Evaluating Career Structures: An Essential Input to Effective Career Management and Counselling

Careers take place within the structures of jobs and career paths which organisations evolve over time. Career opportunities for individuals are largely determined by the factors which influence the dynamics of these structures. Simple techniques exist for picturing career structures and interpreting recent career patterns. Numerical models are well established which estimate future career opportunities. Although career patterns are changing, the effective use of internal labour markets is of increasing importance. Those involved in managing careers or counselling individuals should be better informed in this area and use information to tailor career moves and development activity to the reality of where and when career opportunities are likely to be available.     

The effect of enactment upon sentence imitation in preschool children

Preschool children imitated two matched lists of sentences varying in length, in syntactic complexity, and in semantic complexity. Sentences on one list were acted out with toys prior to imitating them. For 3-year-olds, enactment increased retention of all sentential variables: number of words, number of frames, number of propositions, and syntax. For children younger than 3 years, enactment increased only the number of words retained, while for children older than 4 years, enactment had a minimal effect on all sentential variables. In a second experiment, prior enactment had long-term effects on the degree to which children's spontaneous stories about the toys resembled the previous sentences that they had been given to imitate. Long-term effects, however, did not extend to retention of syntax. Enactment appears to increase both young children's interest in a sentence imitation task and the amount of semantic encoding in which they engage. Its effect, however, is mediated by the degree of mastery of relevant linguistic rules.Some of these data were presented at the Biennial Meeting of the Society for Research in Child Development, Detroit, April 1983. The authors would like to thank Lorraine Chiasson, Judith Codd, and Susan Saba for their assistance with the data analysis.     

First in,first out: Word learning age and spoken word frequency as predictors of word familiarity and word naming latency

This study is concerned with recent claims that subjective measures of word frequency are more suitable than are standard word frequency counts as indices of actual frequency of word encounter. A multiple regression study is reported, which shows that the major predictor of familiarity ratings is word learning age. Objective measures of spoken and written word frequency made independent contributions to the variance. It is concluded that rated familiarity is not an appropriate substitute for objective frequency measures. A multiple regression study of word naming latency is reported, and shows that rated word learning age is a better predictor of word naming latency than are spoken word frequency, written word frequency, rated familiarity, and other variables. Possible theoretical explanations for age-of-acquisition effects are discussed and it is concluded that early-learned words have a more complete representation in a phonological output lexicon. This conclusion is related to relevant developmental literature.     

Mechanisms underlying retarded emergence of conditioned responding following inhibitory training: evidence for the comparator hypothesis

The comparator hypothesis posits that conditioned responding is determined by a comparison at the time of testing between the associative strengths of the conditioned stimulus (CS) and stimuli proximal to the CS at the time of conditioning. The hypothesis treats all associations as being excitatory and treats conditioned inhibition as the behavioral consequence of a CS that is less excitatory than its comparator stimuli. Conditioned lick suppression by rats was used to differentiate four possible sources of retarded responding to an inhibitory CS. These include habituation to the unconditioned stimulus (US), latent inhibition to the CS, blocking of the CS-US association by the conditioning context, and enhanced excitatory associations to the comparator stimuli. Prior research has demonstrated the first three phenomena. Therefore, we employed parameters expected to highlight the fourth one--the comparator process. In Experiment 1, our negative contingency training was shown to produce a conditioned inhibitor that passed inhibitory summation and retardation tests. In Experiment 2 we found transfer of retardation from an inhibitory CS to a novel stimulus when the location where retardation-test training occurred was excitatory, which is indicative of contextual blocking and/or comparator effects. In Experiment 3, extinction of the conditioning context was found to attenuate retardation regardless of whether extinction occurred before or after the CS-US pairings of the retardation test. This indicates that much of the present retardation was due to the comparator process rather than to contextual blocking. Experiment 4 demonstrated that habituation to the US did not contribute to retardation in the present case. Collectively, these studies suggest that retardation following inhibitory training can be explained without recourse to any of the traditional mechanisms of conditioned inhibition.     

Affect intensity and the appraisal of emotion

The present study investigated the association between a personality trait known as affect intensity and the perceived qualities of emotions. Subjects completed the Affect Intensity Measure (AIM), and they rated the phenomenological qualities and causal dimensions of previous emotional experiences involving happiness, pride, anxiety, and hate. The results showed that high and low scorers on the AIM reported different perceptions of certain qualities of the emotional event, independent of the emotion's valence; subjects with high scores on the AIM rated their emotions as higher in intensity, frequency, and vividness of recall. In contrast, further analyses revealed little relation between AIM scores and causal dimension ratings of the emotions. However, within-subject analyses indicated that the emotions did differ in their perceived causes, thus supporting predictions from Weiner's attributional model of emotion. The results are discussed in terms of the need for a complex approach to the study of emotion which incorporates intersubject and intrasubject differences.     

Sex differences in the clinical expression of depression

Recent epidemiological studies have established that the lifetime prevalence rate of depression is greater in women than in men. It was the purpose of the present study to investigate the possibility that the true prevalence of male depression is underestimated because males have learned through social rejection that it is inappropriate for them to openly express depressive feelings. Consistent with this notion that men only express depressive symptoms consonant with their traditional male sex role, a discriminant function analysis performed on the self-reported symptomatology of depressed patients revealed that men were more likely to report sex role appropriate symptoms such as work-related problems and somatic concerns. Since other self-presentational concerns may contribute to the sex difference in depression, it is suggested that future research directly examine the ways in which men experience and express symptoms of depression.An earlier draft of this article was presented at the 55th Annual Meeting of the Eastern Psychological Association, Baltimore, Maryland, April 1984. This research was supported in part by a grant from the Medical Research Council of Canada, awarded to the first author, and Grant No. 6606-1768-46 from the Health Services and Promotions Branch of Health and Welfare Canada, awarded to the second author. The authors would like to thank Dr. Paul Grof, Kaely Hutchinson, and the staff and patients of Hamilton Psychiatric Hospital for their help and cooperation with the project.     

Perceptual identification of visually degraded stimuli

In this article, we describe procedures, materials, and some representative results of a microcomputer-based approach to the degradation of visual stimuli for the investigation of perceptual identification. We discuss application of the procedures for the production of visually degraded picture, letter, and word stimuli, and of visual stimuli common to neuropsychological investigations.     

BEHAVIORAL TECHNOLOGY FOR REDUCING OCCUPATIONAL EXPOSURES TO STYRENE

We conducted a test of the usefulness of behavioral methods to control occupational health problems by reducing workers' exposures to toxic chemicals. Four plastics workers were trained in nine behaviors selected for potential to reduce their exposures to styrene, a common chemical with multiple toxic effects. Behavioral measures indicated that the workers quickly came to emit most of the behaviors. Measures of air samples indicated that large decreases in exposures to styrene accompanied the changes in behaviors for the three workers who had been selected because they most needed relief from their exposures and because they had opportunities to control their exposures by the ways they behaved.     

A measure of intensity of parental punishment

To test the possibilities that antecedents and consequents of certain levels of intensity of punishment may have far-reaching effects on behavior, a self-report measure of parental intensity of punishment was developed. Consisting of 33 different situations to which parents react, scores from the instrument were found to be reliable over time. Further construct validity was demonstrated with a variety of predicted relationships between punishment intensity and parent and child characteristics. Five samples of subjects were used with over 400 families, high intensity of punishment scores were found to be related to mothers' lack of warmth and to her intrusiveness when playing with her child; children's maladjusted behavior; aggression and impulsivity in boys; withdrawal and inhibition in girls, and uncooperativeness. Inconsistency of parental punishment also was associated with maladjustment. Results were discussed in terms of Rotter's social learning theory.