Attitudes related to work of adolescents in the United Kingdom and Japan

This study was designed to provide data for notions that differences in achievement motivation in different nations may contribute to differences in national rates of economic growth. The nations investigated were the United Kingdom and Japan as representatives of low and high rates of economic growth in the decades after the end of World War II. Data were collected from college students for motivations and attitudes related to work. British students had higher achievement motivation, while Japanese students had higher competitiveness motivation and strong money beliefs. Differences in career preference between the nations were also presented. The relationship between motivations and attitudes to work with career preference were examined for each nation.     

Gender and values: What is the impact on decision making?

In this study we investigated C. Gilligan's [(1982), In a different voice: Psychological theory and women's development, Cambridge, Massachusetts: Harvard University Press] suggestion that women and men, due to socialization, develop differently in terms of moral development [L. Kohlberg (1969), “Stage and Consequence: The Cognitive Development Approach to Socialization,” In D. G. Goslin (Ed.), Handbook of socialization: Theory and research, Chicago: Rand McNally]. We also considered whether men and women differ in terms of a related construct, values of equity and equality [K. A. Rasinski (1987), “What's Fair Is Fair or Is It? Value Differences Underlying Public Views About Social Justice,” Journal of Personality and Social Psychology, Vol. 53, pp. 201–211]. It is our expectation that gender influences overall orientation in terms of the two sets of values, and that differences in values lead decision makers to weigh decision issues and to make final decisions differently. Results suggest that there are some gender-related differences in value systems, weights of decision issues, and final decisions.     

Meeting the Psychological Needs of Gifted Black Students: A Cultural Perspective

In the literature, one finds rich analyses of the psychological, emotional, and social needs of gifted people. The data on the specific psychological needs of gifted minority children, however, are lacking; one finds even less information on their cultural needs. This article examines the psychological and social difficulties confronting gifted Black students. Racial identity development theory is described briefly, including the significance of culture on achievement and psychological well-being. Finally, recommendations are made for counselors who wish to work effectively with gifted Black students.     

On the use of symmetry in the Rorschach Test.

Rorschach's justifications for the use of symmetry in his inkblots are evaluated in the light of recent empirical research concerning the perception of symmetry. The role of symmetry in response facilitation, in the production of whole and movement responses, in the creation of similar conditions for left- and right-handers, and as a response determinant, is discussed and re-evaluated.     

A comparison of the Bem Sex-Role Inventory and the Heilbrun Masculinity and Femininity Scales

This study compares two instruments which have recently been devised to measure sex-role identification, Heilbrun's Masculinity and Femininity Scales and the Bem Sex-Role Inventory. Correlations between the masculine and feminine scales of these instruments were significant for male but not female subjects; intrascale comparisons found no relationship between the Bem scales but moderate correlations between the Heilbrun scales for male subjects. There was agreement between the two measures in classifying approximately 47% of the subjects into one of the four sex-role categories. Misclassification occurred primarily on categories which have been found to show considerable overlap in personality characteristics.     

Fact and fantasy: the roles of accuracy and variability in confusing imaginations with perceptual experiences

In Experiment 1, pictures were presented to subjects two, five, or eight times, and subjects were asked to imagine each pciture two, five, or eight times. Subsequently, subjects estimated the number of times each picture had been presented. Their estimates of the frequency of these external events were influenced by imagination trials; this effect was greater for good imagers than for poor imagers. Experiment 2 involved a similar design in which subjects were asked either to imagine the same referent for a word or to imagine a different referent for a word on successive imagination trials. Consistency (same referent) did not increase the influence of imaginations on immediate judgments of external frequency. Thus, the results of Experiment 1 were attributed to the greater accuracy (as opposed to greater consistency) of good imagers' internal generations of the stimuli. Furthermore, variation (imagining different referents), like greater accuracy, increased the effects of imagination trials on immediate but not on delayed judgments of frequency. Possible mechanisms underlying these effects are discussed. In general, the two studies show that qualitative characteristics of completely covert generations influence their impact on estimates of the frequency of external events.     

Paperwork,Pressure, and Discouragement: Student Attitudes Toward Guidance Services and Implications for the Profession

This article goes beyond the traditional survey of student attitudes toward the school guidance service. The student data are used as a springboard to the broader issues affecting the counseling profession. The focus is on counselor discouragement and what all concerned practitioners can do to revitalize the profession.     

Differences in the search rate of children and adults in short-term memory

When people recognize a test item as belonging or not belonging to a previously presented set, recognition latency increases with the number of items in the set. Although some evidence suggests otherwise, it is currently held that the rate of this increase is the same for children and adults. In contrast, the present experiments indicated a much slower search rate for second graders (mean age = 7.33 years) than for seventh (mean age = 12.50 years) and twelfth graders (mean age = 17.25 years). Moreover, search rate for second graders was invariant under instructions which did or did not emphasize speed and with presentation of the memory set in either the auditory or visual modality. Experiment II showed that the slow search rate for children was not due to differences in encoding between children and adults.