Does mentoring matter? A multidisciplinary meta-analysis comparing mentored and non-mentored individuals

The study of mentoring has generally been conducted within disciplinary silos with a specific type of mentoring relationship as a focus. The purpose of this article is to quantitatively review the three major areas of mentoring research (youth, academic, workplace) to determine the overall effect size associated with mentoring outcomes for protégés. We also explored whether the relationship between mentoring and protégé outcomes varied by the type of mentoring relationship (youth, academic, workplace). Results demonstrate that mentoring is associated with a wide range of favorable behavioral, attitudinal, health-related, relational, motivational, and career outcomes, although the effect size is generally small. Some differences were also found across type of mentoring. Generally, larger effect sizes were detected for academic and workplace mentoring compared to youth mentoring. Implications for future research, theory, and applied practice are provided.     

The reinforcing effects of houselight illumination during chained schedules of food presentation

Pigeons' keypecking was maintained under two- and three-component chained schedules of food presentation. The component schedules were all fixed-interval schedules of either 1- or 2-min duration. Across conditions the presence of houselight illumination within each component schedule was manipulated. For each pigeon, first-component response rates increased significantly when the houselight was extinguished in the first component and illuminated in the second. The results suggest that the increase was not the result of disinhibition or modification of stimulus control by component stimuli, but appears to result from the reinforcement of responding by the onset of illumination in the second component. Additionally, the apparent reinforcing properties of houselight illumination resulted neither from association of the houselight with the terminal component of the chained schedule nor through generalization of the hopper illumination present during food presentation. The results of the present series of experiments are related to previous demonstrations of illumination-reinforced responding and to the interpretation of data from experiments employing houselight illumination as stimuli associated with timeout or brief stimuli in second-order schedules.     

Relevant possibilities

There are a number of relevant alternatives accounts of knowledge in the literature, including those by contextualists (like Lewis and Cohen), and invariantists (like Dretske). Despite widespread discussion of such views, an explication of the notion of relevance is conspicuously absent from the literature. Without a careful explication of that notion, relevant alternatives accounts resist evaluation. This paper attempts to aid in the evaluation of those accounts, by providing an account of relevance. The account rejects two common presuppositions about the notion of relevance. The account holds that worlds, rather than alternatives, are relevant, and that distant worlds can be relevant. Relevant worlds turn out to be those worlds at which an alternative to one’s belief obtains, and is such that one’s epistemic position (with respect to what one believes at the actual world) is worse than it is at the actual world.     

Reply to David Kemmerer's "a critique of Mark D. Allen's 'the preservation of verb subcategory knowledge in a spoken language comprehension deficit'"

Allen [Allen, M. D. (2005). The preservation of verb subcategory knowledge in a spoken language comprehension deficit. Brain and Language, 95, 255-264] presents evidence from a single patient, WBN, to motivate a theory of lexical processing and representation in which syntactic information may be encoded and retrieved independently of semantic information. In his critique, Kemmerer argues that because Allen depended entirely on preposition-based verb subcategory violations to test WBN's knowledge of correct argument structure, his results, at best, address a "strawman" theory. This argument rests on the assumption that preposition subcategory options are superficial syntactic phenomena which are not represented by argument structure proper. We demonstrate that preposition subcategory is in fact treated as semantically determined argument structure in the theories that Allen evaluated, and thus far from irrelevant. In further discussion of grammatically relevant versus irrelevant semantic features, Kemmerer offers a review of his own studies. However, due to an important design shortcoming in these experiments, we remain unconvinced. Reemphasizing the fact the Allen (2005) never claimed to rule out all semantic contributions to syntax, we propose an improvement in Kemmerer's approach that might provide more satisfactory evidence on the distinction between the kinds of relevant versus irrelevant features his studies have addressed.     

Mood state indicators for adolescent athletes based on POMS multidimensional model

In this paper, we offer a short version of the POMS, with only 33 items, designed to apply to young Spanish athletes. One hundred and six male soccer players, aged 14 and 15 years, participated in the study. In order to select the proposed items, we tried to maximize three criteria: (1) items should be understood by subjects, (2) items should be perceived as conceptually similar as possible to the meaning of their respective factors, and (3) every factor should contain at least 4 items. To meet the second criterion, PROXSCAL scaling procedure was used, which allowed retaining the items closest to the meaning of each factor. All goodness-of-fit indexes were satisfactory in all the proximity analyses performed. In the proposed POMS version, the 33 items refer to seven mood factors, as follows: Tension (4 items), Depression (9 items), Anger (4 items), Vigour (4 items), Fatigue (4 items), Confusion (4 items), and Friendliness (4 items).     

Do the wrong thing: How toddlers tell a joke from a mistake

We investigated whether 19–36-month-olds (1) differentiate mistakes from jokes, and (2) understand humorous intentions. The experimenter demonstrated unambiguous jokes accompanied by laughter, unambiguous mistakes accompanied by the experimenter saying, “Woops!”, and ambiguous actions that could either be a mistake or a joke, accompanied by either laughter or, “Woops!” Toddlers were asked to try. Nineteen- to 36-month-olds differentiated jokes and mistakes by copying unambiguous jokes and correcting unambiguous mistakes. Only 25–36-month-olds differentiated mistakes and humorous intentions by copying ambiguous actions marked by laughter, and correcting those marked by, “Woops!” Understanding humorous intentions precedes understanding intentions behind pretense, lying, and false beliefs, thus may be a first step in understanding that others can intend to do the wrong thing.     

Content and strategy in syllogistic reasoning.

Syllogistic reasoning has been investigated as a general deductive process (Johnson-Laird & Byrne, 1991; Revlis, 1975; Rips, 1994). However, several studies have demonstrated the role of cognitive strategies in this type of reasoning. These strategies focus on the method used by the participants (Ford, 1995; Gilhooly, Logie, Wetherick, & Wynn, 1993) and strategies related to different interpretations of the quantified premises (Roberts, Newstead, & Griggs, 2001). In this paper, we propose that content (as well as individual cognitive differences) is an important factor in inducing a certain strategy or method for syllogistic resolution. Specifically, we suggest that syllogisms with a causal conditional premise that can be extended by an agency premise induce the use of a conditional method. To demonstrate this, we carried out two experiments. Experiment 1 provided evidence that this type of syllogism leads participants to draw the predicted conditional conclusions, in contrast with control content syllogisms. In Experiment 2, we demonstrated that the drawing of conditional conclusions is based on a causal conditional to an agent representation of the syllogism premises. These results support the role of content as inducing a particular strategy for syllogistic resolution. The implications of these results are discussed.     

Factors Related to Mentor Reports of Mentoring Functions Provided: Gender and Relational Characteristics

In this study we examined the relationship between mentor gender, protégé gender, mentorship characteristics (e.g., mentorship type, mentorship duration, mentor experience), and mentoring functions provided as reported by mentors. Drawing on research regarding diversified mentorships and interpersonal relationships, we proposed that mentoring effectiveness would vary as a function of the gender of the mentorship participants and the characteristics of the relationship. As hypothesized, several interesting gender differences emerged from the data. Male mentors reported providing more career mentoring to their protégés, whereas female mentors reported providing more psychosocial mentoring. Contrary to expectations, mentors in informal mentorships did not report providing more mentoring than did mentors in formal mentorships. The findings demonstrate the importance of examining mentoring from the perspective of the mentor.     

Kantianism, Moral Worth and Human Welfare

Book reviewed in this article:
Thomas E. Hill, Jr., Human Welfare and Moral Worth: Kantian Perspectives