Worker estimation of ability requirements of their jobs

A modified version of the Minnesota Job Requirements Questionnaire (MJRQ), representing the GATB aptitudes, was used by workers in 11 selected jobs to rate the ability requirements of their jobs. Worker MJRQ ratings were compared with supervisor MJRQ ratings. Modified Occupational Ability Patterns (OAPs) derived from worker ratings were compared with OAPs based on supervisor ratings, OAPs from expert ratings in the DOT, and OAPs from the empirical GATB approach. Reliability of worker MJRQ ratings was comparable to that of supervisor ratings. Comparisons of mean ratings and variability of ratings of workers in a job category with workers in other jobs, and with supervisors rating the same job, showed construct validity for worker MJRQ ratings, as did intercorrelations of the worker ratings. OAPs derived from worker MJRQ ratings compared favorably with OAPs derived from supervisor MJRQ ratings, from the DOT, and from the GATB. Differences among workers on variables such as satisfaction, age and tenure did not significantly affect their MJRQ ratings. Implications of the worker MJRQ ratings are discussed.     

Incentive processes and the peak shift

Intradimensional operant discrimination schedules were employed, which eliminated the covariation of response and reinforcement rates that are found on most operant baselines. In Phase 1, one keylight (S(1)) controlled an increase in pigeons' treadle pressing, relative to another keylight (S(2)), while being correlated with a decrease in frequency of reinforcement. In Phase 2 both treadle pressing and reinforcement increased in the presence of one keylight, relative to the second. In Phase 1 the relatively flat treadle-press generalization gradients peaked at S(1), whereas the peaks of those in Phase 2 were shifted from S(1) in a direction away from S(2). It was postulated that these positive and negative stimulus-reinforcement contingencies influence the likelihood of obtaining peak shift through the operation of a classically conditioned "central motive state." How response-reinforcement and stimulus-reinforcement contingencies might contribute to the development of inhibitory effects of S(2) is discussed. Autoshaped key pecking also was produced by these procedures. During manipulations of stimuli, the gradients obtained for autoshaped key pecking were narrow and sharply peaked at the food-correlated stimulus (S(2)) in Phase 1. This failure to obtain peak shift for an elicited response suggests a difference in discriminative processes operating in classical and instrumental learning.