Nineteen propositions concerning the nature of effective thinking for career management in a turbulent world

It is argued that some of the literature on post-formal thinking, wisdom, expertise and cognition can contribute substantially to the theory and practice of careers guidance, counselling and management, but has not yet done so. Material from these interrelated strands of the adult cognitive development literature is discussed, with particular reference to the changing nature of careers. On the whole, the research and theory examined point in similar directions, and share some key concepts of relevance to careers. Propositions concerning the thought-processes characterising effective management of careers by individuals are put forward. Implications of the propositions for careers guidance and counselling are discussed     

The Moderating Role of Self-Efficacy Beliefs in the Relationship Between Anticipated Feelings of Regret and Condom Use1

This prospective study examined how the feelings of regret and self-blame one anticipates after engaging in unsafe sex affect condom use in new sexual relationships. The central theoretical question is whether self-efficacy perceptions can moderate the relationship between anticipated feelings and actual condom use. Consistent with theories of anticipated regret and social cognitive learning, participants were most likely to use condoms between the first and second waves of data collection when they anticipated negative feelings as a result of not using condoms (and positive feelings after having used condoms), particularly when they also believed that they had the power to exercise control over the sexual situation (high self-efficacy). The implications for interventions aimed at promoting safer sex are discussed.     

Commitment to the Relationship,Extradyadic Sex,and AIDS Preventive Behavior1

This study was conducted among 251 heterosexual adults in The Netherlands that included a substantial number of individuals who had had unprotected sex with a new partner. Relationship status and commitment had independent effects upon the willingness to engage in extradyadic sex above and beyond the effects of past extradyadic sex and satisfaction, and commitment was the only psychological predictor of the intention to use condoms in extradyadic sexual contacts. Commitment predicted the willingness to inform the steady partner about one's unsafe extradyadic sex and to protect the steady partner against the possible risk of HIV infection after unsafe extradyadic sex. The implications for AIDS prevention are discussed.     

To test or not to test: The status of psychological testing under the Americans with Disabilities Act (ADA)

The Americans with Disabilities Act (ADA) serves as a safeguard that employers are using only nondiscriminatory and valid selection measures. This article clarifies the point that preemployment psychological tests are not usually medical in nature and thus can continue to be used once the ADA becomes effective.     

A microcomputer interface for applications requiring large numbers of subjects

While most small microcomputers are powerful enough to control intricate experiments, a major limitation of many is their limited I/O capability. An interface for the KIM-1 or similar small microcomputer is described that provides for up to 128 or more inputs. The basic components of the interface are a series of shift registers through which the incoming data are manipulated and read by the microcomputer. Provisions are also made to latch the incoming data, allowing detection of very high rates of or even simultaneous data input. The interface is modular in design and can be expanded by increments of eight inputs. Use of the system to monitor a large number of running wheels is discussed.     

TGF-β1 in Aplysia: Role in Long-Term Changes in the Excitability of Sensory Neurons and Distribution of TβR-II-Like Immunoreactivity

Exogenous recombinant human transforming growth factor β-1 (TGF-β1) induced long-term facilitation of Aplysia sensory-motor synapses. In addition, 5-HT-induced facilitation was blocked by application of a soluble fragment of the extracellular portion of the TGF-β1 type II receptor (TβR-II), which presumably acted by scavenging an endogenous TGF-β1-like molecule. Because TβR-II is essential for transmembrane signaling by TGF-β, we sought to determine whether Aplysia tissues contained TβR-II and specifically, whether neurons expressed the receptor. Western blot analysis of Aplysia tissue extracts demonstrated the presence of a TβR-II-immunoreactive protein in several tissue types. The expression and distribution of TβR-II-immunoreactive proteins in the central nervous system was examined by immunohistochemistry to elucidate sites that may be responsive to TGF-β1 and thus may play a role in synaptic plasticity. Sensory neurons in the ventral–caudal cluster of the pleural ganglion were immunoreactive for TβR-II, as well as many neurons in the pedal, abdominal, buccal, and cerebral ganglia. Sensory neurons cultured in isolation and cocultured sensory and motor neurons were also immunoreactive. TGF-β1 affected the biophysical properties of cultured sensory neurons, inducing an increase of excitability that persisted for at least 48 hr. Furthermore, exposure to TGF-β1 resulted in a reduction in the firing threshold of sensory neurons. These results provide further support for the hypothesis that TGF-β1 plays a role in long-term synaptic plasticity in Aplysia.     

A developmental study of the effects of irrelevant information on speeded classification

The study examined how well subjects were able to ignore the presence of irrelevant stimulus information as a function of age. Children aged 6, 9, and 12, as well as adult subjects sorted cards with one binary dimension relevant, and zero, one, or two dimensions irrelevant. Speed of classification was measured. Significant effects of age, sex, number of irrelevant dimensions, and relevant dimension on speed of classification were obtained, as well as a number of interactions of these variables. The most important finding was that the presence of irrelevant information interfered with the performance of the task by child subjects and that the magnitude of the interference declined with age. The results were interpreted as implying that developmental trends in attention may be most clearly demonstrated in tasks which require speeded processing of stimuli. The ease of administration of the speeded classification task, coupled with the clear developmental trends obtained, recommend this paradigm as a useful one with which to study the development of selective attention.     

Facilitation of both “same” and “different” judgments of letter strings by familiarity of letter sequence

Three experiments employing simultaneous matching were performed to extend recent findings that three kinds of familiarity—familiarity of letter sequences, familiarity of display configuration, and familiarity of letter orientation—facilitate the matching of letter strings for “same” responses and sometimes for “different” responses. It was found that letter sequence familiarity facilitated “same” responses even when the letter strings were in an unfamiliar orientation or configuration and also facilitated “different” responses whenever the task required that a substantial portion of the display be processed before a response could be initiated. A three-stage model of the simultaneous letter-string matching task was developed. This model, which assumes that the same processes account for both “same” and “different” responses, was consistent with findings obtained when there were small differences between string pairs. Discrepant findings obtained when there were large differences between string pairs may have been produced by the premature initiation of responses.     

Degree of training and the novelty transfer effect

Four groups of 40 Ss were given transfer tests following 2.4, 6, or 8 14-trial blocks of paired-associate training with unequal stimulus frequencies and then retested after a further training period in which the same compound stimuli were presented at equal frequencies. The novelty effect, in which Ss respond to new combinations of training components by giving the response associated with the least frequent component, was obtained in every transfer test. It was concluded that the novelty effect is a mode of responding that is produced by differential frequencies during early learning and which, once adopted, is retained by Ss regardless of whether the frequency differential is maintained.     

TREATMENT OF PSYCHOTIC CHILDREN IN A CLASSROOM ENVIRONMENT: I. LEARNING IN A LARGE GROUP1

The purpose of this study was to investigate systematically the feasibility of modifying the behavior of autistic children in a classroom environment. In the first experiment, eight autistic children were taught certain basic classroom behaviors (including attending to the teacher upon command, imitation, and an elementary speaking and recognition vocabulary) that were assumed to be necessary for subsequent learning to take place in the classroom. Based on research documenting the effectiveness of one-to-one (teacher-child ratio) procedures for modifying such behaviors, these behaviors were taught in one-to-one sessions. It was, however, found that behaviors taught in a one-to-one setting were not performed consistently in a classroom-sized group, or even in a group as small as two children with one teacher. Further, the children evidenced no acquisition of new behaviors in a classroom environment over a four-week period. Therefore, Experiment II introduced a treatment procedure based upon “fading in” the classroom stimulus situation from the one-to-one stimulus situation. Such treatment was highly effective in producing both a transfer in stimulus control and the acquisition of new behaviors in a kindergarten/first-grade classroom environment.