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.     

Assessing the impact of healthy work organization intervention

This research evaluates a healthy work organization intervention implemented in a retail setting. Using a participatory process, employee teams in 11 intervention stores developed customized plans for improving work organization at their sites. Ten comparable stores served as controls. Employee surveys were administered prior to the intervention and twice again at 12‐month intervals. Business results were compiled monthly for each store. The baseline data were used by the teams to identify needs and establish action priorities for their stores. Most study outcomes declined across time for all stores, due primarily to internal corporate events and a generally adverse economic environment. However, the intervention process appeared to buffer some of these declines; intervention stores fared better in terms of selected aspects of organizational climate and psychological work adjustment. Intervention stores also performed better than controls on general indices of perceived health and safety and two of the four business outcomes: employee turnover and sales per labour hour. These results are discussed in terms of the challenges involved in evaluating organizational‐level interventions in work settings.     

Proactive vitality management in the work context: development and validation of a new instrument

In the present research, we use proactivity literature and studies on energy at work to argue that individuals may proactively manage their vitality (i.e., physical and mental energy) to promote optimal functioning at work. We develop and validate a scale to measure proactive vitality management (PVM), and explore the nomological network. We conducted a five-day diary study (N = 133; 521 days), a survey study (N = 813) and a cross-sectional study measuring daily PVM (N = 246) among working individuals from various occupational sectors. The results show that PVM can be reliably measured with eight items that load on one overall factor, both on general and daily level. Furthermore, daily PVM was moderately but positively related to the use of work-related strategies and micro-breaks. Moreover, PVM related positively to relevant personal characteristics (i.e., proactive personality and self-insight) and showed moderate but positive relationships with job crafting and relaxation (convergent validity). PVM was unrelated to psychological detachment and decreasing hindering demands (discriminant validity). Finally, PVM was positively related to well-being, in-role work performance, creative work performance and performance on the Remote Associates Test (criterion validity). We conclude that employees may promote their own work performance through the use of PVM.     

The organization of attention in typical development: A new preschool attention test battery

This article introduces a new battery of attention tests for typically developing and atypically developing children with a mental age of 3–6 years. In the light of adult and child studies supporting a model of distinct networks for specific attentional operations, tests in the current battery were selected with the aim of measuring functions of selective attention, sustained attention and attentional control (executive function). Normative data were collected from 154 typically developing children aged 3–6 years and examined using exploratory factor analysis to determine latent constructs underlying test performance. This analysis suggested increasing differentiation of attention functions over the age range, with support for the hypothesized three‐factor model only after 4½ years of age. Additional analyses supported the validity of the new attention battery with respect to (1) parent/teacher report measures of everyday attention behaviour and (2) later performance on the Test of Everyday Attention for Children (TEA‐Ch), a battery designed for children aged 6–16 years. The results show the developing differentiation of attention functions and support the ecological and predictive validity of the battery as providing early performance‐based measures of attention and an attention ‘profile’ for each individual child, which may aid characterization and remediation of neurodevelopmental disorders.     

A new dynamic systems method for the analysis of early socioemotional development

This study reports on a new dynamic systems method for studying infant socioemotional development, using conventional statistical techniques to portray dynamic systems constructs. State space grids were constructed from two ordinal variables, distress intensity and attention to mother, and hypothetical attractors were identified as grid cells with high cumulative duration of behavior. Attractor and state space characteristics were operationalized and tested, first to assess the utility of the method and second to reconceptualize and extend conventional developmental hypotheses. The basin strength and relaxation time of hypothetical attractors demonstrated their ‘attractiveness’ and predicted consistency in attractor location across sessions. Developmental changes and individual continuities in the organization of behavior were also revealed, in ways that would be inaccessible to conventional research methods.     

Different temporary work status, different behaviors in organization

This study examined the contributions of the psychological contract framework to an understanding of the effects of different work statuses on employees’ behavior. We compared temporary firm workers (n=71) with core workers (n=268) and direct-hire temporary workers (n=149) with core workers (n=42) in two different samples. As expected, temporary firm workers consider that they receive fewer socio-emotional inducements from the organization they work for (opportunities for promotion, career development, long-term employment), but direct-hire temporary workers who succeeded in having their contracts extended had a psychological contract in which socio-emotional components predominated. A psychological contract with a predominance of socio-emotional components was important for organizations because it mediated the influence of work status on civic virtue behaviors on the part of temporary firm workers, and directly and positively influenced these behaviors in direct-hired temporary workers (behaviors as assessed by their supervisors). Contrary to the hypothesis, psychological contract had a direct and positive influence on the in-role behavior of direct-hire temporary workers. The implications of the findings for psychological contract research are discussed.     

Representing intentions in self and other: studies of autism and typical development

Two experiments were conducted to explore the extent to which individuals with Autism Spectrum Disorder (ASD), as well as young typically developing (TD) children, are explicitly aware of their own and others’ intentions. In Experiment 1, participants with ASD were significantly less likely than age‐ and ability‐matched comparison participants to correctly recognize their own knee‐jerk reflex movements as unintentional. Performance on this knee‐jerk task was associated with performance on measures of false belief understanding, independent of age and verbal ability, in both participants with ASD and TD children. In Experiment 2, participants with ASD were significantly less able than comparison participants to correctly recognize their own or another person’s mistaken actions as unintended, in a ‘Transparent Intentions’ task ( Russell & Hill, 2001 ; Russell, Hill & Franco, 2001 ). Performance on aspects of the Transparent Intentions task was associated with performance on measures of false belief understanding, independent of age and verbal ability, in both participants with ASD and TD children. This study suggests that individuals with ASD have a diminished awareness of their own and others’ intentions and that this diminution is associated with other impairments in theory of mind.     

Careers work in higher education in Pakistan: current practice and options for the future

ABSTRACT

In this article we examine the development of career guidance in Pakistani higher education. The article is based on a literature review supplemented with new data gathered from a review of higher education institutions' websites and five case study interviews. It considers both local and global influences as relevant contexts for understanding how the development of career guidance in Pakistani higher education is taking place. Concerns about alignment between skills supply and demand provide key drivers both for the development of career guidance and for a wider higher education reform. The practice of career guidance in Pakistani higher education is shown to be lagging behind policy and will need to be strengthened by new policy, resources and indigenous theories.     

Changing the face of the organization: addressing the challenges of work in a multi-ethnic society

Institutionalized racism constrains therapy organizations in providing just, equitable and useful services for people from the non-dominant groups within our society. While the will to change is often apparent in individuals, many organizations do not manage to do so. This paper maps a model of individual racial identity development (Cross, 1971, 1978, 1981) on to process within organizations, and illustrates organizational change with a case example.     

An individual's work values in career development

This study examined the mediation effect of career decision self‐efficacy in relation to work values and career decision status. The authors surveyed 308 college students about their own intrinsic (e.g., helping others) and extrinsic (e.g., high income) work values and those of significant others, career decision self‐efficacy, and career decision status. The results indicated that the intrinsic and extrinsic work values of significant others were related to the intrinsic and extrinsic work values of the self and that intrinsic work values were more adaptive than extrinsic work values in career development.     

Representing the Structure of a Debate

In this article I aim to use the 1948 Russell-Copleston debate to highlight some recent problems I have experienced teaching argument analysis in my philosophy courses. First, I will use argument diagramming to represent the arguments in the debate while reflecting on the use of this approach use to teach argument analysis skills. Then, I will discuss the tools and methods scholars have proposed to represent debates, rather than just individual arguments. Finally, I will argue that there is not, but needs to be, a good way to represent argumentative debates in a way that neither obscures the essential details of the exchange nor becomes too unwieldy to extract a sense of the overall debate.

     

Categorical and schematic organization and the development of retrieval strategies

This study investigated the effects of schematic and categorical organization on young children's recall. Preschool and kindergarten children recalled either a taxonomic list or a story in one of two presentation conditions: an alternate condition, in which the material was presented, children recalled it and the procedure was repeated, or a successive condition in which the material was presented twice and children recalled it twice. Although preschool children's story recall was well organized, their list recall was poorly organized, and organization did not increase over recall trials in either presentation condition. In contrast, kindergarten children's recall of both the story and the list was well organized, and their recall was better organized on the second recall trial than on the first in both presentation conditions. These results are discussed in terms of the development of retrieval strategies during the preschool years/