The Effect of Time-Compressed Speech on Comprehensive,Interpretive, and Short-Term Listening

Although contemporary theorists view listening as a multidimensional process, the preponderance of published empirical research on human comprehension of speeded speech is based on an outdated, unitary construct. In the present study, the impact of varying levels of time compression on three different types of listening is investigated. The results indicate that comprehensive listening performance deteriorates significantly as speech compression levels are increased while interpretive and short-term listening performance remains stable until a high degree of time compression (60%) is reached. Explanations for these findings are advanced based upon established differences between short and long-term memory processes.     

A Test of Bowen Theory: Emotional Reactivity and Psychological Distress in a Clinical Sample

Even if rarely discussed in the current systemic literature, “reframing” remains a key concept and technique in systemic family therapy. With reference to Baudelaire's poem entitled “The Frame,” we attempt to highlight and revisit reframing attitudes and interventions in clinical practice with families.     

Sex Differences in a Causal Model of Career Maturity

Existing theories of career development are based primarily on observations of White, middle-class men. This has prompted many writers to question the validity of these theories and to consider the development of a separate theory of career development for women. But before a separate theory can be justified, it must be established that sex differences in the career development process do exist. The purpose of this study was twofold: first, to determine if sex differences exist in the way six independent variables interact in a causal model of career maturity, and, second, to compare the relative strengths of each variable's effect on career maturity for boys and for girls. The results suggest that, although the basic causal patterns are similar for adolescent boys and girls, significant sex differences exist as well. The observed differences are consistent with Gilligan's hypothesized “relational component of identity.”