Vocational maturity and its relationship to Holland's theory of vocational choice

The major purpose of this study was to determine the relationship of vocational maturity with Holland's theory of vocational choice. Specifically, Holland's constructs of consistency, differentiation, and congruency, along with demographic factors of sex and age were examined in relation to vocational maturity. Subjects were students enrolled in high- and midconsistency level programs in two post-secondary institutions. Holland's Occupational Finder, Canadian Classification and Dictionary of Occupations, and Dictionary of Occupational Titles were used to determine program selection, and the Vocational Preference Inventory and the Career Maturity Inventory Attitude Scale were used to identify personality type and vocational maturity. Congruency and age related significantly to vocational maturity. Significant differences also occurred within both personality and program typologies.     

Perceptual identification and encoding

Sequences containing 10 numbers from 1–20 were presented in serial-order or random-order at rates of 1/sec, 2/sec, and 4/sec for serial-order or same-orderrecall by eight Ss. Stimulus duration was constant, so that the interpresentation interval decreased as rate of presentation increased. Serial-order recall was greater for serial-order presentation than for random-order presentation. The decrease in recall as presentation rate increased was similar for both serial-order and random-order presentation. This result indicates that serial-order recall of random-order presentation does not involve reordering or repeated sequential scanning. It is consistent with the view that serial-order recall of serial-order presentation is greater because identification time is decreased. due to the decrease in the range of relevant alternatives, so that increased encoding time results in storage of more information.     

Self-Awareness, Task Failure, and Disinhibition: How Attentional Focus Affects Eating

ABSTRACT Dieting and nondieting subjects were given either failure or neutral performance feedback on a problem-solving task. Failure subjects were then assigned to one of three self-awareness conditions: One group was forced to watch a video clip of themselves failing on the problem-solving task, one group was asked to watch a distracting video clip on bighorn sheep, and the final group was asked to sit quietly for 10 minutes. Subjects were then allowed to eat as much ice cream as they wanted. Only in those conditions which allowed—or promoted—low self-awareness (the failure/distraction and simple failure condition) did dieters show disinhibited eating. In the failure/videotape condition, which enforced high levels of self-awareness, eating in dieters remained inhibited. This supports the proposal that a reduction in self-awareness is necessary for lifting of inhibitions. Eating in nondieters was reduced in the failure/videotape and simple failure conditions, possibly because of the autonomic correlates of distress.     

Operant conditioning permits voluntary,noninvasive measurement of blood pressure in conscious,unrestrained baboons (Papio cynocephalus)

This report describes a computerized apparatus and procedure for completely automated noninvasive measurement of systolic, diastolic, and mean arterial blood pressure in conscious, unrestrained nonhuman primates. We used a specially constructed, cage-mounted oscillometric blood pressure instrument and operant reward conditioning methods to train adult baboons(Papio cynocephalus) to submit voluntarily to frequent self-initiated determinations of their blood pressures in the absence of a human operator/observer. Details concerning the operant training procedure and illustrative blood pressure data are presented. The accuracy of the method was evaluated by comparing the noninvasive blood pressure readings with simultaneously taken direct measurements obtained by means of chronically indwelling arterial catheters.     

Children's cognitive maps of large-scale spaces: Effects of exploration,direction, and repeated experience

Kindergarteners and third graders (mean ages 5–10 and 8–9 years) repeatedly encountered a model town and then constructed the town from memory. In Experiment 1, the effect of different types of exploration on the development of a cognitive map was assessed. Children who were directed to walk within the town placed buildings more accurately than children who had walked along the town's perimeter. Children who walked within the town and were directed to the spatial relationships among buildings had the highest placement accuracy. Third graders were more accurate than kindergarteners across the three types of exploration. In Experiment 2, children were permitted to explore the town alone for an unlimited amount of time. Under these conditions, third graders still placed buildings more accurately than kindergarteners. A comparison of Experiments 1 and 2 indicated that children developed more accurate cognitive maps when motor activity and attention were directed by the experimenter as opposed to being directed by the child. Accuracy improved with repeated walks and constructions in both experiments, and the results of Experiment 3 suggested that constructing facilitated the development of the cognitive map as much as walking. It was concluded that third graders' cognitive maps were more accurate than kindergarteners' maps due to differences in the speed of acquisition and storage of spatial information.     

Materials for an analysis of a just universe

There is one assumption that is shared by practically all popular religious and philosophic systems, ancient and modern, Eastern and Western. In truth it may well be that it is this single assumption which makes such ‘systems’ possible. That shared assumption is the belief in a ‘just universe’, i.e. ‘just’ in the sense of morally ordered, morally predictable and morally explainable. This assumption rests, as most assumptions must, on pragmatic grounds; that is to say, the assumption is retained or used because it gets the users where they want to go, i.e. the assumption works. But if it could be shown that this assumption, aside from being useful, leads to insuperable logical or empirical problems, then this might be prima facie grounds for rejecting the assumption. Part I examines the historical roots of the assumption of a just universe. Part II, examines three implications that would seem to follow from the assumption that the universe, the world, is a just place in which to live. Part III explores the unacceptable consequences that are found in and that follow from these three implications and that necessitate the rejection of the assumption of the just universe of Part I.     

Perspectives in psychology

The Psychological Record -     

Children and adults' distance estimations in a large-scale environment: effects of time and clutter

In two experiments adults (mean age = 19-5), sixth graders (mean age = 11-8), fourth graders (mean age = 9-8), and second graders (mean age = 7-8) walked a straight line distance through a large-scale environment. Subjects were then asked to estimate the time taken to traverse each half of the walk and to estimate the distance between objects seen along the walk. In Experiment 1 each half of the walk was traversed in the same amount of time but contained a different number of objects (clutter). Time and distance estimates were related, but were not affected by the number of intervening objects encountered between locations. In Experiment 2 subjects again encountered a different number of objects along each half of the walk but each half was traversed in varying amounts of time. Again, time and distance estimates were related, and there was no clutter effect. There were no consistent developmental differences across the two experiments. It was concluded that (1) Thorndyke's clutter effect does not occur across all types of spatial cognition tasks, and (2) children and adults tend to relate time and distance across a variety of distance estimation tasks.