Relieving career anxiety and indecision: the role of undergraduate students’ perceived control and faculty affiliations

As educators and mentors, we often focus on helping undergraduate students make career decisions. However, there is also value in helping alleviate career anxiety and indecision, both of which impede decision-making and are not automatically resolved once a decision is made. This research examined the role of individual differences (age, gender, and perceived control) and learning environment variables (year in university, participation in an orientation program, and faculty affiliations) as predictors of undergraduates’ (n = 844) career-related anxiety and indecision. Traditional individual difference variables like age and gender had little effect whereas perceived control (primary and secondary) predicted lower levels of career anxiety and indecision. The outcomes were not influenced by environmental factors such as year in university or completion of an orientation program, but students’ self-reported faculty affiliation had significant effects. Students who were not affiliated with any specific faculty reported more indecision than students in arts, science, and professional faculties. Likewise, students in professional faculties had less career anxiety and career indecision than arts students. The implications of these results for potential interventions and future research are discussed.     

Direct versus indirect tests of memory: Directed forgetting meets the generation effect

Subjects read 20 words and generated 20 others from definitions during a 40-item study phase. Production of each word was followed by an instruction to remember or to forget that word. In free recall, a direct test of memory, words that had been generated were recalled much better than words that had been read. The remember-forget instructional manipulation affected read words but not generated words. In speeded word reading, an indirect test of memory, all studied words showed priming, but read words showed more priming than generated words. Here, the effect of remember versus forget instructions appeared only for generated words. These dissociations of a direct and an indirect test indicate that two powerful encoding manipulations affect separable processes to which these tests are differentially sensitive.     

Modes of cognitive control in recognition and source memory: Depth of retrieval

Recognition memory is usually regarded as a judgment based on trace strength or familiarity. But recognition may also be accomplished by constraining retrieval so that only sought after information comes to mind (source-constrained retrieval). We introduce amemory-for-foils paradigm that provides evidence for source-constrained retrieval in recognition memory (Experiment 1) and source memory (Experiment 2). In this paradigm, subjects studied words under deep or shallow encoding conditions and were given a memory test (recognition or source) that required them to discriminate between new items (foils) and either deep or shallow targets. A final recognition test was used to examine memory for the foils. In both experiments, foil memory was superior when subjects attempted to retrieve deep rather than shallow targets on the earlier test. These findings support a sourceconstrained retrieval view of cognitive control by demonstrating qualitative differences in the basis for memory performance.     

Classical second-order intensional logic with maximal propositions

Conclusion By the standards presented in the Introduction, CMFC2 is deficient on at least one ontological ground: ‘∀’ is a syncategorematic expression and so CMFC2 is not an ideal language. To some there may be an additional difficulty: any two wffs provably equivalent in the classical sense are provably identical. We hope in sequel to present systems free of these difficulties, free either of one or the other, or perhaps both. This work was done with the aid of Canada Council Grant S74-0551-S1.     

Who distinguishes between sinners and sins at the implicit level of awareness?

Several researchers have investigated the possibility that people indeed can love individuals who are engaged in behaviors that are considered unacceptable. In the present research, the authors evaluated the possibility that people distinguish between presumably sinful persons and presumably sinful behaviors at a cognitive level that does not involve conscious intent and awareness: the implicit (nonconscious) level of awareness. Participants performed a speeded-response task, the Implicit Association Test. Results indicated that participants were able to make such a (person vs. behavior) distinction and that in doing so, they manifested positive implicit evaluations of sinful people relative to sinful actions.     

The effects of self-disclosure and non self-disclosure of stuttering on listeners' perceptions of a person who stutters

The aim of this study was to examine listener perceptions of an adult male person who stutters (PWS) who did or did not disclose his stuttering. Ninety adults who do not stutter individually viewed one of three videotaped monologues produced by a male speaker with severe stuttering. In one monologue, 30 listeners heard the speaker disclose stuttering at the beginning and in another monologue, 30 listeners heard the speaker disclose stuttering at the end. A third group of 30 listeners viewed a monologue where no disclosure of stuttering occurred. After listeners viewed a monologue, they were asked to rate a set of six Likert scale statements and answer three open-ended questions. The results showed that only one of six Likert statements was significantly different across the three conditions. The only statement that was different was that the speaker was perceived to be significantly more friendly when disclosing stuttering at the end of the monologue than when not disclosing stuttering. There were no significant differences between the percentage of positive and negative comments made by listeners across the three conditions. Listeners' comments to each open-ended question showed they were comfortable listening to stuttering with or without disclosure and slightly more than half of the listeners believed their perceptions of the speaker did not change when he disclosed stuttering. The results also showed that the speaker who disclosed stuttering at the beginning of the monologue received significantly more positive listener comments than when he disclosed stuttering at the end of the monologue. Results are discussed relative to comparisons with the study, the clinical relevance of acknowledging stuttering as a component of treatment, and future research on the self-disclosure of stuttering. Educational objectives: The reader will be able to: (1) describe how different groups of listeners perceive and respond to two conditions of self-disclosure of stuttering and one condition involving non self-disclosure of stuttering; (2) summarize the range of listener responses to and benefits of self-disclosure of stuttering; and (3) describe the value of self-disclosure of stuttering for the listener and the speaker.