EFFECTS OF VERBAL REGULATION AND AGE ON RULE ACQUISITION AND TRANSFER

The ability of 119 children (mean ages 6.2, 8.2, 10.1, and 12.3) to perform rule learning and subsequent transfer tasks was observed utilizing three experimental conditions: overt-verbal, covert-verbal, and control. The performance of the subjects suggests that the child who is forced to verbalize his conceptual strategies will reach criterion faster in the rule acquisition task, and will also be more successful in his attempts to transfer the acquired rule. With regard to the transfer tasks specifically, it was found that overt-verbal learning was significantly more effective than covert-learning, and that the covert-verbal condition yielded significantly higher scores than did the control condition. These results point to the effectiveness of verbal strategies in the acquisition and transfer of learning.     

General Systems Theory: A Brief Commentory*

* At the broadest level, a general system might be considered as man's interrelationship with the total universe. The general system theorist attempts to describe in an increasingly comprehensive manner man's interrelationship with the vastness of the universe. General systems and creativity relate in the way that each deals with seeing the totality of a situation. Creative problem-solving processes develop ways of gaining new insights or perspectives as to how seemingly unassociated factors are relevently related to a problem. Similarly, the general system approach attempts to gain the most comprehensive view of a set of circumstances by interrelating them in new and meaningful ways.     

DO PEOPLE MAKE THE PLACE? AN EXAMINATION OF THE ATTRACTION-SELECTION-ATTRITION HYPOTHESIS

This study tests the hypotheses that (1) congruence between internal need states and external environments drives the organizational-choice process and (2) those attracted to particular organizations are more homogeneous than the applicant pool in general. Subjects were evaluated on 14 needs using the Jackson Personality Research Form. They then viewed two video-taped segments of simulated campus interviews to gain information about two distinct types of organizational reward systems. The interview segments entered the discussion in progress to avoid any reference to a particular job that might introduce an occupational confound. Subjects received job offers from both organizations and were asked to indicate which of the two organizations they found more attractive by accepting one of the offers. Analysis of variance results indicated only weak support for the congruency hypothesis. Differences were observed in nAch between the groups of subjects attracted to each organization. No differences were found for any of the other need strength measures. This suggests that the subjects attracted to the different organizations were substantially similar. Hierarchial factor analysis of the PRF has suggested a six-factor structure that appears consistent with the second-order factors from other respectable personality measures. This suggests that the second-order solution may be a parsimonious mapping of the personality domain and may therefore be more relevant in testing these hypotheses. The analysis was repeated using these dimensions. The results suggest that work force homogeneity may be more complex than originally considered. Implications for the homogeneity hypothesis are discussed, and suggestions for further study of this concept are offered.