The moderating effects of occupation,age, and urbanization on the relationship between job satisfaction and life satisfaction

A considerable body of research has accumulated concerning the strength of the relationship between job and life satisfaction. However, very few studies have examined the possible moderating effects of other variables. The present study, using a sample of 911 heads of households, examined the moderating effects of seven variables related to occupation, age, and urbanization. As hypothesized, education and income positively, and strongly, moderated the job satisfaction-life satisfaction relationship. Self-employment (vs non-self-employment) also had a significant impact; occupation, though, had only a modest effect. Age and job longevity exhibited strong, curvilinear effects. Urbanization did not attenuate the relationship. In view of national work force trends toward increased education, professionalization, income, and age, the relationship between job and life satisfaction will likely become stronger and more relevant over time.     

The validity of form F of the Matching Familiar Figures Test with kindergarten children

Egeland and Weinberg's contention that form F of the Matching Familiar Figures Test is inappropriate for kindergarten children was examined. White, middle-class, suburban kindergarten children were given form F of the Matching Familiar Figures Test, as well as a series of tests varying in degree of response uncertainty. It was hypothesized that tasks identified as high in response uncertainty would be the best predictors of norm-referenced composite reflection-impulsivity scores. Stepwise multiple regression analysis supported this hypothesis. The results were interpreted as supporting the construct validity of the Matching Familiar Figures Test as an index of reflection-impulsivity among kindergarten children.     

Heart rate conditioning in young infants using a visual conditional stimulus

Trace heart rate conditioning was evaluated in 16 infants having a mean age of 4.5 months. The Experimental Group received a 3-sec blinking light pattern as the CS, followed by a 3-sec interstimulus interval (ISI), and 3-sec tone as the UCS. The Control Group received an equal number of presentations of the CS and UCS at randomized intervals and in a randomized order. The acquisition of a conditioned deceleration during the period which included the visual CS and the ISI was demonstrated only in the Experimental males. Response differences were also found in the absence of the auditory UCS, with only Experimental females exhibiting a deceleration.     

Conditioned suppression of drinking: A measure of the CR elicited by a lithium-conditioned flavor

The CR elicited by an exposure to a lithium-conditioned flavor CS+ was measured in a paradigm which closely approximated traditional conditioned suppression of licking. Rats were first trained to discriminate between a lithiumpaired flavored solution (CS+) and an equally familiar, but safe, flavored solution (CSc). Then, while they consumed a differently flavored test solution, the rats were intraorally infused with either the CS+ or the CSc flavored solution. The immediate aftereffect of the CS+ exposure on consumption of the Test Solution (TS) measured the CR. The CS+ exposure suppressed the consumption of both a novel flavored TS and an unflavored water TS. The strength of the suppressive CR was influenced by the nature of the TS and by the dose of lhe lithium US.     

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 development of a measure to assess vocational maturity in adults with delayed career development

The development and validation of a measure of vocational maturity for educationally and economically “disadvantaged” adults who experience delayed career development is described. The Adult Vocational Maturity Assessment Interview (AVMAI) measures the attitudinal, cognitive, and behavior aspects involved in coping with exploratory and early entrance stage vocational development tasks. The measure employs a structured interview format accompanied by a detailed content scoring manual. It includes 120 items which yield scores for eight scales: Orientation to Education; Orientation to Work; Concern with Choice; Self-Appraisal: Interests and Abilities; Self-Appraisal: Personality Characteristics; Self-Appraisal: Values; Exploring Occupations; and Using Resources. Evidence for the measure's reliability, content, and construct validity is presented by examining the internal consistency of the scales, the reliability of its scoring procedures, its interscale correlations, and its performance in a pretest-post-test experimental situation. Research and counseling uses of the measure are discussed in the context of the need for vocational psychologists to develop and use measures that are appropriate for the specific career development problems of different groups in society.     

Cognition in music

A cognitive/constructive view of music is put forth that diverges from traditional conceptions of music (e.g., music as sound; music as behavior; music as communication). The present view attempts to be compatible with the evidence of historic style changes that have occurred in the notated repertory of Western music. Two levels of cognitive processing are proposed: processes on the level of particular styles (germane to a certain period, culture, or community) and processes that are generic, universal, or cross-stylistic. Twelve such generic processes are described in detail. Several problems in the research stemming from earlier definitions of music are explored. In particular, attention is given to the artifacts of theoretical analysis (e.g., scales, chords, and discrete pitches) and their influence on music-psychological research.     

Categorical and schematic organization and the development of retrieval strategies

This study investigated the effects of schematic and categorical organization on young children's recall. Preschool and kindergarten children recalled either a taxonomic list or a story in one of two presentation conditions: an alternate condition, in which the material was presented, children recalled it and the procedure was repeated, or a successive condition in which the material was presented twice and children recalled it twice. Although preschool children's story recall was well organized, their list recall was poorly organized, and organization did not increase over recall trials in either presentation condition. In contrast, kindergarten children's recall of both the story and the list was well organized, and their recall was better organized on the second recall trial than on the first in both presentation conditions. These results are discussed in terms of the development of retrieval strategies during the preschool years/