Adult age differences in visual search accuracy: attentional guidance and target detectability

Previous research, relying primarily on reaction time measures of highly accurate performance, suggests that both younger and older adults can increase the efficiency of visual search by guiding attention to a candidate subset of items. The authors investigated attentional guidance when accuracy was well below ceiling to focus more specifically on the role of perceptual processes. In the most difficult condition (conjunction search), the likelihood of missing a target was greater for older adults than for younger adults, and this effect was not attributable entirely to generalized slowing. Both age groups were able to improve search efficiency by attending to a distinct subset of display items, indicating that attentional guidance to perceptual features does not exhibit age-related decline. A signal-detection model of the conjunction search data demonstrated that the age difference represented an age-related decline in target detectability.     

Vocational Guidance for Adults: A Study of Demand

A sample study was conducted of economically active adults and of non-employed adults who intended to return to work. It demonstrated first, considerable uncertainty concerning the existence of adult vocational guidance; second, substantial public support for guidance provision; and third, widespread demand. The correlates of demand are investigated. It is not merely those seeking work who require guidance. Strong demand emanates from those in employment, too. The types of guidance demanded by adults are described.     

West Indian teachers', parents', and students' attitudes toward adolescent behavior problems

Attitudes toward adolescent behavior problems were surveyed using samples of teachers, parents, and secondary school students in Barbados. Fifty-two behaviors were rated for their impact on students' school and general social adjustment. Results revealed high positive correlations between groups in terms of ranked positions of problems, and also between rankings of problems of both boys and girls. However, parents rated the majority of problems higher (more serious) than did teachers, while adults generally awarded higher ratings than did male students, especially for conduct problems. Female students' responses were highly similar to those of adults, except in respect to heterosexual activity, which they rated more serious in boys, while most adults rated it much more serious in girls. Implications for discipline and guidance are considered.     

Auditory information is beneficial for adults with Down syndrome in a continuous bimanual task

Much recent research using discrete unimanual tasks has indicated that individuals with Down syndrome (DS) have more difficulty performing verbal-motor tasks as compared to visual-motor tasks (see Perceptual-Motor Behavior in Down Syndrome, Human Kinetics, Champaign, IL, 2000, p. 305 for a review). In continuous tasks, however, individuals with DS perform better when movement is guided by auditory information compared to visual information (Downs Syndr.: Res. Prac. 4 (1996) 25; J. Sport Exercise Psy. 22 (2000) S90). The aim of the present study was to investigate if there are any differences for adults with DS between visual, auditory and verbal guidance in a continuous bimanual task. Ten adults with DS, 10 adults without DS and 10 typically developing children drew lines bimanually towards the body (down) and away from the body (up) following three different guidance conditions: visual (flashing line), auditory (high tone, low tone), and verbal (“up”, “down”). All participants produced mostly in-phase movements and were close to the 1000 ms target time for all guidance conditions. The adults with DS, however, displayed greater variability in their movement time, movement amplitude and bimanual coordination than adults without DS. For all groups, the left hand was slower and more variable in producing the lateral movements than the right hand. The results regarding guidance information suggest that auditory information is beneficial for repetitive bimanual tasks for adults with DS. Possible mechanisms that cause these results will be discussed.     

Searching from the top down: Ageing and attentional guidance during singleton detection

Previous investigations of adult age differences in visual search suggest that an age-related decline may exist in attentional processes dependent on the observer's knowledge of task-relevant features (top-down processing). The present experiments were conducted to examine age-related changes in top-down attentional guidance during a highly efficient form of search, singleton detection. In Experiment 1 reaction times to detect targets were lower when target features were constant (feature condition) than when target features were allowed to vary between trials (mixed condition), and this reaction time benefit was similar for younger and older adults. Experiments 2 and 3 investigated possible interactions between top-down and bottom-up (stimulus-driven) processes. Experiment 2 demonstrated that search times for both age groups could be improved when targets varied on an additional feature from distractors (double-feature condition) but only when top-down control was available (feature search). In Experiment 3, the availability of top-down guidance enabled both younger and older adults to override the distracting effects of a noninformative spatial location cue. These findings indicate that top-down attentional control mechanisms interact with bottom-up processes to guide search for targets, and that in the context of singleton detection these mechanisms of top-down control are preserved for older adults.     

Adults' vocational mobility intentions: The roles of age, sex and labour-market position

The demand for vocational guidance by adults has been shown to be negatively related to occupational commitment. Thus in coming to understand the causes of occupational commitment, we are simultaneously able to form an appreciation of a major source of demand for vocational guidance. Three possible predictors are examined: age, sex and labour-market position. Of these, labour-market position is the best predictor. The implications for guidance are outlined.     

Adult age differences in the implicit and explicit components of top-down attentional guidance during visual search

Two experiments investigated adult age differences in the explicit (knowledge-based) and implicit (repetition priming) components of top-down attentional guidance during discrimination of a target singleton. Experiment 1 demonstrated an additional contribution of explicit top-down attention, relative to the implicit effect of repetition priming, which was similar in magnitude for younger and older adults. Experiment 2 examined repetition priming of target activation and distractor inhibition independently. The additional contribution of explicit top-down attention, relative to the repetition priming of distractor inhibition, was greater for older adults than for younger adults. The results suggest that some forms of top-down attentional control are preserved as a function of adult age and may operate in a compensatory manner.     

Barriers to Adult Career Change

Adults have unique problems in making career changes. They face crucial economic, educational, and psychological barriers that require special guidance services. In this article, barriers to adult career change are identified and a five-county regional learning service using paraprofessionals is described. Results in working with more than 200 adults making career changes is reported. Suggestions for overcoming some of the problems adults face in making career changes are explained.     

Visual search for real world targets under conditions of high target-background similarity: Exploring training and transfer in younger and older adults

Real world visual search tasks often require observers to locate a target that blends in with its surrounding environment. However, studies of the effect of target-background similarity on search processes have been relatively rare and have ignored potential age-related differences. We trained younger and older adults to search displays comprised of real world objects on either homogenous backgrounds or backgrounds that camouflaged the target. Training was followed by a transfer session in which participants searched for novel camouflaged objects. Although older adults were slower to locate the target compared to younger adults, all participants improved substantially with training. Surprisingly, camouflage-trained younger and older adults showed no performance decrements when transferred to novel camouflage displays, suggesting that observers learned age-invariant, generalizable skills relevant for searching under conditions of high target-background similarity. Camouflage training benefits at transfer for older adults appeared to be related to improvements in attentional guidance and target recognition rather than a more efficient search strategy.     

Devolution and diversification: career guidance in the home countries

The devolution instigated in the United Kingdom in 1997 was a further stage in a long historical process. Nonetheless, prior to the 1990s, the basic structures of career guidance services were broadly similar across the UK. But the marketisation of careers services that took place under the Conservative government in the mid-1990s went further in England than elsewhere. This helped to pave the way for the markedly different directions followed post-devolution, with England seeking horizontal integration of services for young people and adults respectively, whereas Scotland, Wales and Northern Ireland have emphasised vertical integration of career guidance services on an all-age basis. Some sectors have been affected less by devolution than others. It is suggested that the model adopted in England has already weakened the structures for career guidance provision, and is currently at risk of weakening them still further. The relative size of England means that these weaknesses could have ripple effects on the other home countries too—in relation to professional training and professional status, for example. Existing collaborative mechanisms need to be strengthened, and a culture of mutual learning enhanced, if the potential benefits of diversification are to be fostered and its potential risks avoided.     

Educational and careers guidance services for adults: II. A review of current provision

The similarities and differences between existing educational and careers guidance services for adults are analysed in terms of five dimensions: the roles with which the services are primarily concerned, their target groups, their guidance junctions, their staffing policy, and their organisational base. A brief discussion of 'distance-guidance' services is added.     

Motor skill learning in the middle-aged: limited development of motor chunks and explicit sequence knowledge

The present study examined whether middle-aged participants, like young adults, learn movement patterns by preparing and executing integrated sequence representations (i.e., motor chunks) that eliminate the need for external guidance of individual movements. Twenty-four middle-aged participants (aged 55–62) practiced two fixed key press sequences, one including three and one including six key presses in the discrete sequence production task. Their performance was compared with that of 24 young adults (aged 18–28). In the middle-aged participants motor chunks as well as explicit sequence knowledge appeared to be less developed than in the young adults. This held especially with respect to the unstructured 6-key sequences in which most middle-aged did not develop independence of the key-specific stimuli and learning seems to have been based on associative learning. These results are in line with the notion that sequence learning involves several mechanisms and that aging affects the relative contribution of these mechanisms.     

Influence of semantic consistency and perceptual features on visual attention during scene viewing in toddlers

Conceptual representations of everyday scenes are built in interaction with visual environment and these representations guide our visual attention. Perceptual features and object-scene semantic consistency have been found to attract our attention during scene exploration. The present study examined how visual attention in 24-month-old toddlers is attracted by semantic violations and how perceptual features (i. e. saliency, centre distance, clutter and object size) and linguistic properties (i. e. object label frequency and label length) affect gaze distribution. We compared eye movements of 24-month-old toddlers and adults while exploring everyday scenes which either contained an inconsistent (e.g., soap on a breakfast table) or consistent (e.g., soap in a bathroom) object. Perceptual features such as saliency, centre distance and clutter of the scene affected looking times in the toddler group during the whole viewing time whereas looking times in adults were affected only by centre distance during the early viewing time. Adults looked longer to inconsistent than consistent objects either if the objects had a high or a low saliency. In contrast, toddlers presented semantic consistency effect only when objects were highly salient. Additionally, toddlers with lower vocabulary skills looked longer to inconsistent objects while toddlers with higher vocabulary skills look equally long to both consistent and inconsistent objects. Our results indicate that 24-month-old children use scene context to guide visual attention when exploring the visual environment. However, perceptual features have a stronger influence in eye movement guidance in toddlers than in adults. Our results also indicate that language skills influence cognitive but not perceptual guidance of eye movements during scene perception in toddlers.     

Comparing lexically guided perceptual learning in younger and older listeners

Numerous studies have shown that younger adults engage in lexically guided perceptual learning in speech perception. Here, we investigated whether older listeners are also able to retune their phonetic category boundaries. More specifically, in this research we tried to answer two questions. First, do older adults show perceptual-learning effects of similar size to those of younger adults? Second, do differences in lexical behavior predict the strength of the perceptual-learning effect? An age group comparison revealed that older listeners do engage in lexically guided perceptual learning, but there were two age-related differences: Younger listeners had a stronger learning effect right after exposure than did older listeners, but the effect was more stable for older than for younger listeners. Moreover, a clear link was shown to exist between individuals’ lexical-decision performance during exposure and the magnitude of their perceptual-learning effects. A subsequent analysis on the results of the older participants revealed that, even within the older participant group, with increasing age the perceptual retuning effect became smaller but also more stable, mirroring the age group comparison results. These results could not be explained by differences in hearing loss. The age effect may be accounted for by decreased flexibility in the adjustment of phoneme categories or by age-related changes in the dynamics of spoken-word recognition, with older adults being more affected by competition from similar-sounding lexical competitors, resulting in less lexical guidance for perceptual retuning. In conclusion, our results clearly show that the speech perception system remains flexible over the life span.     

All-age guidance—public,private or welfare service?

The emphasis upon the creation of a culture of lifelong learning propels the issue of accessibility to guidance for adults into the limelight. The Careers Service and other careers guidance providers have demonstrated a communient to all-age guidance in the absence of a coherent policy or resource framework. Following 'contracting out', Careers Services are wrestling with the ambiguities inherent in the 'private company-public service' equation. These are compounded by the continuing absence of clarity at policy level regarding the development of all-age guidance. The central question remains that of how a service, with benefits accruing to the individual, the community and the economy, is most appropriately funded and delivered.     

Locomotor estimation of distance after visual scanning by children and adults

Subjects (120 young adults and 120 children) were tested for their abilities to estimate visually the distance to a target 5 m away, then walk unaided by vision to that target as accurately as possible. Experimental groups were determined by visual scanning time (1, 5, or 10 s), delay between the end of visual scanning and the start of locomotion (0, 1, 3, or 5 s), and by age (9 year old children or young adult). Adults performed locomotor distance estimations based on visual scanning more accurately than children under all conditions. Increased scanning time resulted in more accurate performances by children but not by adults, and increased delays between the end of scanning and the start of locomotion caused decreases in accuracy for children only. These decrements were partially ameliorated by increased scanning time. The total time spent without vision after scanning the target (delay time plus walking time) was an important factor, with sharp increases in error for all delay conditions for children. The results are discussed in terms of trace decay effects and developmental aspects of visual guidance of locomotion.     

Career trajectories of older women: implications for career guidance

As work and employment transitions become more frequent and difficult, the demand for formal career guidance increases. Women are likely to experience structural labour market disadvantage and may benefit from formal support that is sympathetic to their particular needs. Yet the traditional psychological paradigms that dominate career guidance practice have assumed homogeneity. To contribute both to broader debates about careers services for adults and the development of more relevant theoretical frameworks for career practice for women, results are presented from an international, comparative qualitative investigation of the career trajectories of older women (aged 45 to 65) in Australia, England and South Africa. These results confirm a need for career guidance that is nuanced and differentiated for women.     

Is Therapist Support Needed? Comparing Therapist- and Self-Guided Internet-Based CBT for Somatic Symptom Distress (iSOMA) in Emerging Adults

Persistent somatic symptoms of varying etiology are very common in emerging adults and can lead to distress and impairment. Internet-delivered interventions could help to prevent the burden and chronicity of persistent somatic symptoms. This study investigated the impact of therapist guidance on the effectiveness of a cognitive-behavioral Internet intervention for somatic symptom distress (iSOMA) in emerging adults, as a secondary analysis of a two-armed randomized controlled trial. We included 149 university students (83.2% female, 24.60 yrs) with varying degrees of somatic symptom distress who were either allocated to the 8-week intervention with regular, written therapeutic guidance (iSOMA guided) or to the control group (waitlist), which was afterwards crossed over to receive iSOMA with guidance-on-demand (iSOMA-GoD). Primary outcomes were somatic symptom distress (assessed by the PHQ-15) and psychobehavioral symptoms of the somatic symptom disorder (assessed by the SSD-12) at pre- and post-treatment. Secondary outcomes included depression, anxiety, and disability. Both treatments showed statistically significant pre-post improvements in primary (iSOMA-guided: d = 0.86–0.92, iSOMA-GoD: d = 0.55–0.63) and secondary outcomes. However, intention-to-treat analysis revealed non-significant between-group effects for all outcomes (ps ≥ .335), after controlling for confounding variables, and effect sizes were marginal (d = −0.06 to 0.12). Overall, our findings indicate that Internet-delivered cognitive behavioral therapy with regular guidance is not unequivocally superior to guidance-on-demand in alleviating somatic symptom distress and associated psychopathology in emerging adults. As a next step, non-inferiority studies are needed to test the robustness of these findings and their impact on clinical populations.     

“They never listen”: towards a grounded theory of the role played by trusted adults in the spiritual lives of children

This qualitative study addresses the lack of research into the role of trusted adults in the spiritual lives of children. Semi-structured interviews were conducted with nine children from a British primary school and the data analysed using a grounded theory approach. Six categories were identified outlining the reciprocal relationship of unavailability and withholding between children and their trusted adults and how children made sense of spirituality in the absence of explicit guidance. It was found that the children had little opportunity for negotiating a shared understanding or experience of spirituality with adults and, as a result, either preserved an isolated and secret sense of spirituality or accepted what they observed to be their trusted adults' stance. The practical and theoretical implications of the children's responses in the absence of trusted adults are discussed and recommendations are made for practice and future research.     

Impartiality in pre-entry guidance for adults in further education colleges

The growth in the provision of guidance through institution-based services in the United Kingdom has raised concerns about whether the principle of impartiality is being compromised. The understandings and practices of impartiality among those involved in providing pre-entry guidance to adults in three further education colleges in London are examined. A complex picture is presented in which impartiality is only one aspect of guidance and one with different and uncertain meanings emerging from and situated within differing individual, social and institutional contexts. Thus while the meaning of impartiality can be clearly stated in professional codes of practice and quality frameworks, its meanings in practice are less clear. Further areas of research are identified.