The Roles of Emotional Comprehension and Representational Drawing Skill in Children's Expressive Drawing

The purpose of the present study was to investigate the roles of emotional comprehension and representational drawing skill in children's expressive drawing. Fifty 7‐ to 10‐year‐olds were asked to produce two (happy and sad) expressive drawings, two representational drawings (drawing of a man running and drawing of a house) and to answer the Test of Emotion Comprehension (Pons & Harris, 2000). The expressive drawings were assessed on the number of expressive subject matter themes (‘content expression’) and the overall quality of expression on a 5‐point scale. Each of the representational drawings was measured on a scale assessing detail and visual realism criteria, and contributed to a single representational drawing skill score. In line with our predictions, we found that both emotional comprehension and representational drawing skill accounted for a significant variance in children's expressive drawings. We explain that children's developing emotional comprehension may allow them to consider more detailed and poignant expressive ideas for their drawings and that their developing representational drawing skill facilitates the graphic execution of these emotional ideas. Copyright © 2014 John Wiley & Sons, Ltd.     

Archetypal Identity Development,Meaning in Life,and Life Satisfaction: Differences Among Clinical Mental Health Counselors,School Counselors,and Counselor Educators

Adults pursuing careers in counselor education, clinical mental health counseling, and counselor education (N = 256) participated in a study that examined relationships among archetypal identity development, meaning in life, and life satisfaction. Significant differences between groups existed for 5 archetypal identities, and meaning in life was significantly related to life satisfaction.     

The cataphoric use of the indefinite this in spoken narratives

Are concepts that were introduced with the unstressed, indefinite articlethis, as opposed to the indefinitea/an, more accessible from listeners’ mental representations? Subjects heard and then verbally continued each of a series of informal narratives. The last clause of each narrative introduced a new noun phrase that began with either the indefinitethis or the indefinitea/an (e.g.,this egg oran egg). When the concepts were introduced with the indefinitethis, the subjects referred to them more frequently, often within the first clauses that they produced, and typically via pronouns. In contrast, when the concepts were introduced witha/an, the subjects referred to them less frequently and typically via full noun phrases. Thus, concepts introduced with the indefinitethis were more accessible; therefore, the indefinitethis appears to operate cataphorically to improve referential access.     

Plans for balancing work and family life: Do women pursuing nontraditional and traditional occupations differ?

Work-involvement plans of women pursuing training in three fields are compared. Three approaches to the connection between gender and work are reviewed: an occupational, a differential gender socialization, and a role conflict approach. Data from 173 female students in traditional (nursing) and nontraditional (engineering and veterinary medicine) fields are used. The work plans of women pursuing these traditional and nontraditional occupations were similar. A minority in each field expected to work full time when their children were of preschool age. We obtained modest support for the structural and differential gender socialization approaches, and substantial support for the role conflict approach. Plans to pursue nontraditional professions do not appear associated with plans for nontraditional family life.     

Why we are fairer than others

Subjects wrote lists of either fair or unfair things that they or others did. A pervasive tendency was found for subjects to associate themselves with fair behaviors and others with unfair behaviors. When different subjects rated samples of the written behaviors for fairness and frequency we found that fair behaviors were rated as more frequent than unfair behaviors and self-ascribed behaviors were rated as fairer than behaviors ascribed to others. These findings and others are shown to result from a tendency for subjects to perceive a stronger link between the fairness and frequency of their own behavior than between the fairness and frequency of the behavior of other people. A final analysis showed that the subcategories of unfair behavior that subjects associated with others were different from those associated with themselves.     

Long-term retention of information about presentation modality by children and adults

A mixed-modality continuous recognition task followed by a final recognition test after 0 h, 4 h, 1 day, or 7 days was administered to third- and fourth-grade children and adults. Subjects gave recognition responses and reported presentation modalities. Forgetting rates for both words and input mode were invariant with age. The decay functions for presentation modality were affected, however, by the initial input mode, with modality identification declining more rapidly for words heard first than for words seen first. Information about whether a word was seen or heard remained in memory for at least 4 h. The results demonstrate that long-term-memory representations contain a great deal of information about input mode and suggest that the theoretical distinction between automatic and effortful processing may be a useful one.