SOME DETERMINANTS OF PSYCHOLOGISTS' EMPLOYABILITY IN ACADEMIC SETTINGS

A factor analysis of 11 variables, ferreted from the curriculum vitae (CV) of 338 applicants for the position of assistant professor of psychology, yielded four factors which were used as predictors in six stepwise multiple regression analyses in which the ratings of 92 CV's by five members of a search committee were utilized as the criteria, first collectively and then individually. The first factor which was chiefly composed of the number of publications, especially senior authorships, accounted for 16% of the total variance and was the most potent contributor to the multiple R. Comparison of the results of the single-judge analyses revealed some notable vicissitudes in the prominence of the four predictors. Relationships of the present findings to the past policy-capturing research were indicated.     

SOME DETERMINANTS OF THE REINFORCING AND PUNISHING EFFECTS OF TIMEOUT1

Some determinants of the reinforcing and punishing properties of timeout were investigated in two experiments. Experiment I began as an attempt to reduce the frequency of tantrums in a 6-yr-old autistic girl by using timeout. Unexpectedly, the result was a substantial increase in the frequency of tantrums. Using a reversal design, subsequent manipulations showed that the opportunity to engage in self-stimulatory behavior during the timeout period was largely responsible for the increase in tantrums. Experiment II was initiated following the failure of timeout to reduce the spitting and self-injurious behavior of a 16-yr-old retarded boy. Using a multiple-baseline design, the nature of the timein environment was shown to be an important determinant of the effects of timeout. When the timein environment was “enriched”, timeout was effective as a punisher. A conception of timeout in terms of the relative reinforcing properties of timein and timeout and their clinical implications are discussed.     

PROMOTING REGULAR EXERCISE IN ORGANIZATIONAL FITNESS PROGRAMS: HEALTH-RELATED DIFFERENCES IN MOTIVATIONAL BUILDING BLOCKS

Hypotheses are proposed about relations among "building block" components of the motivation to attain exercise goals in an organizational fitness program, as well as about health-related individual differences in those components. The hypotheses are tested in a longitudinal field study involving questionnaire, physiological, and behavioral data from 107 participants in such a program. In support of the componential hypotheses, goal attainment was a positive function of goal commitment. Goal commitment was an additive function of goal attractiveness and goal-specific self-efficacy/perceived control. In support of the individual difference hypotheses, physiological variables were associated with work- and health-related perceived barriers to goal attainment. Employees with high health risks ranged from .5 to 1.2 SDs higher in perceived barriers than employees with low risks. Evidence suggests that for goal setting to succeed as a program intervention, managers must concentrate on reducing the perceived work- and health-related barriers to exercise participation and goal attainment, especially for employees with high health risks.     

成年人某些个性特征的年龄差异研究

采用ＮＥＯ—ＦＦＩ简式对５９３名２０至９４岁成年人进行了个性特征的年龄差异研究。被试分为青年（２０～３９岁）、中年（４０～５９岁）、老年（６０～７４岁）和老老年（７５岁及以上）４组,文化程度均初中以上。结果表明：问卷表再测信度合格,自评与亲友评定间有显著相关;除开放性特征（Ｏ）随增龄下降,即青年组较年长三组更加开放外,神经质（Ｎ）、内外向（Ｅ）、和谐性（Ａ）和认真负责（Ｃ）量表分均无明显年龄差异;两性个性特点比较,女性Ｎ分及Ａ分均明显高于男性;除年龄和性别因素外,健康善对Ｎ、Ｅ、Ｃ分,文化程度对Ｎ和Ｏ分,职业对Ｅ分均有影响。     

CULTURAL DIFFERENCES IN MEASURING EDUCATIONAL ACHIEVEMENT: A CHALLENGE TO PSYCHOLOGY

Les différences culturelles dans la mesure de la réussite scolaire: un problème pour les psychologies. — La “culture éducative”, C'est-à-dire le système standard de formation et d'évaluation, peut varier considérablement d'un pays à L'autre. La recherche interculturelle devrait utiliser les découvertes faites par la psychologie expérimentale en matière de processus d'apprentissage pour résoudre les problèmes de L'évaluation des niveaux d'instruction. Les comparaisons interculturelles portant sur L'intelligence et la réussite scolaire doivent prendre en considération les différences qui se manifestent dans L'acquisition des capacités particulières impliquées dans les tests. C'est ainsi, par exemple, qu'une comparaison expérimentale d'étudiants américains et israéliens portant sur la rétention d'un matériel symbolique et d'un matériel significatif, et utilisant un test subjectif de reconstruction (écrire un essai) et un test objectif de reconnaissance à choix multiple, a fait apparaître une performance supérieure des étudiants israéliens dans les deux types de tâches. Puisqu'il n'y a aucune raison de supposer que les étudiants américains testés sont globalement moins intelligents que les étudiants israèliens, les AA pensent que les écarts observés sont relatifs aux différences dans les pratiques éducatives et les manières de tester des deux pays: les Américains tendent à mettre L'accent sur les tests objectifs (reconnaissance) tandis que les israéliens utilisent davantage les tests de type subjectif (écrire un essai, reconstruction). Apparemment, les étudiants qui réussissent les tâches de reconstruction peuvent réussir aussi bien les tâches impliquant une reconnaissance, mais L'inverse n'est pas forcément vrai. Puisque la mémoire joue un rôle important dans la performance aux tests de réussite scolaire et dans la plupart des tests d'intelligence, on ne doit pas négliger les différences interculturelles qui apparaissent dans la rétention et dans la mesure de la rétention.     

REPLICATION OF THE ACHIEVEMENT PLACE MODEL IN CALIFORNIA1

Attempting to replicate procedures from Achievement Place, token reinforcement procedures were used to modify savings, conversational interruptions, and table-setting of delinquent boys residing in a home-style, community based, treatment setting. The tokens (points) were redeemable for various privileges and could be earned for specified appropriate behaviors and lost for specified inappropriate behaviors. Contingent point fines reduced the frequency of interruptions. Point rewards improved table-setting, but even large point rewards did not substantially increase savings. Baseline data indicated that lateness to dinner was not a problem, as it was in Achievement Place. Withdrawal of contingent points and back-up rewards did not disrupt the clean-up behavior of two boys.     

THE MOTIVATIONAL PROPERTIES OF SCHEDULE-INDUCED POLYDIPSIA1

Schedule-induced polydipsia occurred during initial magazine training to Noyes pellets (45 mg), disappeared when lever-pressing was acquired on a continuous reinforcement schedule (CRF), and reappeared when the food contingency was changed to a 1-min variable interval schedule (VI 1 min). Polydipsia also developed under a VI 1 min food schedule when water was concurrently available on various fixed ratios (FR), rather than being freely available. The level of the polydipsia and its motivating properties allow it to be classified as a form of adjunctive behavior.     

THE THERAPIST'S EXPERIENCE OF PSYCHOTHERAPY: SOME DIMENSIONS AND DETERMINANTS

Eleven dimensions of therapists' experiences during psychotherapy ses- sions were derived, factor analytically, for a sample of 17 therapists. These therapists completed a standard questionnaire after each of 8 or more sessions with 31 female patients. In general, the 11 dimensions reflected various experiences of (a) being helpful towards patients, (b) attempting to deal with difSicult patients, (c) making non-therapeutic responses to patients, and (d) entrapment in personally distressing situations with patients. Personal-social characteristics of patients and therapists were examined as possible determinants of therapist experience. Among other characteristics, patients' employment and marital status, diagnosis and previous treatment, influenced certain therapist experience dimensions-as did therapists' profession, marital status, and personal psychotherapy.     

中小学生学业成绩、自我概念和动机定向之间关系的研究

综述了五十年代以来西方教育心理学界对中小学生的学业成就、能力知觉、控制知觉和动机定向之间关系的研究、研究结果表明;学生的学业成就、能力知觉（包括能力评价和能力情感）、控制知觉（包括不可知控制和内控－依赖他人）和动机定向之间的关系以不可知控制为中心,存在着不同程度的因果关系及发展差异．这个结论对如何在教学中提高学生的学习效率有着重要的理论和实践意义。     

THE MANAGEMENT OF FAILURE EVENTS: SOME CONTEXTUAL DETERMINANTS OF ACCOUNTING BEHAVIOR

This study sought to examine the impact upon actors' selection of strategies to manage failure events of several contextual factors: characteristics of the reproacher/actor relationship, communicative goal-orientation of the actors, severity of the failure event, character of the reproach for the failure event, and the actors' degree of expressed guilt. Results indicated that actors elected to make no response when they felt less guilt, when there was no overt reproach, when their instrumental goal (securing honoring) was unimportant, and when the failure event was a severe offense. Concessions were used when the reproachers said nothing or projected a concession, when the offense was severe, when the actors' instrumental goal was important, and when they felt guilty. Actors chose to justify their behavior in high intimate situations where their instrumental goal was less important. Refusal to account was most likely to occur when reproachers used an aggravating reproach form, when actors felt unjustly accused, and when reproachers were dominant. Excuses were fairly uniformly distributed across all contexts.     

IDENTIFYING DETERMINANTS OF RETENTION DECISIONS1

Variables from five domains—demography, social background, service history, satisfaction, and performance—were used in a discriminant analysis approach to distinguishing three groups of naval personnel: Those eligible to reenlist who do, those eligible who do not, and those not eligible. Discriminant weights were derived from a sample of 642 first-term enlisted men and cross-validated on a sample of 628. The results indicated that both pre-service characteristics (demography and social background) and in-service experiences (service history, satisfaction, and performance) contributed importantly to prediction of attrition/retention. Potential usefulness of this method, including implications for better understanding and control of manpower turnover were discussed.     

MOTIVATIONAL FORCES OF COGNITIVE DISSONANCE AND PSYCHOLOGICAL REACTANCE1

Etude expérimentale des effets de dissonance et de réactance sous trois conditions : (1) choix et restriction partielle de liberté; (2) aucun choix et restriction partielle de liberté; (3) aucun choix et restriction totale de liberté. Selon L'hypothèse principale, une fois la décision prise, et pour des Ss qui sont libres de choisir entre les possibilités existantes, les mécanismes de réduction de la dissonance prédomineraient sur les effets de réactance provoqués par la restriction de liberté. Les résultats confirment cette hypothèse. L'expérience a également pour but de vérifier dans un milieu culturel différent les assertions de ces deux théories de la motivation. Les résultats confirment les prédictions, pertinentes pour la situation expérimentale, de la théorie de dissonance, et donnent, pour la condition (2) (aucun choix et restriction partielle de liberté), quelques preuves de réactance psychologique.     

GROUP DIFFERENCES IN PERSONALITY: META‐ANALYSES COMPARING FIVE U.S. RACIAL GROUPS

This research poses 2 applied questions: How large are racial group differences on personality scales and are these differences likely to cause adverse impact in personnel selection? We examined the extent to which racial groups differ across Big 5 personality factors and facets. Large‐scale, quantitative estimates based on over 700 effect sizes were meta‐analytically summarized. Multiple personality instruments and understudied racial groups, particularly Asian Americans and American Indians, were included in the meta‐analyses. Most group comparisons and personality scales yielded negligible differences and are not likely to cause adverse impact in selection. However, facet‐level analyses produced different d‐values, with some group comparisons showing moderate differences, suggesting that the use of personality measures in selection does not uniformly circumvent adverse impact concerns. The veracity of this conclusion depends on (a) the particular trait in question, (b) the composition of the applicant pool (i.e., which groups are to be compared with one another), (c) the effect size (i.e., d‐value), and (d) the selection ratio. For practitioners, we present a quantitatively informed summary of when and where to expect adverse impact to result from personality measures used in personnel selection.