Effort Invested in Vain: The Impact of Effort on the Intensity of Disappointment and Regret

Two scenario studies investigated the impact of the investment of instrumental and noninstrumental effort on the intensity of disappointment and regret. The role of effort was investigated in the context of other determinants of disappointment and regret: the desirability of the outcome, its likelihood, and the perceived responsibility for (not) obtaining the outcome. Study 1 shows that after failure, disappointment is more intense after an investment of higher levels of instrumental effort, whereas regret is more intense an investment of less instrumental effort. Study 2 shows that both disappointment and regret are more intense after an investment of higher levels of noninstrumental effort. Further analyses suggest that the effect of instrumental effort on disappointment is due to a direct effect of the investment of effort. The effect of instrumental effort on disappointment was mediated by the perceived likelihood of attaining the outcome and also related to the perceived desirability of the outcome. The impact of instrumental effort on regret was found to be due to a direct effect of the investment of effort, and to the perceived responsibility for not attaining the outcome. The effect of the investment of noninstrumental effort on the intensity of both disappointment and regret was found to be due to a direct effect of effort. Desirability also affected disappointment (with increased desirability leading to higher levels of disappointment), whereas only regret was affected by perceived responsibility. Implications of these findings for the study of disappointment and regret are discussed.     

Hindu Counselling in the Netherlands

Increasing participation of Muslims and Hindus in church-state relations in the Netherlands is bringing about a slow change in the different cultural and historical backgrounds of non-indigenous religious traditions and in their self-esteem and religious attitudes. We may call this participation, and especially the changes it causes, a good example of Systemzwang, the systematic power of the dominant but historically grown social and cultural order in which newcomers are expected to fit. This process of external influence will be demonstrated by the example of the development of the traditional Hindu priest, the pandit, to a modern professional pastoral or Hindu-spiritual counsellor and by the mutual-learning process of the religiously different pastoral professionals in the semi-governmental service organizations.     

Reading homographs: orthographic, phonologic, and semantic dynamics

Reading processes were compared across 3 word types: homographs (separate pronunciations and meanings, such as lead), homonyms (singular pronunciations but separate meanings, such as spring), and control words (e.g., clock). In Experiment 1, naming reaction times were significantly slower to homographs than to all other words. Experiments 2 and 3 used an association judgment task, with referent words related to the dominant or subordinate meanings of homonyms and homographs. In Experiment 2, homonyms and homographs were presented 1st, followed by disambiguating associates. In Experiment 3, presentation order was reversed. For homographs, performance costs always occurred for subordinate meanings. For homonyms, these costs vanished when context was provided by the preceding associates. The data underscore the priority of phonologic information in word meaning access and suggest that low- and high-level constraints combine to shape word perception.     

The Development of Person–Vocation Fit: A Longitudinal Study Among Young Employees

This two-phase panel study examines the development of the congruence between vocational interests and perceived skill requirements. Participants were 492 Dutch men and women between 18 and 26 years old, with a paid job in both phases. Three hypotheses inspired by the theory of work adjustment (Dawis and Lofquist 1984) and congruence theory (Holland 1992) were tested, using a composite index of fit proposed by Cronbach and Gleser (1953). The first hypothesis proposing that participants experiencing incongruence between their vocational interests and their perceived skill requirements are dissatisfied with their job was supported. The hypothesis that incongruence has a positive relationship with job change and a negative relationship with tenure was not confirmed. The expectation that the congruence between vocational interests and perceived skill requirements increases over time was confirmed. Furthermore, exploring determinants of change in vocational interests and perceived skill requirements, it was found that change in these domains was predicted by different variables, educational level being the only common factor. It is concluded that this study supports the longitudinal propositions of prevailing work-related person-environment fit theories.     

Training requirements and retention characteristics of serial list organization by macaque monkeys

This work evaluated the prospect that organizational accounts of the retention of list information by monkeys might be an artifact of familiarity with conditional relationships. Seven sophisticated macaques were trained on four five-item lists. Each acquisition selectively excluded one of the internal conditional pairs of the typical four-problem sequence (AB,BC,CD,DE) that defines a five-item serially ordered list. Then, all possible novel pairings and the trained pairs appeared together in a test. After this, the previously omitted pair was trained and animals were retested. On all tasks, initial tests revealed little organization and much intersubject variability of characteristic choice strategies, but subsequent inclusion of all four conditional pairs always yielded organized serial choice. On both the four-problem tests and in a later retention, errors were directly related to interitem distance between the objects paired on test trials. These results helped to specify the conditions required for demonstration of non-human primate analogs of transitivity, and showed that even sophisticated monkeys organize information in retention only if they know all interitem relationships. Received: 7 October 1998 / Accepted after revision: 10 October 1999     

Connectionist and diffusion models of reaction time.

Two connectionist frameworks, GRAIN (J. L. McClelland, 1993) and brain-state-in-a-box (J. A. Anderson, 1991), and R. Ratcliff's (1978) diffusion model were evaluated using data from a signal detection task. Dependent variables included response probabilities, reaction times for correct and error responses, and shapes of reaction-time distributions. The diffusion model accounted for all aspects of the data, including error reaction times that had previously been a problem for all response-time models. The connectionist models accounted for many aspects of the data adequately, but each failed to a greater or lesser degree in important ways except for one model that was similar to the diffusion model. The findings advance the development of the diffusion model and show that the long tradition of reaction-time research and theory is a fertile domain for development and testing of connectionist assumptions about how decisions are generated over time.     

Milestones in the development of infant numeracy

This article deals with the development of numeracy among young children of the four to seven year age group. The research investigation described had two aims: to see how early numeracy develops in children of different ages; and to see whether there are fixed points which might serve as milestones in the development of infant numeracy. The results of this investigation involving 96 children indicate a strong development of numeracy skills during this period. With reference to the literature, it is also shown that certain items of a test previously developed for this purpose may be taken as core items that do indeed represent milestones in the development of infant numeracy.