The influence of satisfaction and promotability on the relation between career adaptability and turnover intentions

This study examined the relation between career adaptability (CA), promotability, and career satisfaction (CS), and their impacts on turnover intentions (TI). Eight hypotheses were proposed. Based on data collected from a sample of 431 employees in Macau, career adaptability was significantly and positively related to both promotability and CS after controlling for the influences of demographic variables including age, gender, education and tenure. CA, promotability and CS were also significantly and negatively linked to TI. The results further revealed that promotability and CS mediated the effect of CA on TI. The study contributed new insights that may inform career development and retention of employees. Practical implications on how to retain employees were discussed.     

A test for conditional independence between response time and accuracy

An important distinction between different models for response time and accuracy is whether conditional independence (CI) between response time and accuracy is assumed. In the present study, a test for CI given an exponential family model for accuracy (for example, the Rasch model or the one‐parameter logistic model) is proposed and evaluated in a simulation study. The procedure is based on the non‐parametric Kolmogorov–Smirnov tests. As an illustrative example, the CI test was applied to data from an arithmetics test for secondary education.     

Regularity as a Form of Constraint

Regularity theories of causation are guided by the idea that causes are collectively sufficient for their effects. Following Mackie [1974], that idea is typically refined to distinguish collections that include redundant members from those that do not. Causes must be collectively sufficient for their effects without redundancy. While Mackie was surely right that the regularity theory must distinguish collections that are in some sense minimally sufficient for an effect from those that include unnecessary hangers-on, I believe that redundancy is the wrong mark of that distinction. I propose a way to develop the regularity theory without it. Instead of distinguishing minimal from mere sufficiency in terms of redundancy, we should look to the influence that events have in the world. Causes, so construed, must have just enough collective influence to ensure that an effect occurs. I argue that such an account provides a uniform solution to the problem of epiphenomena and to a pair of related problems that arise for prior iterations of the regularity theory.     

Authorization and The Morality of War

Why does it matter that those who fight wars be authorized by the communities on whose behalf they claim to fight? I argue that lacking authorization generates a moral cost, which counts against a war's proportionality, and that having authorization allows the transfer of reasons from the members of the community to those who fight, which makes the war more likely to be proportionate. If democratic states are better able than non-democratic states and sub-state groups to gain their community's authorization, this means that some wars will be proportionate if fought by democracies, disproportionate if not.     

Effects of perceived social support and family demands on college students' mental well‐being: A cross‐cultural investigation

The effects of perceived social support and family demands on college students' mental well‐being (perceived stress and depression) were assessed in 2 samples of Jordanian and Turkish college students. Statistically significant negative correlations were found between perceived support and mental well‐being. Multiple regression analyses showed that perceived family support was a better predictor of mental well‐being for Jordanian students, while perceived support from friends was a better predictor of mental well‐being for Turkish students. Perceived family demands were stronger predictors of mental well‐being for participants from both ethnic groups. Jordanian and Turkish participants who perceived their families to be too demanding were more likely to report higher depression and stress levels. None of the interactions between social support or family demands and either of the 2 demographic variables were statistically significant. These findings provide a more nuanced view of the relationship between social support and mental health among college students, and point to the relevance of some cultural and situational factors. They also draw further attention to the detrimental effects of unrealistic family demands and pressures on the mental health of college youths.     

Further considerations of theory,technique, and affect in child psychoanalysis: Two prelatency cases

The analyses of two young boys, 4½ and 5 years old, are presented. One child was severely inhibited and nearly mute; the other was disorganized, frenetic, and violent. In the context of these treatments, the author raises several questions related to clinical theory and technique, including the use of early interpretation of affect with such children; the possible benefit of verbalizing primary affects in this early interpretive work; and the roles of verbalization and affect in work with caregivers and adult patients.     

Links Among Cognitive Empathy,Theory of Mind,and Affective Perspective Taking by Young Children

The authors investigated the development of the affective, cognitive, and behavioral components of empathy in preschoolers, specifically examining how cognitive empathy is linked to theory of mind and affective perspective taking. Participants were 158 children aged 4–6 years. They listened to narratives and then answered questions about the protagonists' emotions. The affective component was probed with the question, “How do you feel seeing the little girl/boy?”; the cognitive component with the question, “Why do you feel [emotion shared with the character]?”; and the behavioral one with the question, “What would you do if you were next to the little boy/girl [experiencing an emotional scenario]?” Results revealed a developmental sequence in the self-focused attribution of cognitive empathy, and a trend toward a developmental sequence for behavioral empathy, which underwent a slight linear increase between 4 and 6 years old. Affective empathy remained stable. More interestingly, they showed that cognitive empathy is linked to both theory of mind and affective perspective taking.     

Belief Reasoning and Emotion Understanding in Balanced Bilingual and Language-Dominant Mexican American Young Children

Belief reasoning and emotion understanding were measured among 102 Mexican American bilingual children ranging from 4 to 7 years old. All children were tested in English and Spanish after ensuring minimum comprehension in each language. Belief reasoning was assessed using 2 false and 1 true belief tasks. Emotion understanding was measured using subtests from the Test for Emotion Comprehension. The influence of family background variables of yearly income, parental education level, and number of siblings on combined Spanish and English vocabulary, belief reasoning, and emotion understanding was assessed by regression analyses. Age and emotion understanding predicted belief reasoning. Vocabulary and belief reasoning predicted emotion understanding. When the sample was divided into language-dominant and balanced bilingual groups on the basis of language proficiency difference scores, there were no significant differences on belief reasoning or emotion understanding. Language groups were demographically similar with regard to child age, parental educational level, and family income. Results suggest Mexican American language-dominant and balanced bilinguals develop belief reasoning and emotion understanding similarly.     

Mother–Child Conversation and Children's Social Understanding During Middle Childhood

The authors investigated the relationship between mother–child conversation and children's social understanding during middle childhood. Thirty-eight mother–child pairs participated, including a younger group (5–7 years old) and an older group (8–10 years old). Children completed 2 measures of social understanding and mothers and children discussed 4 stories involving social dilemmas. Results indicated that compared to the younger group, the older group (a) performed better on both measures of social understanding and (b) produced more basic mental talk (i.e., talk about beliefs, emotions, personality traits, and desires), and more advanced mental talk (i.e., talk about contrasting perspectives, recursion and relationship between mental states, and advanced emotions). Mothers of older children also produced more basic and advanced mental talk. Mothers' advanced mental talk predicted both children's social understanding and children's advanced mental talk.     

Promoting the emergence of advanced knowledge: A review of peak relational training system: Direct training module by Mark R. Dixon

Mark Dixon's (2014) manual, PEAK Relational Training System: Direct Training Module, proposes a novel approach to manualized evaluation and curriculum development. Dixon's PEAK system, introduced in the book as the first of four modules, translates derived relational responding methodology into a new verbal‐behavior approach. The PEAK system is firmly rooted in the basic, conceptual, and applied behavior‐analytic tradition; however, it differs substantially from the competition in its unique application of relational frame theory to produce efficient learning. The manual's accessible nature renders it a viable product for many users and readers. The growing empirical support for PEAK’s efficacy, usability, and psychometrics is impressive and provides a robust empirical basis for the system that is not described within the pages of the manual. Behavior analysts may shy away from a manualized system that explicitly omits discussion of scholarship and empirical bases but would be remiss in doing so, given the potential of PEAK to revolutionize the way clinicians and parents apply the verbal behavior approach.