Gender Differences in College Students' Career Maturity and Perceived Barriers in Career Development

Gender differences in 401 college students' career maturity were investigated. Quantitative measures included career-mature attitudes, career decision-making skills, and vocational congruence. Analyses revealed that female students scored significantly higher than did male students on each of the career maturity measures (p < .005). Nearly one third of the students (n = 128) were also interviewed. Qualitative analyses of the interviews revealed that the perception of barriers may serve as a motivating force in many students' career development. Findings suggest that current theories of career development may be lacking in their application to many of today's college students. Ideas for future research on the perception of barriers to career attainment are discussed.     

COMPARISON OF PROTOTYPE AND ROTE INSTRUCTION OF ENGLISH NAMES FOR CHINESE VISUAL CHARACTERS

This study compared prototype and rote instruction of English names for Chinese visual characters. In the prototype condition, participants were taught the meaning of the prototype that served as the distinctive feature of multicomponent characters. In the rote condition, participants traced the character and wrote its translation. Participants learned more rapidly and maintained more words in the prototype condition.     

Gay women,men, and families in rural settings: Toward the development of helping communities

The urban biases of empirical research on gay men, women, and families have resulted in minimal knowledge about gay people in rural settings. The diversity of lives of rural gay women and men and the variety of patterns of meeting the challenges of rural living are described. Processes of help-seeking and help-giving are discussed and the need for a helping community of family, friends, and caring others is affirmed. Collaboration between rural gay people and rural community psychologists is suggested to promote the development of helping communities for gay people and thereby initiate a process of change in rural settings.     

Cognitive performance deficits induced by exposure to response-independent positive outcomes

Private secondary school students differing in achievement motivation took part in a learned helplessness experiment using a triadic design and noncontingent rewards. A clear learned helplessness effect was observed in both high and low achievement motivation groups. The findings confirmed those from an earlier study using younger subjects drawn from a lower socioeconomic background. However, the results of both experiments were quite different from those of another recently reported investigation using university students that found facilitation as well as an interaction between achievement motivation level and treatment (Jardine & Winefield, 1981). It is concluded that the development of learned helplessness probably depends on the kind of environment in which noncontingent outcomes are experienced.     

Perceptions of Training-Related Factors and Personal Variables as Predictors of Transfer Implementation Intentions

A number of factors influence the outcomes of computer skills training and the likelihood of successful transfer. The first empirical test of a conceptual model of training transfer sought to explain how trainees' perceptions of various in-training transfer-enhancing activities such as overlearning, fidelity, stimulus variability, principles-meaningfulness, self-management activities, relapse prevention, and goal setting would predict the self-efficacy and implementation intentions (rather than actual transfer outcomes) of computer skills trainees. As expected, posttraining self-efficacy and transfer enhancing activities both predicted transfer implementation intentions. Pretraining self-efficacy also significantly predicted posttraining self-efficacy, trainees' level of learning during training and transfer enhancing activities, providing support for the conceptual model of training transfer.     

Category-contingent face adaptation for novel colour categories: Contingent effects are seen only after social or meaningful labelling

A face appears normal when it approximates the average of a population. Consequently, exposure to faces biases perceptions of subsequently viewed faces such that faces similar to those recently seen are perceived as more normal. Simultaneously inducing such aftereffects in opposite directions for two groups of faces indicates somewhat discrete representations for those groups. Here we examine how labelling influences the perception of category in faces differing in colour. We show category-contingent aftereffects following exposure to faces differing in eye spacing (wide versus narrow) for blue versus red faces when such groups are consistently labelled with socially meaningful labels (Extravert versus Introvert; Soldier versus Builder). Category-contingent aftereffects were not seen using identical methodology when labels were not meaningful or were absent. These data suggest that human representations of faces can be rapidly tuned to code for meaningful social categories and that such tuning requires both a label and an associated visual difference. Results highlight the flexibility of the cognitive visual system to discriminate categories even in adulthood.     

An imputed dissociation might be an artifact: Further evidence for the generalizability of the observations of Durgin et al. 2010

We recently showed that palm board measures are systematically inaccurate for full-cue surfaces within reach of one's hand, whereas free-hand gestures and reaching actions are quite accurate for such surfaces (Durgin, Hajnal, Li, Tonge, & Stigliani, 2010). Proffitt and Zadra (2010) claim that our demonstration that palm boards are highly inaccurate is irrelevant to interpreting past and present findings concerning dissociations between verbal reports and palm board estimates. In their paper they offer a theoretical representation of the findings of Bhalla and Proffitt (1999) and argue that our analysis is incompatible with their account. We offer here an alternative account of the findings of Bhalla and Proffitt, based on their actual data (which are fully compatible with our original analysis). We further show how our account generalizes to more recent studies that continue (1) to mistakenly describe null statistical effects on (insensitive) palm boards as evidence of a “dissociation” from (more sensitive) verbal measures that show a similar relative magnitude of change and (2) to introduce uncontrolled demand characteristics.     

Parent training with high-risk immigrant chinese families: a pilot group randomized trial yielding practice-based evidence

We studied the efficacy and implementation outcomes of a culturally responsive parent training (PT) program. Fifty-four Chinese American parents participated in a wait-list controlled group randomized trial (32 immediate treatment, 22 delayed treatment) of a 14-week intervention designed to address the needs of high-risk immigrant families. Parents were eligible for intervention if they were Chinese-speaking immigrants referred from schools, community clinics, or child protective services with concerns about parenting or child behavior problems. Retention and engagement were high with 83% of families attending 10 or more sessions. Results revealed that the treatment was efficacious in reducing negative discipline, increasing positive parenting, and decreasing child externalizing and internalizing problems. Treatment effects were larger among families with higher levels of baseline behavior problems and lower levels of parenting stress. Further augmentation of PT to address immigrant parent stress may be warranted. Qualitative impressions from group leaders suggested that slower pacing and increased rehearsal of skills may improve efficacy for immigrant parents unfamiliar with skills introduced in PT.     

CONCEPT LEARNING AND LEARNING STRATEGIES

Abstract —Concept teaming and learning strategies of pigeons were manipulated in a matching-Co-sample task. Groups of 4 pigeons responded either 0, J, 10, or 20 times to a sample stimulus, and then chose between a matching comparison stimulus and a nonmatching comparison stimulus. Tests with unfamiliar arrangements of the three training stimuli showed that learning was not by if-then rules. Tests with novel stimuli showed that as the number of sample responses increased, learning about the configural pattern of each display gave way to more teaming about the sample-comparison relationship and more concept learning. Pigeons making the most sample responses showed complete concept teaming.     

Predicting recidivism with the Psychopathy Checklist: are factor score composites really necessary?

In two previous studies on general and violent recidivism (Walters & Heilbrun, 2010; Walters, Knight, Grann, & Dahle, 2008), the summed composite antisocial facet of the Psychopathy Checklist displayed incremental validity relative to the other 3 facets (interpersonal, affective, lifestyle), whereas the other 3 facets generally failed to demonstrate incremental validity relative to the antisocial facet. Because summed composite scores do not account for ordinal item distributions, the 6 Walters et al. (2008) samples were reanalyzed with factor score composites derived from a 4-factor confirmatory factor analysis. The results, however, showed little change from what had been obtained earlier with summed composite scores. Two additional samples not previously included in any incremental validity analyses of the Psychopathy Checklist evidenced a 3-factor structure, with the lifestyle and antisocial facets merged into a single factor. This single factor displayed incremental validity relative to the interpersonal and affective facets, but the reverse was not true regardless of whether summed composite scores or factor score composites were used. A comparison of zero-order correlations from all 8 samples revealed that the antisocial summed composite score predicted significantly better than the summed composite scores for the other 3 facets and that a superordinate factor failed to improve on the performance of either the antisocial summed composite score or the antisocial factor score composite.