The variation of hand steadiness with physical stress

The performance of 12 subjects in a hand steadiness task was compared at different work loads. Hand steadiness expressed in the form of values of hand shakiness was found not to increase linearly with work intensity. On the contrary, the relation between hand shakiness and activation level, induced by physical work, was found to be positively accelerated by an exponent of 1.6. Subjective effort measured by a ratio estimation method grew, likewise, according to a positively accelerating function with an exponent of about 1.6, while subjective effort according to the "RPE" category scale like hear rate grew linearly with work load.     

Influences of Early Career Experiences, Occupational Group, and National Culture on Proactive Career Behavior

We know little about the influences of individual, historical, and situational characteristics on young workers' proactive career behaviors. This study examined the effects of early career experiences, occupational group membership, and national culture on proactive career behaviors, including career planning, skill development, consultation, and networking. The study analyzed data from a longitudinal cross-national study on young workers from two occupational panels. The results confirmed the cultural dependence of proactive behaviors. Moreover, employment-related early career experiences showed a positive effect on proactive skill development and consultation behaviors. Periods of unemployment-inhibited proactive career planning and networking behaviors. Additional significant contributions to skill development and consultation behaviors were found to be associated with occupational group membership. Overall, a change in hierarchical position had a positive effect on proactive career behavior.     

A discussion of the mind-brain problem

In this paper Popper formulates and discusses a new aspect of the theory of mind. This theory is partly based on his earlier developed interactionistic theory. It takes as its point of departure the observation that mind and physical forces have several properties in common, at least the following six: both are (i) located, (ii) unextended, (iii) incorporeal, (iv) capable of acting on bodies, (v) dependent upon body, (vi) capable of being influenced by bodies. Other properties such as intensity and extension in time may be added. It is argued that a fuller understanding of the nature of forces is essential for the analysis of the mind-brain problem. The relative autonomy and indeterministic nature of mind is stressed. Indeterminism is treated in relation to a theorem of Hadamard. The computer theory of mind and the Turing test are criticized. Finally the evolution of mind is discussed.     

Students With Learning Disabilities and Low-Achieving Students: Peer Acceptance,Loneliness, Self-Esteem,and Depression

The present study focuses on the following questions: (a) Are students with learning disabilities (LD) and low-achieving students (LA), when controlling for age and gender, less accepted by peers, do they feel more lonely, do they have lower self-esteem, and do they feel more depressed than NLD and NLA students? (b) Does low achievement per se or does selection into special education programs or special class placement of students with LD affect these students' psychological adjustment? Two analyses were conducted to elucidate these questions. Concerning the first question, the analysis was based on a sample of 1,434 4th-, 7th-, and 9th-grade students drawn from regular school classes. It revealed that students with LD compared with NLD and NLA students were less accepted by peers, had lower self-esteem, and felt more lonely. LA students compared with NLD and NLA students were less accepted by peers, had lower self-esteem, and were more depressed. Concerning the second question, the analysis was based on a subsample of 276 LD and LA students. It revealed that, when controlling for age and gender, and holding achievement in reading, writing, arithmetic, and intelligence constant, LD students compared with LA students were less depressed but were less accepted by peers and felt lonelier. Thus, besides the effects of low academic achievement, to be labeled “a student with LD” may have negative effects primarily on peer acceptance and directly and indirectly on feelings of loneliness, particularly in primary school.

     

THE LAW OF COMPARATIVE JUDGMENT: A case not assuming equal variances and covariances

S jöberg , L. The law of comparative judgment: a case not assuming equal variances and covariances. Scand. J. Psychol ., 1962, 3 , 219–225.—Anew case of the law of comparative judgment is described. It utilizes information contained in the tetrachoric correlations between pairs of stimuli. A multivariate normal distribution of subjective values is assumed. A second assumption is that covariances are unaffected by changes in 'surrounding' stimuli. The computational work is rather heavy but programs for two Swedish computers are now available in Algol code.     

SUCCESSIVE INTERVALS SCALING WITH UNEQUAL VARIANCES AND COVARIANCES

The paper describes a solution for scale values in successive intervals scaling which does not assume equal covariances and variances. A more restrictive distribution assumption is made, however. Advantages and disadvantages of the method are discussed in relation to the two available conventional scaling techniques for scaling with unequal variances.     

Successive intervals scaling of paired comparisons

In this paper a method is developed for analyzing data resulting from the use of a modification of the usual paired comparisons procedure which allows for ratings of size of difference. The scaling model is essentially an extension of the Thurstonian successive intervals model. The method is applied to scaling of a set of nine immoral actions and the results agree rather well with those from conventional successive intervals scaling of the same stimuli.This study was supported by a grant from the Swedish Council for Social Science Research.     

Soccer referees’ experience of threat and aggression: Effects of age,experience, and life orientation on outcome of coping strategy

The present study examined the circumstances pertaining to threat and aggression during soccer matches as experienced by 107 provincial Soccer Association referees. Three sources of aggression were identified—soccer players, coaches/trainers, and spectators—and the main measures included threat and physical and verbal aggression. Several outcomes, including prematch worry and effects on concentration, performance, and motivation, were affected by the incidence of threat and aggression, and these outcomes were found to be affected by the age, degree of experience, and life orientation of the referees. Younger referees were shown to be the most prone to threat and aggression. Referees with a generally pessimistic orientation experienced less motivation, worse performance, and greater problems coping with aggressive behavior from the spectators compared with referees with a generally optimistic orientation. Aggr. Behav. 28:317–327, 2002. © 2002 Wiley‐Liss, Inc.     

An Expectancy-Value Approach to Determinants of Trust

An expectancy-value model was used to test determinants of trust in 5 Swedish organizations. Trust was conceptualized as an attitude, dependent on respondents' beliefs about and evaluations of the organization with respect to attributes of trustworthiness. A survey was sent out to a representative sample of the Swedish population ( N  = 347; response rate = 55.5%). It was found that the model was powerful in explaining trust in 3 of the 5 organizations. Values correlated more with observed trust in all organizations. It is discussed whether these findings could be explained by trust ratings based on ideologies. Since the expectancy-value approach was insufficient to account for data, a double-denial model ( Sjöberg & Montgomery, 1999 ) was needed.