Behavioral Assessment of Job-Related Skills

An important aspect of finding and retaining employment is a person's level of occupational skills. Little information, however, is currently available on the comparative levels of job-related skills among both unemployed and successfully-employed adults. This study, using direct-observation techniques, analyzes the occupational skills of these two groups. The results show that employed adults performed significantly better than unemployed adults on each of 13 job-related skills assessed. These differences were found for both job-finding and job-retention skills. These assessment methods may be useful to employment counselors interested in helping their clients find and retain satisfactory employment.     

Autism and receptive dysphasia: Evaluation of comparative studies

Ten different studies comparing children with autism and receptive dysphasia are reviewed. Most of the studies aimed to characterize autism as a language disorder. The representativity of the samples are discussed according to heterogeneity of the autistic and dysphatic populations, and sex and social class distributions. Group differences and similarities are listed and discussed according to sample selection and matching procedures, age and sex distribution, social class membership, and the defining criteria of the two illnesses. It is concluded that the studies do not fullfill their aim, and that the project of comparing dysphatic and autistic children seems unfruitful. Group differences which seem unconnected with methodological difficulties, selection procedure, or group defining criteria, were found in parental background, use of gestures, articulation, and reading.     

Professional Outreach Counseling Can Help the Juvenile Probationer: A Two Year Follow-up Study

Sixty-one subjects in a previously reported experimental evaluation of Project CREST were followed during a 2-year period after treatment and compared on official acts of misconduct. Over the 2 years, the 30 youths who had received the counseling services in addition to probation were charged with significantly fewer acts of misconduct at a lower monthly rate than the 31 youths in the control group who had received probation but no counseling. The upturn in offense rate among the control group was attributed to the removal of probationary control. The study's results, in conjunction with previous evaluation findings, indicated that short-term professional counseling coupled with probation can have more immediate and longer lasting effects than probation alone in reducing juvenile misconduct.     

Facilitation of early speech development in a dysphatic child by use of signed Norwegian

Non-vocal language intervention is mostly used to develop communication skills in severely dysfunctional children. In the present study, a 3-year-old dysphatic boy was taught signs to facilitate his speech development. After 6 months of sign instruction, he showed substantial improvement in spoken language, and had gained one year on the Receptive and the Expressive scales of Reynell Developmental Language Scales in half a years time. Behavior problems were markedly reduced. It is concluded that sign instruction may be used with a wider range of subjects than is usual today.     

Functions of Christian Prayer in the Coping Process

This research project sought to examine the multiple functions that prayer serves in the coping process for members of Christian groups. We used concept mapping to describe and organize a small group of participants' perceptions concerning the functions of prayer when coping with personal difficulties, as well as examined the frequency and perceived effectiveness of these prayer functions. The number and variety of items generated by participants indicates that prayer can be used in multiple ways to deal with personal problems. Inspection of these items and the resulting concept map yielded three bipolar dimensions that describe a variety of prayer functions: approach/avoidance; internal focus/external focus; and deferring/self-directing. The arrangement of items also corresponded roughly to a three-factor structure found in several existing coping measures. Participants reported that the most effective prayer functions involve seeking guidance and expressing gratitude .     

THE INCREMENTAL VALIDITY OF INTERVIEW SCORES OVER AND ABOVE COGNITIVE ABILITY AND CONSCIENTIOUSNESS SCORES

Recent research has suggested that scores on measures of cognitive ability, measures of Conscientiousness, and interview scores are positively correlated with job performance. There remains, however, a question of incremental validity: To what extent do interviews predict above and beyond cognitive ability and Conscientiousness? This question was addressed in this paper by (a) conducting meta‐analyses of the relationships among cognitive ability, Conscientiousness, and interviews, (b) combining these results with predictive validity results from previous meta‐analyses to form a “meta‐correlation matrix” representing the relationships among cognitive ability, Conscientiousness, interviews, and job performance, and (c) performing 9 hierarchical regressions to examine the incremental validity of 3 levels of structured interviews in best, actual, and worst case scenarios for prediction. Results suggested that interview scores contribute to the prediction of job performance over and above cognitive ability and Conscientiousness to the extent that they are structured, with scores from highly structured interviews contributing substantially to prediction. Directions for future research are discussed.     

Against Arguments from Reference*

It is common in various quarters of philosophy to derive philosophically significant conclusions from theories of reference. In this paper, we argue that philosophers should give up on such ‘arguments from reference.’ Intuitions play a central role in establishing theories of reference, and recent cross‐cultural work suggests that intuitions about reference vary across cultures and between individuals within a culture ( Machery et al. 2004 ). We argue that accommodating this variation within a theory of reference undermines arguments from reference.