Associative responding versus analogical reasoning by children

Following upon work which showed that college and high school students' analogy solutions were predictable from ratings of the relatedness of the words comprising the analogy choices, this study extended those results to children's analogy solutions. Achenbach's Children's Associative Responding Test was used as the criterion to determine (1) whether analogy solutions by children were as related to word relatedness ratings as analogy solutions were in previous subject samples, (2) whether individual differences in using associative responding versus analogical reasoning processes could enhance the predictability estimates, and (3) whether associative priming can affect analogy solutions. Two correlational studies were done, one on an American and another on a Nigerian sample. A third study was an experimental manipulation of choices on analogy items on an American sample. The results suggest that the answer to questions (1) and (3) is yes, but the answer to question (2) is no.     

Technology-based versus in-person deposit contract treatments for promoting physical activity

Deposit contracts involve participants depositing their own money and earning it back contingent on behavior change. Deposit contracts are empirically supported treatments for promoting health behavior, but they have a history of poor uptake. We compared the effectiveness and acceptability of technology-based versus in-person deposit contracts for promoting physical activity with 12 individuals. Participants' daily step counts were monitored using Fitbits across 6 weeks, and treatment preferences were assessed at the end of the study. The 2 types of treatments were equally effective in increasing physical activity, but the technology-based deposit contracts were preferred by most participants. Most participants also reported that their preference was related to convenience. Technology-based implementation may be one way to improve deposit contract uptake, while maintaining similar effectiveness compared to in-person procedures.     

Minimal disturbance: in defence of pragmatic reasons of the right kind

Philosophical Studies - This paper draws attention to an important methodological shortcoming in debates about what counts as a reason for belief. An extremely influential distinction in this...     

Factors associated with responses to sexual harassment and satisfaction with outcome

This study examined contextual and behavioral factors and types of responses to sexual harassment in relation to harassed employees' satisfaction with the outcome of sexual harassment situations. Subjects were 105 male and female faculty and staff members (89.5% Caucasian; 5.7% multiethnic/multicultural; 4.8% unspecified) employed by a midwestern university who reported experiencing unwanted sexual attention on the job. Results undicated that employees responded more strongly to unwanted sexual behavior if they perceived it as sexual harassment and if they perceived their work climate as encouraging the problem. Harassed employees' gender, power, and perceptions of the work climate were all associated with their satisfaction with the situation outcome. Although making a formal or informal complaint was not associated with greater satisfaction, talking to the harasser without using aggressive communication strategies increased the likelihood of a satisfactory outcome for the employee. Talking to family or friends, a response used by women more often than men, was associated with dissatisfaction. Suggestions for further research are discussed.This research was primarily funded by the Center for Public Affairs Research at the University of Nebraska at Omaha. The authors gratefully acknowledge the research assistance of Jami Winters, Gena Ritter, Sarah Holmes, Kim Gangwish, and Mary Lou Costanzo.     

Mentors' Influence on Mexican American Students' Career and Educational Development

Effects of mentoring on Mexican American high school students' career aspirations were examined. Results indicated most students had a mentor, and mentors were most helpful through role modeling, verbal encouragement, personal support, and providing career guidance. Gender differences were found on several outcome variables but were not detected based on sex or ethnic match, or the presence of a mentor. Los efectos de mentoring en estudiantes mexicanos de la high school en aspiraciones de carrera se examinaron. Los resultados indicaron la mayoría de los estudiantes tuvieron un mentor, y mentores eran muy útiles por el papel que modela, el ánimo verbal, apoyo personal, y proporcionar la guía vocacional. Las diferencias del género se encontraron en varias variables del resultado pero no fueron discernidas basado en la presencia de y del sexo o el igual étnico con un mentor.