A Process and Outcome Study Examining Career Indecision and Indecisiveness

Despite the abundance of research on undecided and indecisive students, there is a lack of literature on the actual change process of counseling these individuals. No published studies have applied advances in single-subject methodology to career research. This study uses both process and outcome measures to investigate the counseling process with an undecided and indecisive college student to examine (a) what specific events were the most significant in each session, (b) counselor intentions in the “best” versus “worst” sessions, (c) role of the working alliance with career clients, and (d) differential counseling outcomes. Participants were two female counselors, one male undecided student, and one male indecisive student. Results (a) support previous speculation about the differential utility of interventions for undecided and indecisive clients, (b) suggest that the relationship may be important to clients in career counseling, and (c) raise questions about previously assumed intervention strategies for career clients.     

Telling stories: metaphors of the Human Genome Project

Scientists of the Human Genome Project tend to rely on three metaphors to describe their work, each of which implicitly tells much the same story. Whether they claim to interpret the ultimate “book,” to fix a flawed “machine,” or to map a mysterious “wilderness,” they invariably cast the researcher as one who dominates and exploits the Other. This essay, which explores the ways such a story conflicts with feminist values, proposes an alternative.     

PHONOLOGICAL CODES ARE AUTOMATICALLY ACTIVATED DURING READING:

Abstract— Subjects read sentences containing target words that were homophones (words with a single pronunciation but different spellings) while their eye movements were recorded A prime word was presented briefly at the onset of fixation on the target region The prime for a given target (e g, beach) was either identical to the target (beach, a phonologically similar word (the homophone beech), a visually similar nonhomophone (bench), or a dissimilar word (noise) Phonological priming effects were assessed by comparing fixation times on the target when It was preceded by the homophone versus the visually similar word Results suggest that phonological codes are automatically activated during eye fixations in reading     

Dissociating the generation stage in implicit and explicit memory tests: Incidental production can differ from strategic access

An assumption of the generate/recognize model of direct and indirect memory is that the generation stage is identical on explicit and implicit tests. Two experiments were conducted to examine the generation stage by requiring subjects to write down every word-stem solution they could generate on either an implicit test, a cued-recall test, or a generate/recognize test. In Experiment 1, the subjects studied words and anagrams; target generation was not significantly different on the three tests. However, in Experiment 2, the subjects studied the target words with a context word, and saw either thesame ordifferent context with the test stem. Now the generation stages dissociated, such that the context manipulation had no significant effect on the implicit test, but on the cued-recall test, more targets were generated with the same context words than were generated with different context words. The results argue against the claim that dissociations between implicit and explicit tests are due only to the addition of recognition processes on the explicit test, because the generation processes themselves can be dissociated.     

Coping with threatened identities: Unemployed people’s self-categorizations

This article presents a theoretical argument to explain the way in which unemployed people react to and cope with threats to their identities that derive from perceptions ofstigma and low self-worth. It is argued here that strategies used by unemployed people to cope with such threats are influenced by whether the individuals categorize themselves as “unemployed” or adopt some other categorization (e.g., housewife, retired coal-miner). It is also proposed that the concept of self-categorization can be framed within Folkman and Lazarus’s (1980, 1985) coping model of distress in order to provide a more general framework for understanding these issues. The study reviews literature about stigma and coping with threatened identities with reference to these integrated frameworks, and concludes with a general model for predicting the way in which unemployed people self-categorize and cope with stigma and low self-esteem. This takes into account the role played by situational and individual factors, and suggests that individuals recategorize themselves in order to cope better during different phases of their unemployment.     

The ombudsman for research practice

We propose that institutions consider establishing a position of “Ombudsman for Research Practice”. This person would assume several roles: as asounding board to those needing confidential consultation about research issues — basic, applied or clinical; as afacilitator for those wishing to pursue a formal grievance process; and as aneducator to distribute guidelines and standards, to raise the consciousness regarding sloppy or irregular practices in order to prevent misconduct and to promote the responsible conduct of research. While there are compelling features to this position, many complex issues need to be considered and resolved. We invite readers to respond to questions we raise in the text.     

The Fire Chief microworld generating program: An illustration of computer-simulated microworlds as an experimental paradigm for studying complex decision-making behavior

Computer-simulated microworlds bridge the gap between the complexity of field investigations and the rigor of laboratory studies. The purpose of this paper is to draw attention to the major methodological issues involved in developing and using computer-simulated microworlds for the psychological study of complex decision-making behavior. These issues comprise flexibility and generality in the microworlds that can be created, adequate psychological validity, automatic trial administration and data logging, capacity to interface simulations of psychological processes, and adequate testing and documentation. Each of these issues is illustrated by indicating how it has been addressed in Fire Chief, a microworld generating program specifically designed for creating realistic, yet controllable, decision-making task environments in the psychology laboratory. Fire Chief (Omodei & Wearing, 1993a) is introduced as both fully portable to other research teams and suitable for use in many different contexts requiring a complex task situation.     

Individual differences in preschoolers' physiological and verbal responses to videotaped angry interactions

Individual differences in selection of intensity of angry interactions and physiological and self-reported responses to interadult anger were examined in preschoolers (N=34). Children watched two videotaped angry interactions between adults, while their heart rates and skin conductance responses and levels were monitored; then they were interviewed. Before the second argument, children were given the perceived choice of watching an intense or mild angry exchange. Individual differences in responding to the angry interactions were found. Both (a) children with relatively higher externalizing behavior problems and (b) boys who chose to watch intense anger had lower tonic heart rates; 80% of boys with externalizing problems chose to watch intense anger. Further, children who chose to watch intense anger (a) exhibited lower declines in heart rates upon the presentation of the argument, (b) perceived the actors as more angry, and (c) reported lower amounts of distress during the argument than those who chose mild anger.     

Working with older adults and their families – a review

This paper discusses family work with older adults by exploring some of the related literature published since Herr and Weakland's work in 1979, and compares psychoeducational and systems-based approaches to work with later life families. Issues of bias and omissions in the existing literature, and the definition of family therapy with this client group are raised. Areas for future research are indicated.     

An observation of gender-specific teacher behavior in the ESL classroom

For the most part, gender-differentiated teacher behavior in English as a Second Language classrooms in the United States has not been examined. Does the preference for male students demonstrated by both male and female teachers in American classrooms (Sadker et. al., 1992) also occur in ESL classrooms? If so, are ESL teachers aware they show such bias? To find out, the author observed and evaluated, both quantitatively and qualitatively, classroom interactions of four ESL teachers. The teachers, two males and two females, were white, American-born, and had finished graduate studies. All but one of the ESL teachers observed showed remarkable equality in their classroom interactions with the genders. The results are discussed, and future research directions proposed.