Mentoring,job satisfaction,gender, and the legal profession

We examine the prevalence of mentoring among lawyers and the effect mentoring has on their employment situations, with special attention to gender differences. The data come from a 1989 cross-sectional survey of 1132 Georgia lawyers (80% white and 18% black). No significant difference in having mentors was found across racial categories. Results initially show female lawyers are more likely than males to have mentors, but this is due to gender differences in type of law practice and position in them; among associate-level lawyers in law firms there is no gender difference in having a mentor. Having a mentor improves lawyers' job satisfaction; and the size of this benefit is the same for both sexes.A revision of a paper presented at the 1992 annual meeting of the Southern Sociological Society, New Orleans, Louisiana, April 12.     

Won't you be my neighbor? Local community identification predicted decreased stress over the first year of the COVID-19 pandemic

Social identities are an important resource, especially during times of crisis. They provide shared meaning, as well as access to social and instrumental support. The COVID-19 pandemic, although global in nature, was experienced very locally; many people stopped traveling and were often confined to their homes and neighborhoods. We reasoned this would make American residents' local community identities especially important. We collected data at five time points between April 2020 and March 2021 and measured American adults' social identification with their local community, identification with a self-nominated important group, and stress. We found that stress decreased over the first few months of the pandemic, then leveled out. Importantly, this decrease was more pronounced among people who strongly identified with their local communities. Furthermore, community identities were stronger predictors of stress decreases than social groups that respondents themselves nominated as highly important to them (e.g., family, friends). These results held controlling for age, gender, political conservatism, and other variables. This research provides important insights into the importance of social identities, and specifically local communities, during times of crisis.     

Story stimuli for creating false beliefs about the world.

Fiction is not always accurate, and this has consequences for readers. In laboratory studies, the reading of short stories led participants to produce story errors as facts on a later test of general knowledge (Marsh, Meade, & Roediger, 2003). The present article describes these story stimuli in detail, so that interested researchers will be able to use the stimuli and change them as needed for particular research projects. This article provides instructions for using the stories and suggestions for modifying them; it is a manual for one way of creating suggestibility. The full set of stories and reading comprehension questions may be downloaded from www.psychonomic.org/archive/.     

Comparisons of target output monitoring and source input monitoring

Five experiments were conducted to compare source memory to target memory. For the current purposes, source memory was defined as information that was learned from two sources (i.e. information input) whereas target memory was defined as information that was delivered to two sources (i.e. information output). The paradigm that we developed involved receiving concrete objects from two people in the source‐monitoring conditions or giving away these same objects to two people in the target‐monitoring conditions. This procedure allowed a direct comparison of source monitoring to target monitoring holding all other experimental variables constant. Target‐monitoring performance exceeded source monitoring except when the decision component of target monitoring was eliminated and incorporated into source monitoring. Commonalities and differences between source and target monitoring are discussed as are the real‐world implications of target memory for social behavior and facilitating communication. Copyright © 2002 John Wiley & Sons, Ltd.     

Immediate and delayed memory tasks: A computerized behavioral measure of memory, attention, and impulsivity

The Immediate and Delayed Memory Task (IMT/DMT), a variant of the Continuous Performance Test (CPT), is a new software package designed to be a flexible research tool for the study of attention, memory, and impulsivity. This package allows researchers to determine the design to be used during a testing session and to manipulate many of the parameters. It features two components: the IMT and the DMT, both of which present sequential 2- to 7-digit stimuli with variable presentation rates and intertrial intervals. Subjects respond to identically matched stimuli presented consecutively, spanning a brief period of time (IMT), or to stimuli spanning a greater period of time (during which intervening stimuli to be ignored appear; DMT). Task complexity can be adjusted to suit applications for both children and adults. Preliminary studies have demonstrated that these laboratory tasks are sensitive to group differences, produce stable baselines of performance, and are sensitive to drug-induced performance decrements.     

Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: unidimensional and multidimensional perspectives of self-concept

In their influential review, Baumeister, Campbell, Krueger, and Vohs (2003) concluded that self-esteem--the global component of self-concept--has no effect on subsequent academic performance. In contrast, Marsh and Craven's (2006) review of reciprocal effects models from an explicitly multidimensional perspective demonstrated that academic self-concept and achievement are both a cause and an effect of each other. Ironically, both reviews cited classic Youth in Transition studies in support of their respective claims. In definitive tests of these counter claims, the authors reanalyze these data-including self-esteem (emphasized by Baumeister et al.), academic self-concept (emphasized by Marsh & Craven), and postsecondary educational attainment-using stronger statistical methods based on five waves of data (grade 10 through 5 years after graduation; N=2,213). Integrating apparently discrepant findings under a common theoretical framework based on a multidimensional perspective, academic self-concept had consistent reciprocal effects with both achievement and educational attainment, whereas self-esteem had almost none.     

结构方程模型中调节效应的标准化估计

回归分析和结构方程分析中,标准化估计对解释模型和比较效应大小有重要作用。对于调节效应模型（或交互效应模型）,通常的标准化估计没有意义。虽然显变量的调节效应模型标准化估计问题已经解决,但潜变量的调节效应模型标准化估计问题复杂得多。本文先介绍回归分析中显变量调节效应模型的标准化估计,然后提出了一种通过参数的原始估计和通常标准化估计来计算潜变量调节效应模型的“标准化”估计的方法,得到的“标准化”估计是尺度不变的,说明可以用“标准化”估计来解释和比较主效应和调节效应