The Effect of Verbal Self-Guidance Training for Overcoming Employment Barriers: A Study of Turkish Women

Women over the age of 40 were trained in verbal self guidance, a methodology for training people to identify dysfunctional self-statements and translate them into positive self-talk. Subsequently, they ( n = 27) had significantly higher self-efficacy with regard to re-employment than their counterparts who had been randomly assigned to a control group ( n = 28). In addition, they persisted in job search behavior significantly more so than those in the control group. Job search self-efficacy completely mediated the effect of the training program on job search behavior. Consequently, they were more likely to find a job in their area of interest within 6 months and 1 year of training than were those women in the control group.
Des femmes de plus de 40 ans d'une société musulmane, ont été formées à l'auto-régulation verbale, une méthode pour former les personnes à identifier les auto-évaluations dysfonctionnelles et à les traduire en un dialogue intérieur positif. En conséquence, elles ( n = 27) ont une auto-efficacité significativement plus élevée en ce qui concerne le retour à l'emploi que leurs homologues du groupe contrôle ( n = 28). De plus, elles persistent significativement plus dans le comportement de recherche d'emploi que celles du groupe contrôle. L'auto-efficacité dans la recherche d'emploi influence complètement l'effet du programme de formation sur le comportement de recherche d'emploi. En conséquence, elles étaient plus susceptibles de trouver un emploi en accord avec leur centre d'intérêts en moins de 6 mois et 1 an de formation que les femmes du groupe contrôle.     

Listening comprehension in preschoolers: The role of memory

The current study analyzed the relationship between text comprehension and memory skills in preschoolers. We were interested in verifying the hypothesis that memory is a specific contributor to listening comprehension in preschool children after controlling for verbal abilities. We were also interested in analyzing the developmental path of the relationship between memory skills and listening comprehension in the age range considered. Forty‐four, 4‐year‐olds (mean age = 4 years and 6 months, SD =4 months) and 40, 5‐year‐olds (mean age = 5 years and 4 months, SD =5 months) participated in the study. The children were administered measures to evaluate listening comprehension ability (story comprehension), short‐term and working memory skills (forward and backward word span), verbal intelligence and receptive vocabulary. Results showed that both short‐term and working memory predicted unique and independent variance in listening comprehension after controlling for verbal abilities, with working memory explaining additional variance over and above short‐term memory. The predictive power of memory skills was stable in the age range considered. Results also confirm a strong relation between verbal abilities and listening comprehension in 4‐ and 5‐year‐old children.