MY BEST LEARNING EXPERIENCE WAS …

These selections are responses from recent enrollees of one Employability Development Team of the Concentrated Employment Program to the question: “What is your best or most important learning experience, and under what circumstances did it come about?” The words are theirs, the format is the writer's.     

Expectancy in educable subnormal children and their normal mental age controls

The long reaction times of mentally subnormal children have commonly been attributed to an inability to build up an adequate preparatory set. The experiment reported attempted to test this suggestion by comparing the ability of normal and subnormal children to anticipate a regularly occurring event. The performance of educable subnormal (ESN) children was found to be inferior to that of normal children matched on mental age (NMA) both in terms of the accuracy and the variability of their anticipations. However, this inferiority disappeared when visual input was restricted to the relevant events. It is concluded that ESN children suffer both in the accuracy and in the variability with which they estimate time intervals. It is suggested that these deficits may be mediated either by a relatively high level of distractability or by a relatively low level of arousal.     

Der Analogiebegriff in der modernen Phyfik

Ohne Zusammenfassung     

The role of traditionality in the relationships among parental support,career decision-making self-efficacy and career adaptability

Integrating career construction (Savickas, 2013) and cognitive evaluation (Ryan & Deci, 2002) theories, we examined the moderating role of traditionality beliefs in the indirect relationships among parental support, career decision-making self-efficacy and career adaptability among Chinese university students. Data were collected from 731 undergraduate students in China at two measurement periods, 18 months apart. Results showed that Time 1 parental support was associated positively with Time 1 career decision-making self-efficacy and Time 2 career adaptability. In addition, the conditional indirect effects of Time 1 parental support in predicting Time 2 career adaptability via Time 1 career decision making self-efficacy were stronger among students with low as opposed to high traditionality beliefs. The implications of the results in terms of theory and practice are discussed.