Inner speech as a learned skill

Three experiments are reported which address the problem of defining a role for inner speech. Experiments 1 and 2 establish that inner speech is acquired by normally developing readers between the ages of 8 and 11, and that both slow and fast readers show a similar pattern of acquistition, but do so at a different rate from normal readers. We suggest that the development of inner speech accompanies a strategy of reading aloud “with expression”; and that it is a manifestation of the need to prestructure oral utterances. These will thus contain the lexical items visible on the page within an appropriate prosodic envelope. Both segmental and suprasegmental phonemes contribute to meaning of spoken and, by analogy, written language. Experiment 3 showed that children at this critical point in learning to read comprehended text better when certain prosodic features were made visible on the text. Prosodic restructureing may thus be an important skill acquired by young readers as they progress toward fluent, silent adult reading.     

The concept of development in vocational theory and intervention

One of the major problems in the vocational literature is the absence of theoretical formulations which deal with development in more than a superficial manner. Specific problems are that (1) key constructs are adapted from developmental theory without proper attention to the conceptual, empirical, and methodological problems involved; (2) little recognition has been accorded to significant changes in developmental theory during the past 15 years, changes which stress the multidimensional, plastic, contextual, and life-span features of development; (3) there is a paucity of adequately designed, contextually sensitive, longitudinal research; and (4) well-established empirical findings of developmental research have been misrepresented or ignored by vocational researchers. It is proposed that a theory of life-span vocational role development must meet the conceptual and methodological requirements of a developmental approach, that it must contain a contextual perspective, and that it must be relational in the sense that it provides for the examination of the “goodness of fit” between individual and contextual developments. The consequences of this viewpoint for vocational intervention are described as a more pronounced focus on events, processes, and life periods which are identified as antecedents of major vocational decisions. Finally, it is observed that vocational intervention should be viewed as a succession of procedures designed to assist the individual, throughout his/her life, to adapt vocational functioning to changing personal situations as well as to changing economic and contextual circumstances.     

On aspiring to present a developmental theory of occupational aspirations: A reader's guide to Gottfredson

L. S. Gottfredson's preceding comment (Journal of Vocational Behavior 1983, 23, 203–212)is characterized by undocumented and arbitrary assertions. Moreover, we still maintain and cite further evidence that the features of the stages she describes represent an implausible account of development. We conclude that there is nothing in either L. S. Gottfredson's original (Journal of Counseling Psychology 1981, 28, 545–579) article or her preceding paper that leads us to alter our belief that the views we present in our own article (Journal of Vocational Behavior 1983, 23, 179–212) will be useful for the future development of vocational theory and intervention.     

Scrutinizing application: An agenda for applied developmental psychology

This paper dissects two views of application. The first is associated with an ontogenetic, general skills perspective which assumes that applications involve bringing to bear general concepts and principles on practical problems, deviant populations and the match between developing individuals and the environment they inhabit and use. However, that ontogenetic view and its associated applications may be flawed. A second functionalist view of application is described which suggests a need to examine the meaning of application and the contexts where applications are appropriate. Two questions might profitably be evaluated simultaneously: How does the developing individual gain access to relevant competencies and adapt them to new circumstances?, and How does the developmentalist decide what is relevant and usable for practice? A particular developmental curriculum fitting these views is described.     

Self-esteem,self-perceived abilities,and vocational choice

This research tested the theory that self-esteem acts as a moderating variable in the occupational choice process. The theory was not supported when the relationships between self-esteem, self-perceived abilities and abilities perceived as required in occupations were examined. Rather, the data were consistent with the self-implementation theory of vocational choice. However, it was found that those with high self-esteem were more likely than those with low self-esteem to see themselves as possessing the abilities they saw as necessary in their chosen occupations.     

The effects of muscle relaxation and stress on the blood pressure levels of normotensives

Shoemaker and Tasto (1975) found that progressive muscle relaxation lowers the blood pressure levels of essential hypertensives to within a normal range under laboratory conditions. As a sequel to this study the effects of muscle relaxation and stress on the blood pressure levels of normotensives were studied. One group was taught relaxation, one group was stressed, one group read, and one group did nothing. Blood pressure measurements taken immediately after the completion of these tasks indicated that muscle relaxation does not lower the blood pressure levels of normotensives but that stress significantly raises both the systolic and diastolic levels.Level of arousal can, at least in one sense, be viewed as occurring on a dimension defined by extreme anxiety at one end and extreme relaxation at the other. Research on the physiological correlates and/or defining properties of arousal has produced inconsistent and equivocal results. Little work has been done relating blood pressure levels to arousal, however. Shoemaker and Tasto (1975) found a consistent and predictable drop in the blood pressure levels of essential hypertensives as a result of progressive muscle relaxation. In their study those subjects with the highest blood pressure levels showed the greatest drop while those with moderately high levels showed moderate drops and those with the lowest levels (yet still above normal) showed the least amount of change. The amount by which blood pressure dropped as a result of progressive relaxation was positively correlated with the pretreatment level of blood pressure. The result of progressive relaxation was to lower blood pressure levels to within a normal range, with all subjects appearing to approach a lower asymptotic level. Because of the consistent picture which began to emerge, the question arose as to whether blood pressure might be a reliable physiological correlate of the relaxation-anxiety dimension.The more specific questions emanating from this issue were: what effect does progressive relaxation have on the blood pressure levels of normotensives; what effect does stress have on the blood pressure levels of normotensives; and, what effect does stress have on the blood pressure levels of essential hypertensives? Since we could not immediately foresee the benefits that would outweigh the potential harm that might arise by placing hypertensives under stress, this study was limited to addressing the first two questions.Since the blood pressure levels of normotensives are probably at an optimal level for the physiological functioning of the organism, lower levels would be physiologically nonadaptive. and thus progressive relaxation should not lower the blood pressure levels of normotensives as it does those of essential hypertensives. On the other hand, if the elevated blood pressure levels of essential hypertensives are at least in part the result of a stress reaction, it would be expected that the blood pressure levels of normotensives might rise under stress conditions.     

Convergence between attention variables and factors of psychometric intelligence in older adults

The purpose of the present study was to examine the hypothesis that individual differences on measures of attention would converge with select factors of psychometric intelligence, especially fluid intelligence and short-term acquisition and retrieval. A sample of 83 elderly adults $\text{(}\text{X}\text{= 71}\text{years}\text{)}$ was administered a battery of 17 psychometric ability tests. Tests were selected to mark four psychometric ability factors (Cattell and Horn's dimensions of fluid and crystallized intelligence, short-term acquisition and retrieval, and perceptual speed). Also, seven tasks representing four aspects of attention—decoding processes, selective attention, attention switching, and concentration—were administered. A confirmatory factor analysis was conducted to examine the relationships among the four psychometric ability factors and 11 variables obtained from the attention tasks. Results were only partially consistent with the hypothesized pattern of convergence. Two attention measures had significant loadings on a fluid-type intelligence factor, and one had a marginally significant loading on a short-term memory factor. In general, the greatest convergence occured between attention variables and the ability factor of Perceptual Speed. Results were discussed with respect to previous research on psychometric abilities and cognitive processes, the theory of fluid-crystallized intelligence, and their implications for understanding intellectual aging.     

Developments in infants' search for displaced objects

In an exploratory study of infants' search for displaced objects, 13-month-olds and 21-month-olds were tested on three kinds of displacement problems—visible displacements, invisible displacements, and transpositions—as well as singlehiding problems. Two aspects of performance on the displacement problems were distinguished: (1) searching within the locations involved in the displacement rather than at a control location, and (2) selecting between the displacement locations. Both the younger and the older infants were able to select the correct location on visible displacement problems and to search within the displacement locations on invisible problems. Neither age group was able to solve the transposition problems, but the older infants did at least search within the relevant locations on those problems. Age differences appeared to be due primarily to improved skill at identifying relevant locations rather than to improvements in selecting among those locations. Other factors contributing to the age differences in performance were a decrease in response biases and an increase in skills for coping with multiple possibilities.     

Motivation to manage among college business students: A reassessment

The present study reassesses trends in motivation to manage among college business students (N = 216). Motivation to manage scores are compared with J. B. Miner's (Personnel Psychology, 1974, 27, 605–613) results for three periods since the early 1960s, across two types of universities—public and private, and between males and females. Results indicate that the downward trend in motivation to manage scores appears to be reversing; business students at the private university scored higher on motivation to manage than those at the public university, and males scored higher than females. Implications for vocational research are discussed.     

Validation of the sensation scale,a measure of subjective physiological responses to alcohol

The Sensation Scale was originally constructed to measure the subjective experience of physiological changes following alcohol consumption. Reduction of the original scale of 31 variables on the basis of face validity resulted in six ‘factors’ comprising 26 variables and one ‘other’ factor. These sortings are shown to have good interrater reliability. Furthermore, evidence is presented from two experiments that five of the six factors discriminated between nonalcoholic male subjects who drank either a beverage containing a moderate dose of alcohol or a nonalcoholic beverage.