ISSUES IN THE DEVELOPMENT OF CLINICAL PSYCHOLOGY IN THE U.S.A.

All States in the U.S.A. license or certify psychologists. The basic degree for licensure/certification is a doctoral degree. Licensure/certification is usually generic but various other forms of specific credentialling in Clinical Psychology are possible. Most health insurance schemes provide payment for psychological services, though not invariably on a fully independent basis. The major instrument in achieving this recognition has been ‘freedom of choice’ legislation. It is maintained that the three issues of credentialling, licensure/certification, and receipt of third-party/insurance payments are highly interdependent.     

美国认知发展研究近况简介

作者于1983年8、9月间在美国参加了中美两国心理学学术交流会,并参观访问了十七个研究机构和学术团体。本文对美国在解悟认知、数学和自然科学的认知、阅读和语文学习、社会认知发展、对婴儿的研究、计算机的应用等方面的部分研究情况作一简要介绍,目的只在于提供一些参考的线索。     

SOURCES OF VARIATION IN JOB SATISFACTION: JOB SIZE EFFECTS IN A SAMPLE OF THE U. S. LABOR FORCE

Survey data were used to examine hypotheses about job size and satisfaction in a broad spectrum of jobs. Job size, higher-order need importance, urban-rural residence, and blue- or white-collar job category were tested as predictors of satisfaction ( N = 2,094). Job size, need importance, and job category all related to job satisfaction. In constrast to earlier findings among blue-collar workers, there was no evidence that either the urban-rural variable or need importance moderated the job size-satisfaction relation. Job category did not moderate these results, indicating that the present results extend to white-collar workers. It was possible to control for income in a subsample ( N = 753). Controlling for income's effect, job size, need importance, and job category still related to satisfaction; again, no moderating effects were observed. Results are discussed in terms of three potential sources of variation in satisfaction: job, person, and interaction of job and person.     

FINDING AND FOSTERING THE PHILOSOPHICAL IMPULSE IN YOUNG PEOPLE: A TRIBUTE TO THE WORK OF GARETH B. MATTHEWS

Abstract: This article highlights Gareth Matthews's contributions to the field of philosophy for young children, noting especially the inventiveness of his style of engagement with children and his confidence in children's ability to analyze perplexing issues, from cosmology to death and dying. I relate here my experiences in introducing philosophical topics to adolescents, to show how Matthews's work can be successfully extended to older students, and I recommend taking philosophy outside the university as a way to foster critical thinking in young students and to improve the public status of the profession.     

CULTURAL RELATIVITY IN ACTION: A COMPARISON OF SELF-RATINGS MADE BY CHINESE AND U.S. WORKERS

Using a sample of 982 leader-subordinate dyads drawn from nine different organizations in the Republic of China (i.e., Taiwan), self-ratings of performance were compared with supervisory ratings of subordinate performance. Results indicated that Chinese employees rated their job performance less favorably than did their supervisors (i.e., they exhibited a modesty bias). This modesty bias occurred relatively uniformly across gender, various educational levels, and age groups. These results are contrary to the typically reported U.S. finding that self-ratings of performance are more lenient than are supervisory ratings. A further comparison of the means of supervisory and self-ratings between this study and previous U.S. research revealed that the modesty bias appeared to be produced by the lower self-ratings made by Chinese workers as compared to their U.S. counterparts. The findings suggest that culture plays a critical role in shaping workers' perceptions of their own work performance. Results of this study are discussed in terms of their implications for future research and practice in international human resource management.     

An unsupported common view: Comparing Japan and the U.S. on individualism/collectivism

It has long been believed that the Japanese are more collectivistic than the Americans. To assess the validity of this common view, we reviewed 15 empirical studies that compared these two nations on individualism/collectivism. Surprisingly, 14 studies did not support the common view; the only study that supported it turned out to bear little relevance to the ordinary definition of individualism/collectivism. An examination of the supportive evidence of the common view disclosed that this view had been formed on an unexpectedly flimsy ground. It further turned out that the wide acceptance of the common view may have been the result of the fundamental attribution error, which may have led to an underestimation of situational factors in interpreting the past obviously collectivistic behavior of the Japanese.