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.     

Required relaxation: a method of inhibiting agitative-disruptive behavior of retardates

Institutionalized retardates frequently exhibit agitative-disruptive behavior. Recent experiments have shown that overcorrective training in specific types of behavior can inhibit inappropriate behavior. A procedure was developed in which overcorrective practice in relaxation was given to each of eight adult retardates for their disruptions. The agitated resident was required to spend a fixed period of time in relaxation in his own bed upon each occurrence of agitation. This overcorrective relaxation resulted in a rapid, enduring and almost complete reduction in such behavior as self-injury, threats, physical aggression, screaming, crying, cursing and tantrums. Ward attendants strongly preferred the required relaxation procedure to the time-out technique and other inhibition procedures they had used. The procedure appears to be about as effective as alternative techniques and to have the advantages of ease of implementation and acceptability by ward staff and retardates as a ‘reasonable’ reaction to agitation.     

Operantly conditioning a negotiator's concession making

This study investigated the effects of a bargaining strategy that rewards the opponent's concessions. The first of four experiments revealed that a negotiator's utilization of this reward strategy resulted in large concessions by and quick agreement with the opponent. The second experiment demonstrated that the large concessions continue after the rewards cease and the third, that two previously rewarded negotiatiors subsequently make large concessions to each other and reach quick agreements. Finally, the fourth experiment added strength to a reinforcement explanation of the results by eliminating an interpretation based upon a reciprocity effect.     

Semantic integration in children's reconstruction of narrative sequences

Preschool to fourth grade subjects were required to reconstruct a previously seen logical sequence by selecting old items from a set containing actually seen events and two types of new items, those consistent or inconsistent with the ordered sequence of the story. Older children were more efficient at adopting a consistent choice strategy, at rejecting inconsistent items and at retaining the end-anchor items of the story. When performance on the old anchor items was excluded, however, all grades had difficulty distinguishing the new-consistent items from the actually experienced old items. It is suggested that memory for logical narrative sequences involves the retention of the gist or theme in an integrated unified representation of the meaning rather than a series of discrete events. Further, the underlying processes of integration and inference are stable across ages.     

Career stage as a moderator of performance relationships with facets of job satisfaction and role perceptions

The relationship between performance indices and facets of job satisfaction, role ambiguity, and role conflict was studied among 102 full-time faculty members across three career stages. Results indicate that an individual's career stage within a profession has an important moderating effect on facets of job satisfaction and role perception relationships with role-related performance.     

Development of the Career Exploration Survey (CES)

The development, properties, and uses of the Career Exploration Survey (CES) are described. The CES is intended to (a) facilitate further theory development and empirical research on how exploration affects career decisions, development, and job outcomes, such as job satisfaction, commitment, and turnover; (b) provide a network of variables for investigating the dynamics of the exploration process; and (c) provide a set of criterion measures for examining the effects of personal characteristics and educational treatments on career exploration behaviors and beliefs. The CES is based on a conceptual framework derived from theories of exploration, stress, motivation, and career preference. It consists of seven measures of the career exploration process, three reactions to exploration, and six beliefs about exploration. Dimensionality, reliability, and validity data are presented for four studies comprising 680 observations across 601 individuals.     

The Adolescent Behavior Checklist: Validation Using Structured Diagnostic Interviews

The purpose of this study was to evaluate the discriminant validity of scores from the Adolescent Behavior Checklist (ABC), a self-report measure of ADHD symptomatology for adolescents ages 11–17 years. Validity was assessed through correlational, univariate, and discriminant function analyses using three groups: (1) adolescents diagnosed with ADHD, (2) adolescents currently experiencing a mood and/or anxiety disorder, and (3) adolescents with no major psychological disorder. Convergent and divergent validity of the ABC factor scores was demonstrated through correlational results with (1) parent and adolescent report of ADHD symptoms during structured psychiatric interviews and (2) scores on questionnaires measuring related and nonrelated constructs. Univariate analyses indicated that the ADHD group obtained significantly higher scores than did the nonclinical adolescents across all ABC factors. Additionally, the ADHD group scored significantly higher than did the psychiatric controls on the following ABC factors: Conduct Problems, Impulsivity/Hyperactivity, and Social Problems. Results from discriminant analyses supported the reliability of ABC scores in correctly classifying participants into groups. Compared to the Youth Self-Report, the ABC was found to be somewhat better at classifying when used in a multiinformant discriminant analysis. Therefore, overall results from the current study suggest that the ABC is a valid and useful self-report screening measure for ADHD symptoms and related difficulties.     

Behavior analysis and education: An unfulfilled dream

This paper presents the author's view of why the promise for education visualized by early behavioral researchers is as yet unrealized. It points out that behavior analysis has had an important impact on special education but has had much less influence on teaching practice in regular classrooms. This is not seen as the fault of educators who have failed to embrace procedures developed by behavior analysts. Rather, the author contends, behavior analysts have failed to develop procedures that fit the ecology of the regular classroom. Those developed often require too much additional effort thereby punishing those who attempt their use. Another factor hindering widespread adoption is that behavior analysts have failed to disseminate their procedures and have not participated widely in undergraduate training of teachers. The paper concludes by noting that our success in special education provides a model for behavior analysts interested in regular education. By developing procedures that result in increased academic performance for entire classrooms without punishing the teachers who implement them, by making those procedures available commercially and by publishing in journals teachers read, and finally by participating more widely in undergraduate training, the unfulfilled dream of what behavior analysis has to offer education can be achieved.     

Personality characteristics,parent behaviors,and sex of subject in relation to cheating

College students were given the opportunity to falsify self-reported scores on a task to gain course credit. Personality and perceived parent behavior data were obtained in a counterbalanced design. Male cheaters were significantly higher in Aggression, Exhibition, Social Recognition, and Harmavoidance but lower in Autonomy (PRF scales) and ACT scores. Female transgressors were reliably lower in harmavoidance and higher in Impulsivity than noncheaters. Among males, no parent scales differentiated transgressors and resisters. Among females, parent scales reflecting reports of lower father warmth and fewer maternal equalitarian interactions but higher Hostile Control significantly differentiated cheaters from noncheaters. These findings were discussed, particularly in terms of the sex differences which suggest that males and females may cheat for different reasons.