Knowledge of the world of work: A test of occupational information for young men

The study evaluates a test of occupational information administered to a national sample of 5000 young men, aged 14–24 in 1966, as part of the National Longitudinal Surveys of employment behavior. The predictive validity of the test score is assessed by reference to multiple regression analyses which confirm the significance of the score as an independent predictor of subsequent hourly earnings and occupational status. Correlation and factor analyses are used to examine the quality of the measurement instrument. All in all, the instrument is judged to exhibit desirable characteristics in terms of internal consistency reliability, discriminatory power, and level of difficulty. The test's reliability compares favorably with a commercially produced test designed to be used in counseling as a measure of occupational knowledge. With the possible modification of deleting a section relating to knowledge of earnings differentials, the test is commended to those involved in assessing and counseling the occupational choice process.     

Predictive value and psychological meaning of vocational aspirations

The psychological meaning and predictive value of a person's vocational aspirations were examined by applying Holland's typology to the vocational aspirations of high school juniors (N = 1005), college juniors (N = 692), employed adults (N = 140), and a second sample of college students studied over a one-year interval (N = 624). The aspirational data were obtained from the Daydreams section of the Self-Directed Search (Holland, 1972). Categorical and correlational analyses show that a person's retrospective vocational aspirations have coherence and yield efficient predictions of subsequently expressed choice. In addition, the degree of coherence or similarity among a person's vocational aspirations provides a potentially useful index of a person's decision-making ability.     

The effect of children's spontaneous cognitive sets on discrimination learning

Two experiments investigated the role of children's spontaneous cognitive “sets” in pictorial discrimination learning. Lists were constructed to highlight either perceptual or conceptual similarities among the stimuli. In each experiment age by treatment interactions revealed that in comparison to the behavior of older children (sixth graders), that of younger children (kindergartners) is governed more by the perceptible than by the conceptual attributes of stimuli—data in complete accord with Bruner's view of cognitive development.     

Choice times and Spence's discrimination learning theory

In two experiments, rats acquired brightness discriminations in a free-operant circular runway with two response alternatives. Both individual and group choice times revealed continuous changes that were not apparent in the discrete measure of choice. Two major assumptions of Spence's discrimination learning theory were confirmed: (a) learning is continuous, and (b) discriminative stimuli in simple discrimination tasks of both simultaneous and successive types are compounds with position elements as well as elements from the relevant visual dimension. The distinctive, consistent pattern of learning revealed by the choice-time measure suggests that position habits reflect a learning strategy in which the complex task is learned as a series of simpler ones.     

Irrelevance of mitigating circumstances in retaliatory behavior at high levels of excitation

Subjects were aggressively instigated by a provoker. They then performed either a nonstrenuous or a strenuous task in order to be placed in either a moderate or an extreme state of sympathetic arousal. Following the task, they either learned or did not learn about mitigating circumstances behind the provoker's behavior. This information was received prior to the provision of an opportunity to retaliate. Under conditions of moderate arousal, mitigating circumstances were found to reduce retaliation. In contrast, these circumstances failed to exert any appreciable effect on retaliation under conditions of extreme arousal. In addition, the induction of extreme arousal was observed to increase retaliatory behavior. The findings were considered to support a model of hostility and aggression that postulates a specific interdependency of cognitive and excitatory processes.     

Eleven-year career stability and change as reflected in Project Talent data through the Flanagan,Holland, and Roe occupational classification systems

The vocational psychologist seeks classifications of occupations which maximize career stability as occupations change from time to time in the life. This study investigates the extent of career stability and the patterns of career change which have occurred in the lives of Project TALENT twelfth grade students in the 11 yr elapsing since they were tested. “Career” plans in the last year of high school and at 1, 5, and 11 yr after testing were classified by the Flanagan, Holland, and Roe occupational classification systems in order to study the career stability and patterning within each system and to contrast both among systems. Career stability proved to be about the same in all three classification systems but decreased in all cases as the interval over which it was measured increased. Career stability increased as subjects grew older, proving to be the greatest from 5 to 11 yr after high school. Patterns of change mildly conformed to the circular patterns claimed by Holland and Roe for their systems and the linear pattern hypothesized for the Flanagan system. Generally, the direction of “career” flow was away from intellectual careers to careers in business and sales but each system had unique results as well.     

The distracting effect of material reward: An alternative explanation for the superior performance of reward groups in probability learning

To determine whether the distraction effect associated with material rewards in discrimination learning can account for the superior performance of reward groups in probability learning, the performance of 144 school children (preschool, second, and fifth grades) on a two-choice successive discrimination task was compared under three reinforcement conditions (material reward, marker, and knowledge of results). The two events in the task had different frequencies of occurrence, as in probability learning, yet they appeared in a constant order to make 100% payoff possible. The subjects in the reward and marker groups learned the task more slowly, and the nonlearners among them used stereotyped alternation patterns to a greater degree than subjects in the knowledge-of-results condition. These findings suggest that a distracting effect of material reward is present in probability learning and may explain the superior performance of reward groups typically found in probability learning studies.     

Exposure effects and associative learning

The contributions of initial stimulus affect and of associative learning to the effects of repeated stimulus exposures were examined in two experiments. Stimuli that were initially positive and stimuli that were initially negative were presented for different number of times, and subjects rated these stimuli afterward on a number of affective dimensions. In all cases, except when negative affect was associatively paired with every stimulus exposure, affective responses became increasingly more positive with increasing exposures. The results were taken to indicate that the exposure effect can overcome an initially negative stimulus affect when the conditions of the mere exposure hypothesis are satisfied. Initial stimulus affect and associative learning of affect were shown to be independent factors, the first influencing the intercept of the exposure function, the second its slope.