Characterization of memory impairment following closed-head injury in children using the Rey Auditory Verbal Learning Test (AVLT).

Memory impairment following closed-head injury (CHI) in children is well documented. Characterization of the memory deficits of children with CHI could contribute to the prediction of academic performance and rehabilitation of these children. Twenty-five children who sustained closed-head injury and 25 matched controls were administered the Rey Auditory Verbal Learning Test (AVLT). The advantage of this memory test is that a number of memory components are measured simultaneously, thus enabling us to study the relations between different aspects of memory within the same patient sample. The findings indicate that the Rey AVLT is a good test for characterization of impaired verbal memory in children following CHI. Transformation of scores derived from the Rey AVLT to Z-scores enables us to determine the relative effect of CHI in children on different memory scores. Raw scores were more vulnerable than relational ones, derived as the difference between two raw scores (e.g., learning, Trial 5 - 1), to closed-head injury in children, and scores reflecting word span were the least vulnerable. The results are discussed in terms of the possible contribution of the frontal lobes, which are frequently affected in closed-head injuries, to memory performance.     

The equivocal meanings of time: Exploratory and structural analyses

This study addresses itself to the question of how people conceive of time. On the basis of philosophical, scientific, and cultural positions, we identified those beliefs which contribute to the basic meanings of time and generate the specific themes by which time is conceptualized. A questionnaire of beliefs about time was completed by 392 students. An exploratory factor analysis yielded seven factors, which qualified time as destructive, constructive, fluid, elusive, cyclical, eternal, and mysterious. The factor scales significantly related to gender, origin, faculty association, and death anxiety. A structural equation modeling approach was employed to test a model of second-order factors which presumably tapped evaluative aspects and perhaps thus related to the affective basis of the attitude toward time. The model assumed three general factors: Assuring Time, Disquieting Time, and Dynamic-Ambivalent Time. The results showed that the model provided an acceptable fit. Our results validate the time conception questionnaire developed in this study.     

Antecedents of employees' mental health—The role of career and work satisfaction

It was hypothesized that individual and situational variables, as a whole, will show stronger relationships with work-related attitudes than with mental health indices. Work-related attitudes, on the other hand, were expected to contribute more strongly to mental health than the individual and situational variables. Results obtained from two groups of staff professionals and retail store managers, using primarily questionnaire data, supported these hypotheses. Career and work satisfaction emerged as the strongest contributors to mental health. Situational variables such as job characteristics, supervisory style, and pay related more strongly to the attitudinal variables than to mental health. This pattern suggests that career and work satisfaction may serve as intervening variables in the relationship between situational variables and mental health.     

Training for Task Performance Under Stress: The Effectiveness of Phased Training Methods

Studies on the training of individuals for task performance in stressful situations have typically considered two approaches. One approach requires that, while training on the task, trainees be exposed to stressors of a kind and intensity characteristic of the situations for which they are being trained ("high fidelity" training). Such an approach might suffer from the interference of stressors with task acquisition. Another approach allows the trainee to train on the task in a stress-free environment or under low-intensity stressors ("low fidelity" training). This approach leaves the trainee insufficiently prepared for task performance under stress. The present study compared these two basic approaches to three forms of "phased" training, which consisted of different combinations of three separate and distinct training phases: a phase which allows the trainee to acquire the task under stress- free conditions; a phase which allows him or her to passively experience the stressor; and a phase in which newly acquired skills are practiced under stress. The results showed that a phased training process which combines the first and third phases just described, is more effective than either "high fidelity" training or "low fidelity" training.     

Characterization of Memory Impairment Following Closed-Head Injury in Children Using the Rey Auditory Verbal Learning Test (AVLT)

Memory impairment following closed-head injury (CHI) in children is well documented. Characterization of the memory deficits of children with CHI could contribute to the prediction of academic performance and rehabilitation of these children. Twenty-five children who sustained closed-head injury and 25 matched controls were administered the Rey Auditory Verbal Learning Test (AVLT). The advantage of this memory test is that a number of memory components are measured simultaneously, thus enabling us to study the relations between different aspects of memory within the same patient sample. The findings indicate that the Rey AVLT is a good test for characterization of impaired verbal memory in children following CHI. Transformation of scores derived from the Rey AVLT to Z-scores enables us to determine the relative effect of CHI in children on different memory scores. Raw scores were more vulnerable than relational ones, derived as the difference between two raw scores (e.g., learning, Trial 5?1), to closed-head injury in children, and scores reflecting word span were the least vulnerable. The results are discussed in terms of the possible contribution of the frontal lobes, which are frequently affected in closed-head injuries, to memory performance.     

Locus of control and career self-management among nonsupervisory employees in industrial settings

The effects of locus of control on career self-management and career experiences of nonsupervisory workers were examined in different organizational environments. In organizational settings which encouraged personal initiative in career development through personnel policies and promotion practices. Internals played a more active role in their career progress than Externals by initiating their own job searches, and they had more favorable career experiences. In situations which hampered self-initiative, locus of control had little effect on career self-management and subsequent job experiences.