The concept of development in vocational theory and intervention

One of the major problems in the vocational literature is the absence of theoretical formulations which deal with development in more than a superficial manner. Specific problems are that (1) key constructs are adapted from developmental theory without proper attention to the conceptual, empirical, and methodological problems involved; (2) little recognition has been accorded to significant changes in developmental theory during the past 15 years, changes which stress the multidimensional, plastic, contextual, and life-span features of development; (3) there is a paucity of adequately designed, contextually sensitive, longitudinal research; and (4) well-established empirical findings of developmental research have been misrepresented or ignored by vocational researchers. It is proposed that a theory of life-span vocational role development must meet the conceptual and methodological requirements of a developmental approach, that it must contain a contextual perspective, and that it must be relational in the sense that it provides for the examination of the “goodness of fit” between individual and contextual developments. The consequences of this viewpoint for vocational intervention are described as a more pronounced focus on events, processes, and life periods which are identified as antecedents of major vocational decisions. Finally, it is observed that vocational intervention should be viewed as a succession of procedures designed to assist the individual, throughout his/her life, to adapt vocational functioning to changing personal situations as well as to changing economic and contextual circumstances.     

On aspiring to present a developmental theory of occupational aspirations: A reader's guide to Gottfredson

L. S. Gottfredson's preceding comment (Journal of Vocational Behavior 1983, 23, 203–212)is characterized by undocumented and arbitrary assertions. Moreover, we still maintain and cite further evidence that the features of the stages she describes represent an implausible account of development. We conclude that there is nothing in either L. S. Gottfredson's original (Journal of Counseling Psychology 1981, 28, 545–579) article or her preceding paper that leads us to alter our belief that the views we present in our own article (Journal of Vocational Behavior 1983, 23, 179–212) will be useful for the future development of vocational theory and intervention.     

Healthy family functioning: What family therapists,priests, and ministers say

This study compared the concepts of healthy family functioning as perceived by family therapists, Roman Catholic priests, and Southern Baptist ministers. The therapists emphasized the importance of individuation and flexibility. In contrast, the ministers placed greater emphasis on family togetherness rather than individuation, and both the ministers and the priests placed greater emphasis on structure and authority rather than flexibility. The implication of these and other findings are discussed.     

The time required to compare extents in various orientations

In Experiment I, Ss compared the lengths of lines that varied in absolute and relative orientation. Their reaction times showed a constant error pattern of which the familiar horizontal-vertical illusion was a special case, but horizontals were underestimated (relative to other slopes) much more than verticals were overestimate. The effect of difference inorientation was not great, though RT did increase significantly as the difference neared 90 deg. Experiment II was similar except that the lengths of lines were compared withthe widths of bars in a grating. In this case, no consistent pattern of constant error emerged, and there was no suggestion that difference in orientation affected RT.     

Pattern redundancy and detection in very short-term memory

A tachistoscopically presented target letter is detected better in a background of redundant items than in nonredundant material. The present experiment extended this finding by showing that detection rate increased systematically across three levels of background letter redundancy. A conclusion based on the earlier findings was that a serial process of letters in memory could not account for the effects of background redundancy on detection accuracy. Contrary to this conclusion, the present analysis showed that detection for semiredundant displays was successfully predicted by two variants of a serial process model. One model assumed that the scan of a letter is faster when the letter is the same as any prior letter scanned in the matrix. The other model assumes that nonredundant letters are processed serially and that redundant letters are processed all at once, i.e., in parallel.     

Processing of unattended visual information

A visual analog of auditory selective attention paradigms is described. Using that analog, we examined the amount of processing required to monitor unattended information. With the materials used, there was no evidence that any processing capacity was required to monitor the unattended information. Memory for the unattended information and the recognition of one’s name were examined to provide additional evidence concerning the fate of the unattended information.     

Social Misperception and Its Implications for Counseling

This article explores social misperception, a unique way of viewing the behavior problems of children. While the emotional-disturbance label is usually given to behaviorally disordered youngsters, it inaccurately reflects the social learning problems of children. Explored are the characteristics of social misperception (both verbal and nonverbal), its historical foundations (taken from the psychological and educational literature), and its relation to learning disabilities and to emotional disturbance; a differential diagnostic system is offered. Counselors are given techniques by which they can assist teachers with remediation, a task that helps the counselor to assist classroom teachers to become socially sensitive to the emotional needs of children.     

Intelligence and the processing of stimulus structure

It has been demonstrated in a number of experiments that the difficulty level of several performance type intelligence test tasks is determined directly by stimulus and task variables that vary the information to be processed. The variables are quantifiable. The implications of these findings for intelligence and the problems of an experimental approach to the measurement of intelligence are discussed.