to fear success. These variables dealt with personal attributes of the successful characters, reasons for their success, and possible consequences of their success. It was found that situational rather than psychological variables are of greater importance in affecting female response to female success. However, there was some support for the notion that general diffusion of sex-role identity (undifferentiated sex-role identity group) rather than high femininity may be related to avoidance of success.     

Why versus how often: Causal reasoning and the incidence of judgmental bias

When faced with the task of making a prediction or estimating a likelihood, it is argued that people often reason about the presence or absence and relative strength of possible causal mechanisms for the production of relevant outcomes. In so doing people rely on “causal cues” or properties of an inferential problem which indicate the nature of the particular causal processes which give rise to specific outcomes. It is hypothesized that causal cues, precisely because they focus attention and thought on specific causal mechanisms, can obscure the relevance of mathematical laws of probability and lead to statistically biased judgment. Two experiments were conducted. Their results support the hypothesis, showing that the incidence of the conjunction fallacy and the base rate fallacy depend on task-specific cues for causal reasoning.