The Role of Formal Mentoring on Business Success and Self-Esteem in Participants of a New Business Start-Up Program

The current study investigated the relationship between career-related mentoring, psychosocial mentoring, business success, and self-esteem in participants of a program that was designed to assist in the establishment of a new business. Seventy-seven protégés and their matched mentors were included in the study. A comparison of mentor and protégé perceptions revealed that mentors considered themselves to provide higher levels of psychosocial support than did the protégés. Protégé perceptions of business success were predicted by the frequency of mentor contact and the level of career-related support provided by their mentor.     

Correlations between intelligence and components of serial timing variability

Psychometric intelligence correlates with reaction time in elementary cognitive tasks, as well as with performance in time discrimination and judgment tasks. It has remained unclear, however, to what extent these correlations are due to top–down mechanisms, such as attention, and bottom–up mechanisms, i.e. basic neural properties that influence both temporal accuracy and cognitive processes. Here, we assessed correlations between intelligence (Raven SPM Plus) and performance in isochronous serial interval production, a simple, automatic timing task where participants first make movements in synchrony with an isochronous sequence of sounds and then continue with self-paced production to produce a sequence of intervals with the same inter-onset interval (IOI). The target IOI varied across trials. A number of different measures of timing variability were considered, all negatively correlated with intelligence. Across all stimulus IOIs, local interval-to-interval variability correlated more strongly with intelligence than drift, i.e. gradual changes in response IOI. The strongest correlations with intelligence were found for IOIs between 400 and 900 ms, rather than above 1 s, which is typically considered a lower limit for cognitive timing. Furthermore, poor trials, i.e. trials arguably most affected by lapses in attention, did not predict intelligence better than the most accurate trials. We discuss these results in relation to the human timing literature, and argue that they support a bottom–up model of the relation between temporal variability of neural activity and intelligence.     

Gender comparisons of young children's social interaction in cooperative play activity

Pairs of 5 and 6 year old children working in same gender and mixed gender dyads on two activities were compared for five coded discourse styles. Subjects' interaction strategies during both activities were coded and data were analyzed to assess the role of gender, level of activity interest, and gender composition of the dyad on characteristics of the interaction. The findings support the central hypothesis of the study, that differences in the use of aggravated behavior in interaction style by boys and girls is strongly influenced by the nature of the activity being performed and by the gender of their interacting partner.This work was submitted to the Graduate Faculty in Educational Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York. The author wishes to express her deepest appreciation to the members of her committee, under whose guidance and generous encouragement this study was conducted: Dr. Sue R. Zalk and Dr. David Bearison.     

Making Life Complicated: Prompting the Use of Integratively Complex Thinking

ABSTRACT Two studies are reported which assess the proclivity of individuals to increase the integrative complexity of social, moral, or religious thinking when prompted to do so. We also examined the influence on complexity of topic area and respondents' religiosity. In both studies significant increases in complexity were obtained when participants were prompted to differentiate and integrate material, suggesting that an important distinction needs to be made between competence and performance with respect to complexity. However, there was some evidence that prompting complexity was more effective in eliciting differentiation than integration. Both studies indicated that overall, religious orientation was not a significant predictor of integrative complexity, nor did it interact with other factors (including religious vs. nonreligious content of stimulus materials). Finally, there was some evidence that complexity may vary across different content areas, and this variation may be differentially affected by prompting for complexity.     

Religion,mental health,and clinical issues

This article reviews a number of studies investigating the relationship between religion and the variables of mental health and social behavior. Characteristics of religious health and pathology are examined, and a framework for clinical assessment and treatment of religious pathology is described. Tentative conclusions concerning the subject matter are drawn and limitations of the number and type of studies are outlined.     

Using the FORTH language in real-time computer applications

The FORTH computer language is described, with emphasis on aspects relevant to its use in the real-time control of psychological experiments via microcomputers. Among FORTH’s advantages are speed, compactness, and flexibility. Potential disadvantages include unusual syntax and lack of file-oriented disk access. Two sample FORTH-based systems are described.     

Titration of schedule parameters by pigeons

Pigeons were tested in a computer-controlled two-key chamber. A standard (nonchanging) schedule of reinforcement was in force on one key, and an adjusting schedule on the other. The schedules were available concurrently after each reinforcement, but after the first peck on either key (the choice peck), the schedule on the other key was made inoperative. The parameter of the adjusting schedule was decreased when the standard schedule was chosen and increased when the adjusting schedule was chosen. The standard schedule was changed only between sessions. Fixed intervals and fixed ratios were used as standard schedules, and intervals and ratios were used as adjusting schedules. When standard and adjusting schedules were of the same type, median parameters on the adjusting key equalled those of the standard schedules, at four values of each standard schedule. For four of five birds, and for the group median, similar curves could be plotted through the indifference points obtained from a standard ratio with an adjusting interval, and from a standard interval with an adjusting ratio. These points showed consistent individual differences, but they could be predicted by assuming that the median time from the choice peck to reinforcement should be the same on both keys. This is equivalent to treating the schedule as a concurrent chain and assuming that Herrnstein's quantitative law of effect applies.     

Discrimination of polymorphous stimulus sets by pigeons

Pigeons were trained to perform a visual discrimination between stimulus sets in which the presence of any two of three positive features made a stimulus positive, while any two of three negative features made it negative (there were thus three different positive and three different negative stimuli). After training, the birds were exposed to test stimuli that contained either all three positive or all three negative features. In Experiment I three pigeons were successfully trained by a successive method, and subsequently responded to the test stimuli as though they were positive or negative respectively. In Experiment II four pigeons were trained by a simultaneous method. Three learned the discrimination and generalized appropriately to the test stimuli, but they showed no preference between positive test and positive training stimuli, nor any consistent difference in speed of response to them; and similar results were found for negative stimuli. It is argued from this that the pigeons learned to respond to the stimuli as patterns (configurations of features) rather than to the constituent features, but that they generalized to the test stimuli by using the common features. The experiments show that pigeons could in principle learn to discriminate natural polymorphous classes (such as “pigeon” or “person”) without using any single feature, but neither the present experiments nor earlier ones demonstrating discriminations of such natural classes establish that pigeons make use of polymorphous concepts in the same way as people.     

Understanding the Covariation Among Childhood Externalizing Symptoms: Genetic and Environmental Influences on Conduct Disorder,Attention Deficit Hyperactivity Disorder,and Oppositional Defiant Disorder Symptoms

Conduct disorder (CD), attention deficit hyperactivity disorder (ADHD), and oppositional defiant disorder (ODD) are common childhood externalizing disorders that frequently co-occur. However, the causes of their comorbidity are not well understood. To address that question, we analyzed data from > 600 Finnish twin pairs, who completed standardized interviews at age 14. Behavior genetic methods were used to examine how genetic/environmental factors contribute to each disorders symptoms and to their covariation. We found significant genetic effects on each disorder with only modest evidence of shared environmental influences. Our data suggest the comorbidity among CD, ADHD, and ODD is primarily explained by shared genetic influences; however, each disorder was also under unique genetic influence, supporting the distinction of each disorder.