Unemployment and youth: A longitudinal study

In order to examine further some of the effects of the experience of unemployment on school leavers of both sexes, measures of self-esteem, depression and locus of control were administered to 57 males and 56 females prior to their leaving school (Time 1), and again 5 months later (Time 2). At Time 2, the subjects had either returned to school, found employment, or were unemployed. The longitudinal nature of the design enabled statements about causality to be made. Group and sex differences at Time 1 and Time 2 were analysed using discriminant analysis and factorial analysis of variance. Results showed a clear effect of the experience of unemployment on the unempoyed, with the unemployed group increasing their scores on depression and external locus of control, and decreasing their self-esteem scores. Sex differences for depression and self-esteem were found at Time 1, and for depression only at Time 2. Significant employment group x sex interactions were found for self-esteem and locus of control at Time 2.     

Differentiation of a precise timing response

Humans, monkeys, and rats were trained by a process of successive differentiations to press a bar for at least 1.00 sec but for no longer than 1.27 sec. Initially, animals were reinforced for all responses, then a minimum duration of response was gradually differentiated, below which no responses were reinforced. Finally, a maximum duration of response was differentiated above which no responses were reinforced. The duration of response in all three species approximated the minimum duration of response necessary for reinforcement. As the duration of response necessary for reinforcement increased, so did the mean duration of response in the three species. As the maximum allowable duration decreased, further compression of the mean occurred. The fact that the acquisition of the differentiation was approximately the same in all three species is a further indication of the control reinforcement exerts on operant responding.     

Psychological distress in australian case managers working with the unemployed

This study reports levels of psychological distress found in a sample of Australian case managers who work with the unemployed. Using a longitudinal survey methodology, 86 case managers employed throughout Australia completed the 12‐item General Health Questionnaire (GHQ‐12; D. P. Goldberg, 1978) on 2 occasions during 1999. In comparison with other studies investigating psychological well‐being of both employed and unemployed individuals, case manager respondents in this study reported significantly higher levels of psychological morbidity than levels reported for employed Australians and similar morbidity levels to those reported by unemployed Australians. Skills training seemed to moderate psychological distress levels reported by female case managers.     

Career decision-making self-efficacy of South African high school boys and girls

Social cognitive career theory suggests that males and females may not differ in career decision-making self-efficacy, but this statement requires extension of research to high school samples. The Career Decision-making Self-efficacy Scale-Short Form was administered to white South African high school students in Grades 9 to 11, of whom 368 were boys and 494 girls. No significant sex differences were found, suggesting that career interventions based on social cognitive career theory in high school need not be sex-specific in content.     

Longitudinal prediction of child outcomes from differing measures of parenting in a low-income sample

This study examined predictions from preschool parenting measures to middle childhood cognitive and socioemotional child outcomes to explore whether parenting assessment methodologies that require more time, training, and expense yield better predictions of child outcomes than less intensive methodologies. Mother-child dyads (N = 278) in low-income African American families were assessed when the child was in preschool, using maternal report, the Home Observation for Measurement of the Environment-Short Form (P. Baker & F. Mott, 1989; R. Bradley & B. Caldwell, 1984), and structured observational measures of parenting. Child outcomes reported by children, mothers, teachers, and direct assessment were collected 4 years later. All parenting methodologies showed some predictive value; however, observational parenting measures showed the strongest and most consistent predictions of child outcomes.     

"Economic man" in cross-cultural perspective: behavioral experiments in 15 small-scale societies

Researchers from across the social sciences have found consistent deviations from the predictions of the canonical model of self-interest in hundreds of experiments from around the world. This research, however, cannot determine whether the uniformity results from universal patterns of human behavior or from the limited cultural variation available among the university students used in virtually all prior experimental work. To address this, we undertook a cross-cultural study of behavior in ultimatum, public goods, and dictator games in a range of small-scale societies exhibiting a wide variety of economic and cultural conditions. We found, first, that the canonical model - based on self-interest - fails in all of the societies studied. Second, our data reveal substantially more behavioral variability across social groups than has been found in previous research. Third, group-level differences in economic organization and the structure of social interactions explain a substantial portion of the behavioral variation across societies: the higher the degree of market integration and the higher the payoffs to cooperation in everyday life, the greater the level of prosociality expressed in experimental games. Fourth, the available individual-level economic and demographic variables do not consistently explain game behavior, either within or across groups. Fifth, in many cases experimental play appears to reflect the common interactional patterns of everyday life.     

SANLab-CM: A tool for incorporating stochastic operations into activity network modeling

The Stochastic Activity Network Laboratory for Cognitive Modeling (SANLab-CM) is a new tool that incorporates stochastic operations into activity network modeling (Schweickert, Fisher, & Proctor, 2003). In this article, we discuss the core functionality of SANLab-CM and walk through a case study that expands a previously published single, static path model of telephone operators interacting with customers via a workstation (from Gray, John, & Atwood, 1993) into a stochastic model that generates 55 unique paths with different frequencies and a variety of qualitative properties. Without SANLab-CM, it would have been easy to mistake some of the more frequent critical paths as evidence for alternative strategies for task completion. With SANLab-CM, these critical paths can be shown to be simple emergent properties of variability in elementary cognitive, perceptual, and motor processes.     

Reviewing psychologists' qualifications for career development practice in Australia

Vocational psychology and the practice of career development are important dimensions of the psychology discipline and profession. This paper contains an overview of Australian career development practice in light of recent trends, particularly the formalisation of career development practice among professions other than psychologists. Given the advent of professional standards for Australian career development practitioners, a review of postgraduate degrees in organisational, developmental and educational, and counselling psychology was conducted to determine their correspondence with the competencies presented in the Standards. The review found significant consistency with generic competencies. Degrees in organisational psychology provided the broadest correspondence, while degrees in counselling, developmental and educational psychology had lower levels of correspondence on specific competencies. The implications of the review are discussed in light of the evolution of the career development industry and psychologists' standing in this field.     

The impostor phenomenon: self-perceptions, reflected appraisals, and interpersonal strategies

Three studies tested theoretical assumptions regarding the impostor phenomenon. In Study 1, participants completed measures of impostorism, rated themselves, and indicated how they thought other people regarded them. Contrary to standard conceptualizations of impostorism, high impostors were characterized by a combination of low self-appraisals and low reflected appraisals. Study 2 was an experiment designed to determine whether the behaviors associated with the impostor phenomenon are interpersonal strategies. Participants were told that they were expected to perform either better or worse than they had previously predicted on an upcoming test, then expressed their reactions anonymously or publicly. High impostors expressed lower performance expectations than low impostors only when their responses were public. When expectations for performance were low, participants high in impostorism responded differently under public than private conditions. Study 3 examined the possibility that high scores on measures of impostorism may reflect two types of impostors--true impostors (who believe that others perceive them too positively) and strategic impostors (who only claim that they are not as good as other people think). The results did not support this distinction; however, evidence for the strategic nature of impostorism was again obtained. Although people may experience true feelings of impostorism, these studies suggest that the characteristics attributed to so-called impostors are partly interpersonal, self-presentational behaviors designed to minimize the implications of poor performance.     

Another look at children's symbol reversals

In a previously reported longitudinal study of reversal errors for static and kinetic written symbols we found no compelling support for their academic importance in kindergarten (n = 201), Grade 1 (n = 156), or Grade 2 (n = 129); however, for Grade 3 (n = 105), kinetic reversals became a significant predictor of tested reading achievement. If reliable, this finding might have implications for the identification of children with long-term reading impairment.