A comparative study of proprietary and nonproprietary vocational training graduates

Questionnaires were sent to 13,549 graduates of four types of proprietary and nonproprietary vocational training programs in four selected metropolitan areas of the United States. Initial responses were received from 5,215 graduates, a response rate of 38.5%. The survey featured an intensive follow-up to reach and estimate the characteristics of the nonrespondent population. Substantial differences favoring nonproprietary programs were found between proprietary and nonproprietary graduates in terms of economic gains following graduation and expressed satisfaction. Nevertheless, both types of programs were found to be generally effective in producing graduates with marketable skills; post-training salaries were high enough to indicate that the training was cost effective in all except proprietary computer training programs. The results supported several recommendations regarding the necessity for uniform standards of accountability in the regulation of vocational training programs, whether they are public or private.     

Twenty five on: Yet another version of cognitive dissonance theory?

The aim of this article is to highlight, 25 years on, the innovations of Festinger's theory of dissonance as regards its conception of cognitive functioning. Analysis of the dissonance ratio, on the basis of which Festinger evaluated the total amount of dissonance D/(D + C) gives rise to three propositions: (1) The total amount of dissonance is evaluated on the basis of a particular cognition G. (2) This cognition is neither the denominator, nor the numerator of the dissonance ratio; it is the cognitive expression of an effective conduct. (3) No presupposition is made concerning possible consonance or dissonance-relations between cognitions C and D. Thus reduction in dissonance is not presented as a process that always orients cognitive activity toward greater consistency, but as a rationalization of conduct which may adapt to an increase in certain inconsistencies, and even generate them. This new insight into Festinger's theory may be thought of as a new version that is quite distinct, both from earlier revisions of the theory, and from the various theories of cognitive consistency. It is hoped, moreover, that it will provoke reflection concerning the current orientatlons of cognitivism in social psychology.     

Variations in size of the visual field in which targets are presented: An attentional range effect

In Experiment 1, subjects responded with a buttonpress to a target letter O embedded in a pair of vertical lines. A flanker control method was used to constrain the location and size of the initial attentional focus. The target could appear in one of five locations within a particular horizontal range. There were five ranges, varying from 1.7° to 8.6° in visual angle. Reaction time measures to the target exhibited V-shaped curves, with the lowest reaction time corresponding to the location of the initial focus of attention. The slopes of the curves decreased monotonically with target ranges. Reaction time measures at the extreme locations of the five ranges showed no significant increase with eccentricity, indicating that the influence of retinal sensitivity is negligible in this identification task as compared with the influence of other, presumably attentional, processes. Experiment 2 indicated that within a given range the slopes of the reaction time curves are independent of the number of locations probed. Additional evidence for the attentional range effect was given in Experiments 3 and 4, in which the tasks were detection of an asterisk both with and without flanking vertical lines and identification of the letter O with and without flanking lines. These results do not conform to predictions of a shifting focus theory of attention with the velocity of the focus assumed to be constant, or to the predictions of a gradient theory with total processing capacity assumed to be fixed.     

Performance schemata in dyadic competition and cooperation

We examined performance schemata in dyadic competitive and cooperative situations, that is, the ways people perceive the relationship between performance level, capacity level, and degree of motivation in situations in which two people confront or collaborate with one another. In Experiment 1, 104 participants judged the possible performance of Person A, whose ability and motivation levels were communicated, competing against Person B, whose ability and motivation levels were also communicated. When judging A's performance, participants seemed first to assess the difficulty of the task facing A and second to integrate information relative to A according to a rule with changing parameters already proposed by Surber (1981a, 1981b). In Experiment 2, 140 participants judged either the possible performance of Person A in a cooperative situation or the possible performance of the A-B team using the same material. Results showed that people judge A's performance or the team's performance using a very simple additive rule.     

Perceptual,affective, and cognitive judgments of odors: pleasantness and handedness effects

The present study sought to examine the differential processing of pleasant, neutral, and unpleasant odors. The effects of the nostril stimulated (left or right) and the type of judgment (perceptual, affective, or cognitive) performed on the olfactory stimuli were also studied. To this end, 64 subjects were asked to smell pleasant, neutral, and unpleasant odors under four conditions (detection, intensity, pleasantness, and familiarity tasks). The participants were to perform these tasks as quickly as possible, while response times were recorded. The results showed that (i) unpleasant odors were assessed more rapidly than neutral or pleasant odors, and that this was specifically true (ii) during right nostril stimulation, and (iii) during pleasantness assessment, suggesting possible differential cerebral hemisphere involvement, with a right-side advantage for processing of unpleasant affect in olfaction. A handedness effect on familiarity judgment is also discussed.     

Toward More Creative and Innovative Group Idea Generation: A Cognitive-Social-Motivational Perspective of Brainstorming

In many meetings and work sessions, group members exchange ideas in order to come up with novel, creative solutions for problems and to generate ideas for future innovations. This type of group idea generation or brainstorming process has been studied in detail, and we have discovered much about the cognitive and social processes that underlie group idea generation. It appears that the brainstorming performance of groups is often hindered by various social and cognitive influences, but under the appropriate conditions, group idea exchange can be quite effective. In this article, we summarize the present state of knowledge, point out some significant gaps in our knowledge, and suggest a cognitive-social-motivational perspective to integrate the major findings and to guide future research in the area of group creativity and group idea generation.     

Differences in African American and White Women’s Attitudes Toward Lesbians and Gay Men

The aim of the present study was to examine racial differences in women’s attitudes toward lesbians and gay men and to offer an understanding of these differences. Participants were 224 18–30 year old heterosexual African American (64%) and White (36%) female undergraduates from a large urban university in the southeastern United States. Participants completed measures of social demographics, sexual orientation, and sexual prejudice. Results showed that African American, relative to White, women endorsed more negative attitudes toward lesbians and gay men. Also, unlike White women, African American women reported more negative attitudes toward gay men than lesbians. Implications are discussed regarding differences in cultural contexts that exist between African American and White women.     

Perceived risk of female infidelity moderates the relationship between men’s personality and partner-directed violence

We hypothesized that men’s personality traits interact with men’s perceived risk of partner’s infidelity to predict men’s partner-directed violence. Moderation analyses of data provided by 467 men in a committed relationship indicated that: (1) men with lower emotional stability, agreeableness, and conscientiousness, and men who perceived greater risk of partner infidelity perpetrated more partner-directed violence, and (2) the relationship between men’s personality traits and partner-directed violence depends on their perceptions of the risk of partner infidelity. Simple slope analyses indicated that: (a) men’s emotional stability and agreeableness predict partner-directed violence only when perceived risk of partner infidelity is low, and (b) men’s conscientiousness predicts partner-directed violence only when perceived risk of partner infidelity is high.     

Uses of rational emotive behavior therapy with juvenile sex offenders

Juvenile sexual offenses appear to be on the rise. This contributes to harm and trauma to the victims and the community at large. For many years the major interest in sex offender treatment has been directed toward assessment and treatment of the adult offender in spite of the reported large proportion of all sex crimes committed by juveniles (Uniform Crime Reports, FBI, 1985). Our article addresses three uses of Rational-Emotive Behavior Therapy (REBT): 1) in group and individual therapy, 2) in work with the offender's family, and 3) in staff training. The issues of the client's faulty learning and cognitive distortions is critical in the habilitation and rehabilitation process and may include such messages as: 1) I am powerless to control my sexual arousal, 2) I won't get caught if I am careful, 3) Masturbating about little kids is OK, 4) I need to feel better and when I am sexual with someone I feel better. This article will describe how the theory and practice of REBT (Ellis' 1984) is applied with juvenile sex offenders. A key feature is its use with the offending juvenile in the teaching of a rational belief system as well as ways to reduce emotional disturbances.