A typology of mid-life career changers

This study examines the motivations for and the outcomes of mid-life career change among a sample of 73 men who had left professional and managerial careers between the ages of 34 and 54. Measures of personal desire for change and external pressure to leave were dichotomized to produce a typology of career changers: Drift-outs, Opt-outs, Force-outs, and Bow-outs. The four types of changers were found to differ on a number of variables, including: amount of education completed, additional schooling undertaken to change careers, time taken to make the change, radicalness of change, and the importance of personal values in deciding to leave their former careers. Overall, respondents were found to be highly satisfied with their career redirection.     

Developmental changes in infants' sensitivity to octave-band noises

Localization responses to octave-band noises with center frequencies at 200, 400, 1000, 2000, 4000, and 10,000 Hz were obtained from infants 6, 12, and 18 months of age. During an experimental trial, an octave-band noise was presented on one of two speakers located 45° to each side of the infant. A head turn to the noise (correct response) was rewarded by activating an animated toy on top of the speaker. The intensity of the noise was varied over trials (method of constant stimuli) to determine thresholds at each center frequency. Thresholds for the lower frequencies were approximately 5–8 db higher in the 6-month-old infants compared to the older infants. However, there were no consistent differences among groups at the higher frequencies. Infant thresholds were found to be 20–30 db higher than adult thresholds at the lower frequencies. At the higher frequencies thresholds for infants were approaching those of adults.     

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.     

Semantic processing can facilitate free recall in mildly retarded adolescents

The efficacy of semantic processing in free recall was investigated in two experiments with EMR adolescents. In Experiment 1, they were taught to use one of two semantic strategies for memorizing a 15-word list. Compared with controls, neither strategy helped recall either in original learning or transfer. In Experiment 2, one of the semantic strategies, a story mnemonic, was investigated further. Rather than being taught to construct their own stories as in Experiment 1, subjects in Experiment 2 were provided with experimenter-composed stories. They showed better immediate recall and retention after 2 months than did no-strategy controls. However, about 1 year after original learning, the retention of experimental and control subjects no longer differed. Discussion focused on the story mnemonic's potential utility and the criteria for judging such potential, e.g., amount of facilitation, ease of training and performance of the strategy, and the degree of its generalizability.     

The heroic motive: Some experimental demonstrations

The appearance of heroic motives in interpersonal relations is examined. Three experiments were conducted to test the general hypothesis that witnessing the victimization of a partner would impel young men to incur costs in order to confront the transgressor. In each experiment, either the individual, his partner, or an anonymous other was insulted. Experiments 1 and 2 revealed that individuals were most willing to confront the insulter when their female partners (Experiment 1) or their male teammates (Experiment 2) were victimized. That pattern occurred despite evidence indicating that the most negative affective reactions were experienced by individuals who had been directly insulted. Experiment 3 revealed that individuals were also more willing to perform a subsequent altruistic act in response to the victimization of their partners than when they or an anonymous other person had been victimized. Taken together, the results indicated that heroic motivations in response to the victimization of a partner were distinguishable from other more negatively oriented processes that were aroused in response to self-victimization by the insulter.     

Selection Procedures in North America

The selection practices of organizations in Canada and the United States are reviewed. These practices are notable insofar as they rarely represent the most valid procedures, nor do they tend to be based on current research knowledge. Some reasons for the current state of selection and assessment procedures include knowledge of appropriate devices, professional competence, and client limitations. The challenge of complying with human rights legislation in North America is viewed by many practitioners as a selection constraint. It is argued, however, that legal requirements support valid selection practices by demanding professional accountability.     

面对21世纪的人类“圣餐” 中国该怎样分享

人类基因组计划（ＨｕｍａｎＧｅｎｏｍｅＰｒｏｊｅｃｔ,ＨＧＰ）实施７年来已取得巨大进展,不断涌现的新技术、新策略使人基因组全长测序有望在今后几年内提前完成,结构基因组学时代正向功能基因组学时代过渡。然而,发达国家之间的基因争夺战亦愈演愈烈,中国现正面临着严峻挑战。本文简要介绍了ＨＧＰ研究的国际背景、最新进展及发展趋势,目的在于分析目前我国ＨＧＰ研究所存在的问题和探讨其发展对策     

Associative learning in baboons (Papio papio) and humans (Homo sapiens): species differences in learned attention to visual features

We examined attention shifting in baboons and humans during the learning of visual categories. Within a conditional matching-to-sample task, participants of the two species sequentially learned two two-feature categories which shared a common feature. Results showed that humans encoded both features of the initially learned category, but predominantly only the distinctive feature of the subsequently learned category. Although baboons initially encoded both features of the first category, they ultimately retained only the distinctive features of each category. Empirical data from the two species were analyzed with the 1996 ADIT connectionist model of Kruschke. ADIT fits the baboon data when the attentional shift rate is zero, and the human data when the attentional shift rate is not zero. These empirical and modeling results suggest species differences in learned attention to visual features. Received: 30 May 1998 / Accepted after revision: 13 September 1998     

Influence of mechanical factors on movement units in infant reaching

In a number of studies it is assumed that movement units (combinations of an acceleration and a deceleration in the tangential velocity profile) are a reflection of the control process. In this study, we investigated to what extent movement units reflect the oscillatory mechanics of the arm. At the ages of 16 and 20 weeks, the age range in which infants just begin to reach, a toy rattle was presented in three conditions, with varying external forces acting on the arm: sitting, sitting with masses on the forearms, and supine.The tangential velocity profile of the wrist during successful reaching attempts was decomposed to a gravity-dependent (φ_v), and a gravity-independent component (φ_h), and movement units were determined in the total velocity profile and in its components. Significant effects of experimental condition, but not age, were found for movement time, number of movement units and duration ofphi;_hcomponent units. It was shown that these effects can be accounted for by a simple mechanical model, in which the arm is approximated as a harmonic oscillator governed by, gravity, the moment of inertia of the arm, and the stiffness of the shoulder joint. Stiffness values, derived from fitting the model to the data, were in the order of 1 Nm/rad.From these results we conclude that movement units in an infant's initial attempts at reaching are to a large extent a reflection of the mechanical context.