Adaptation to work: An analysis of employee health, withdrawal, and change

J. Rosse and H. Miller (1984, in P. Goodman, R. Atkin et al., Absenteeism: New Approaches to understanding, measuring, and managing employee absence. San Francisco: Jossey-Bass) have proposed a model of employee adaptation that hypothesizes multiple withdrawal behaviors and attempts to change working conditions as alternative forms of adaptation to a dissatisfying work environment. Negative health outcomes are also hypothesized consequences of dissatisfaction with work. In this longitudinal study of 42 new hospital employees, intention to quit, turnover, absence, attempts to change the job, and heatlh disorders were negatively correlated with job satisfaction; lateness and self-report avoidance scale were not. Use of adaptive behaviors was also found to have remedial effects for employee health. Implications for a general model of adaptation are discussed.     

Ambiguous-cue learning in preschool children: A test of the dimensional characteristics of task stimuli

Sixteen preschool children were administered a two-choice discrimination problem consisting of three stimulus compounds: the consistently rewarded stimulus, the consistently nonrewarded stimulus, and the ambiguous stimulus which was nonrewarded when paired with the positive, but rewarded when paired with the negative. When both pair of stimuli, positive-ambiguous and negative-ambiguous, were presented together the subject was required either to choose or to avoid the ambiguous stimulus depending upon the stimulus with which it was paired. In Experiment 1, when each of three stimuli (positive, negative, ambiguous) varied along one nonspatial cue dimension (color), performance was better on negative-ambiguous trials than positive-ambiguous trials. In Experiment 2, when the positive and negative stimuli varied along three nonspatial cue dimensions (colors and form) and the ambiguous stimulus varied along one of these dimensions (color), superior positive-ambiguous over negative-ambiguous performance was obtained. These findings complement those reported for other subjects and confirm Berch's (D. B. Berch, Learning and Motivation, 1974, 5, 135–148) predictions regarding use of differential numbers of cue dimensions.     

Bobo clown aggression in childhood: Environment,not genes

We videotaped 216 twin children (average age: 7.6 years) hitting a 5-ft “Bobo clown”. Three behaviors in the Bobo clown situation showed adequate response characteristics, rater reliability, and test-retest reliability: number of hits, intensity of hits, and number of quadrants (into which the Bobo clown was hit). In terms of two “anchor” variables, height and weight, the twin correlations were representative of other studies in suggesting substantial hereditary influence. However, twin analyses of the three behavioral ratings during the Bobo clown session yielded no evidence of hereditary influence. Moreover, the results provided evidence of substantial environmental influence of the “between-family” variety. In other words, the family environment is the major source of individual differences for these measures.     

The development of sensitivity to visual structure.

Perceived complexity of visual patterns as a function of stimulus structure and contour was studied in 4–5-, 7–8-, and 9–10-yr-old children and adults. Subjects participated in a paired comparison task of visual complexity. Both amount of contour and the presence or absence of structure in the patterns were manipulated The results indicated that complexity judgments of all subjects were affected by the presence of structure at lower levels of contour. With age, gradually increasing weight was attributed to visual structure in high-contour patterns. The results suggested that sensitivity to visual structure may develop well into school age, taking the form of a gradual increase in the number of pattern elements which can be perceived to be organized.     

Men in female-dominated professions: Distinguishing personality and background features

Personality and background features of men in female-dominated professions were assessed by comparing survey data on 54 men employed in atypical professions (A′s) with 63 men employed in sex-typical fields (S′s). Subjects were American born, college-educated males, under 50 years of age, employed in fields with over 75% male or female participation, and recruited in Atlanta in 1978. Subjects completed a biographical questionnaire, the Cattell 16 PF, and the Bem Sex Role Inventory under three instructional sets. In comparison with S′s the A′s showed lower adherence to traditional sex-role expectations on the Bem Sex Role Inventory, in the allotment of sex-typed household responsibilities, and in their greater “tender-minded” emotional sensitivity on the Cattell 16 PF. In terms of their personal histories, A′s more frequently reported having had employed mothers, having had distant relationships with their fathers, and having been positively influenced in their career choices by women. A′s more frequently experienced a death of a parent or sibling, or parental divorce or separation, and frequently mentioned such stresses as sensitizing them to their nurturant and emotional capabilities. There was also evidence that upward-mobility strivings may have contributed to atypical career choice, with A′s more frequently being members of racial minorities and/or of lower socioeconomic background. As expected, in contrast to S′s, A′s shared personality and socialization factors indicative of lower sex-typing, thus confirming the psychological significance of the sex composition of one's occupation for men as was confirmed earlier for women.     

Relationships between perceptual and conceptual mediational systems in young children

Children aged 48–77 months were afforded experience in either color oddity or nominal class sorting prior to a transfer task testing the ability to apply the oddity rule (“which one doesn't belong”) to three picture arrays where solution was based on nominal class membership. The youngest children in the sample did not benefit from either perceptual rule experience or nominal sorting experience. Subsequent age groups benefited first from the nominal sorting treatment, then from both perceptual rule and nominal sorting activities, and finally the older children did not require priming in either the perceptual or nominal domain for success on the transfer task.     

Pupillary changes during recall in children

Seven children aged 7–9 years were auditorily presented five-digit numbers for retention intervals of 0 and 10 sec. Pupil size was recorded during stimulus presentation, retention interval, and recall of items. Findings indicate that pupil dilation occurs during encoding and retrieval of stimulus items with pupillary constriction occurring during retention of the items. The pupillary change functions obtained with children were found to be very similar to those obtained with older subjects.     

Spatial perspective taking in young children.

Four- and five-year-old children were tested in a spatial perspective task employing a production format. They were shown a photograph of an aspect of a doll house and asked to generate the view on the photograph for a puppet that served as the observer. The house was mounted on a lazy Susan and could be rotated freely by the children. Puppet line of regard (to a corner, side, or rear of the house) and photograph type (fron, corner, side, or rear) constituted within-subject factors. Puppet position, photograph type, and age affected patterns of errors and proportion of correct responses. It was concluded that perspective taking is highly task dependent as well as dependent upon developmental status.     

The time course of learned helplessness, inactivity, and nociceptive deficits in rats

Four experiments are reported which explore the nature of the effects of inescapable shock on subsequent shuttlebox escape learning. The first experiment demonstrated that shuttle escape deficits dissipate within 48 hr after treatment with inescapable shock. Experiment 2 showed that exposure to inescapable shock suppressed unlearned activity in the shuttlebox and that this activity deficit recovered within 48 hr. Experiment 2A demonstrated that this shuttlebox crossing decrement was at least partly attributable to the inescapability of the shocks. These results suggested that activity factors might partly mediate the shuttle escape learning deficit reported in Experiment 1. Experiment 3 explored the possibility that activity and shuttle escape learning deficits are subserved by the effects of inescapable shock on pain sensitivity. The results supported this notion. It was found that rats were less sensitive to painful stimulation 24 hr after inescapable shock and that this analgesic tendency also dissipated within 48 hr after pretreatment. The implications of these results were discussed.     

Long-term memory in pigeons: I. The role of discrimination problem difficulty assessed by reacquisition measures II. The role of stimulus modality assessed by generalization slope

Pigeons learned either an easy or a difficult line angle discrimination (Experiment 1) or wavelength discrimination (Experiment 2), and then they were given a reacquisition test of retention after delays of 1 min, 1 day, or 1 week. Both percentage of responses to the S+ in the initial 10-trial block and number of blocks to criterion showed a progressive memory loss which was greater for the difficult problem. These results extend recent findings by using a free operant rather than a discrete trial task and by varying problem difficulty by altering the dimensional separation between training stimuli. In Experiment 3, pigeons were given variable interval training with either a wavelength or a line angle stimulus, and then they were tested for generalization in extinction after delays of 1 min, 1 day, and 1 week. With both dimensions, the relative gradients became progressively flatter with increasing delay intervals. This replicates earlier findings and extends them to the line angle dimension. The evidence of substantial forgetting in the first 24 h in all three experiments suggests that operant free-response procedures are more sensitive to forgetting effects than are discrete trial tasks.