Positive Psychological States in the Daily Life of a Sample of Working Women

This study of a sample of working women investigated where positive experiences were derived from in everyday life, focusing on the domains of work and nonwork (leisure). It examined how aspects of the situation, in terms of principal environmental influences in work and leisure, and the person, in terms of locus of control, were associated with positive subjective states and psychological well-being. The study employed questionnaires and also the experience sampling method. The results showed that both work and leisure were important for positive psychological states and that internal locus of control was associated with greater enjoyment, interest, feelings of immediate control, intrinsic motivation, life satisfaction, and affective well-being and a number of principal environmental influences.     

THE CASE FOR THE PHILOSOPHY OF CHEMISTRY

The philosophy of chemistry has been sadly neglected by most contempory literature in the philosophy of science. This paper argues that this neglect has been unfortunate and that there is much to be learned from paying greater philosophical attention to the set of issues defined by the philosophy of chemistry. The potential contribution of this field to such current topics as reduction, laws, explanation, and supervenience is explored, as are possible applications of insights gained by such study to the philosophy of mind and the philosophy of social science.     

Enhancing Classroom Performance: A Review of Reinforcement Schedules

During the past decade the application of elementary principles of behavior have become a standard in the classroom teacher's repertoire of behavior change strategies. Unfortunately, the application of more advanced principles of behavior derived through basic behavioral research lies as an untapped resource for classroom teachers. Nowhere is this more apparent than in the use of systematic procedures to deliver reinforcers to enhance academic performance. In this paper we provide educators with information on the use of reinforcement schedules in academic settings. Various schedules of reinforcement are presented along with examples of their application in applied settings.     

Internal and External Ethnic Identity and Their Correlates: A Study of Chinese American Immigrants

The measurement of internal ethnic identity and external ethnic identity showed that Chinese American immigrants could be differentiated into different identity groups. Additionally, internal ethnic identity significantly predicted salience of ethnicity and loss of face. Income, ethnicity salience, external ethnic identity, and loss of face were significant predictors of acculturative stress.     

SEEING TWO AS ONE:

Abstract -Object tokens are episodic visual representations that mediate the ability to track visual events as they move about and change over time. Multiple tokens also allow the viewer to individuate multiple instances of a single type of object. In the present study, we established a functional link for object tokens in two seemingly disparate visual phenomena: apparent motion and repetition blindness [RB]. In RB, repeated items are more difficult to perceive than unre-peated items. Using displays in which two sets of alphanumeric characters streamed in opposite directions across a computer screen in apparent motion, we found increased RB for targets appearing within a single apparent motion stream, relative to targets in different apparent motion streams. The results are inconsistent with refractory period or memory retrieval accounts of RB and support the role of object tokens in both apparent motion and RB.     

Effects of learning contexts on implicit and explicit learning

Two parallel tasks involving rule learning were identified in Experiment 1A and were used to assess implicit and explicit learning. In both tasks, subjects had to input numbers in order to reach the target values of outputs. The relationship between inputs and outputs was either simple (in the simple task) or complex (in the complex task), and the way in which target values were presented could be in the form of either numbers (in the simple task) or lines (in the complex task). Experiment 1B examined the validity of the explicit measure in the complex task. Experiments 2–4 investigated the interaction between learning contexts and the simple/complex learning tasks. Verbalization and instructions to search for the rules facilitated the simple-task learning and hurt or have no effect on the complex-task learning. In the observational-learning condition, no learning occurred for the simple task, and the complex task learning was impaired. These results suggest that the complex task and simple task involve two distinct learning systems. Other implications are also discussed.     

The Diagnostic Interview Schedule for Children (PC-DISC v.3.0): Parents and Adolescents Suggest Reasons for Expecting Discrepant Answers

To identify reasons for discrepancies between parent and child reports of child/adolescents's psychiatric symptoms, parents and adolescents (51 pairs) were asked to guess what the other would answer to questions from the PC-DISC about the adolescent's psychiatric symptoms, and to explain why they expected disagreement when the answer they provided for the other was different from their own. Adolescents' explanations for expecting (1) parental denial of symptoms the adolescent reported were: the parent was unaware of, forgot about, assumed the adolescent could not have, or trivialized the symptom; and (2) parental report of symptoms the adolescent denied were: the parent misread or exaggerated the adolescent's symptom, had too high expectations for the adolescent's behavior, put a negative label on or did not trust the adolescent. Parents' reasons for expecting their children to (1) deny symptoms the parents reported were: the adolescent did not remember how s/he felt, lied, did not recognize or minimized the importance or frequency of the symptom; and (2) report symptoms the parents denied were: the adolescent lied, exaggerated the importance of or interpreted the symptom differently.Support for this work was provided by National Institute of Drug Abuse grant number DA-05585 (Dr. Cottler, P.I.), and National Institute of Mental Health grants numbers MH-31302 (Dr. R. C. Cloninger, P.I.) and MH-17104 (Dr. Cottler, P.I.).Address all correspondence, including reprint requests, to Michelle Bidaut-Russell, Ph.D, MPH, MPE, Department of Psychiatry, Box 8134, Washington University School of Medicine, 4940 Children's Place, St. Louis, Missouri 63110.     

Repetition blindness under minimum memory load: Effects of spatial and temporal proximity and the encoding effectiveness of the first item

Repetition blindness (RB) refers to the reduced performance in reporting a repeated as opposed to a nonrepeated item in rapid serial visual presentation. In Experiment 1, we found RB for two-item stimuli in uncertain locations. The magnitude of RB decreased significantly with increases in interstimulus interval, but not with increases in spatial separation, indicating that RB is determined primarily by temporal factors. In Experiment 2, we found RB when subjects were required to report only the second of two successively presented items. The magnitude of RB increased with the duration of the first item, indicating that RB is determined by the encoding effectiveness of the first item. The results of this study collectively indicate that RB is not a memory or a sensory phenomenon, but rather a perceptual phenomenon occurring at the stage of identity encoding. The findings also undermine the arguments (Kanwisher, 1987) that have been offered in favor of the type-token binding failure hypothesis and indicate instead that type-node refractoriness may be the cause of RB.     

Pioneers of Multicultural Counseling: A Conversation With Clemmont E. Vontress

This article presents an interview conducted with Dr. Clemmont E. Vontress, a pioneering scholar in the field of multicultural counseling. In this interview. Dr. Vontress reflects on his long and distinguished career and the evolution of multicultural counseling as professional discipline.     

Accreditation Standards for University and College Counseling Centers

The accreditation standards outlined in the article are used by the International Association of Counseling Services, Inc., as the basis for the formal accreditation of college and university counseling programs throughout the United States and Canada. They reflect the program elements and practice standards that are deemed essential in a counseling center that provides high-quality services to students.