"Neuropsychological assessment of memory in the elderly": Erratum.

Reports an error in "Neuropsychological assessment of memory in the elderly" by Donald E. Read (Canadian Journal of Psychology Revue Canadienne de Psychologie, 1987[Jun], Vol 41[2], 158-174). On p. 171: The last sentence of the first paragraph should read "This finding has now been replicated in a follow-up study with the same subjects (Read, 1986)." (The following abstract of the original article appeared in record 1988-30166-001.) Administered 3 tests designed for the neuropsychological assessment of older people. The tests focus on evaluating the storage abilities of the brain for both explicit and implicit aspects of memory. Ss were volunteers in 3 age groups: 89 males and 153 females (aged 50–59 yrs); 122 males and 181 females (aged 60–69 yrs); and 77 males and 112 females (aged 70–79 yrs). The tests were (1) the Supermarket Test, designed to measure both immediate and delayed episodic memory for test items, plus episodic recall of the spatial location of the same items; (2) the Visual Closure Test, designed to measure implicit and explicit memory; and (3) the Sequential Geometric Design Test, designed to measure visuoperceptual ability and nonverbal memory. Findings show the tests to work well with patients suffering from mild to severe memory loss and with those in the early stages of dementia. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Network interference and number-fact retrieval: Evidence from children's alphaplication.

[Correction Notice: An erratum for this article was reported in Vol 46(2) of Canadian Journal of Psychology Revue Canadienne de Psychologie (see record 2007-10803-001). Figure 1 was inadvertently omitted. Reprints of this article, available from the authors, will include this figure.] Investigated the origins of several phenomena of number-fact retrieval by asking 45 children (aged 8 yrs 2 mo to 10 yrs 7 mo) to memorize alphaplication facts (arithmetic-like memory items composed of letters instead of numbers). Ss' performance in the task showed paralleled aspects of simple arithmetic performance. There was a strong performance advantage for tie over nontie problems on both reaction time (RT) and errors. Specific errors frequently involved operand-related answers. Correct RTs and error rates across problems were closely linked. Correct answers to poorly learned problems tended to be the most common error responses. Performance was not as good for problems that were introduced later in the learning sequence. Results support the network-interference approach to number-fact retrieval of J. I. Campbell and D. J. Graham (see record 1986-16912-001). (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Five methods for computing significant individual client change and improvement rates: Support for and individual growth curve approach." Correction to Speer and Greenbaum (1995).

Reports an error in "Five methods for computing significant individual client change and improvement rates: Support for an individual growth curve approach" by David C. Speer and Paul E. Greenbaum (Journal of Consulting and Clinical Psychology, 1995[Dec], Vol 63[6], 1044-1048). In this article, the values reported for hierarchical linear modeling (HLM) in Table 2 (p. 1046) were incorrect. This erratum provides the correct values and further information on the conclusion of the study. (The following abstract of the original article appeared in record 1996-00402-019.) Interest has been renewed in methods for determining individual client change. Currently, there are at least 4 pretreatment–posttreatment (pre-post) difference score methods. A 5th method, based on a random effects model and multiwave data, represents a growth curve approach and was hypothesized to be more sensitive to detecting significant (p?p?     

"Development of the concept of truth-functional negation": Correction to Kim.

Reports an error in "Development of the concept of truth-functional negation" by Kyung Kim (Developmental Psychology, 1985[May], Vol 21[3], 462-472). In the article, several key words were omitted from the last sentence of the Method section on page 464, column 2, third paragraph. The corrected sentence is included in the erratum. (The following abstract of the original article appeared in record 1985-25108-001.) Studied the development of the concept of truth-functional negation in 2 experiments, using 36 English-speaking children (aged 3-6 yrs) and 10 Korean-speaking children (aged 4-5 yrs) as Ss. In Exp I, English-speaking Ss were given a sentence-variation task in which the following 4 sentence types were used to describe 36 pictures of common items: true affirmative, false affirmative, true negative (TN), and false negative. The results show that a majority of Ss under 5 yrs had difficulty with negative sentences, particularly TN sentences, indicating a lack of explicit understanding of truth-functional negation as defined in logic. In Exp II, a cross-linguistic replication of Exp I was attempted with Korean-speaking Ss. Despite some cross-linguistic differences in the negation system, the Korean-speaking Ss showed essentially the same pattern of results, suggesting that the development in question proceeds within the general limit set by the general cognitive development. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Marital quality and mother-child and father-child interactions with school-aged children": Correction to Brody and Pellegrini.

Reports an error in "Marital quality and mother-child and father-child interactions with school-aged children" by Gene H. Brody, Anthony D. Pellegrini and Irving E. Sigel (Developmental Psychology, 1986[May], Vol 22[3], 291-296). In the article, the second author's name was misspelled in the issue's table of contents, title of the article, and page headings of the article. The name appears correctly in this erratum. (The following abstract of the original article appeared in record 1986-24288-001.) Mother-child and father-child teaching interactions of 60 families (parents aged 31-37 yrs, children aged 5.5-7.5 yrs) were videotaped, from which frequency counts of efficacious teaching behaviors were obtained for each parent-child teaching interaction. Parents completed the Scale of Marriage Problems. A dyad score of marital problems was formed by adding the husbands' and wives' scores, and a 2-level variable of marital problems was then derived by performing a median split on the marital problem dyad scores. Normative comparisons suggested that the couples whose scores fell below the median were characterized as nondistressed and the couples whose scores fell above the median were characterized as slightly discontented with their marital relationship. Few differences in teaching styles were found between mothers and fathers in the nondistressed group. Mothers in the slightly discontented group used more questions, positive feedback, informational feedback, and verbal task management and intruded less often into their children's learning effort than did the fathers in this group. Fathers with increased reports of marital problems used less positive feedback and were more intrusive; mothers in this group appeared to compensate for a less-than-satisfactory marriage by being more involved in teaching their children. In turn, children of slightly discontented mothers were more actively responsive to their teaching behaviors than were children of nondistressed mothers. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Home environment, self-concept, and academic achievement: A causal modeling approach": Correction to Song and Hattie.

Reports an error in "Home environment, self-concept, and academic achievement: A causal modeling approach" by In-sub Song and John Hattie (Journal of Educational Psychology, 1984[Dec], Vol 76[6], 1269-1281). The caption to Figure 3 on page 1271 is incorrect. "SOSC = social self-concept" should read "NASC = nonacademic self-concept." In addition, on page 1274 in the Results section, the reference to McDonald & Leong (1974) should have been deleted. (The following abstract of the original article appeared in record 1985-15818-001.) Investigated the relation between home environment, self-concept, and academic achievement in 2,297 14-15 yr old Koreans. Data on Ss was collected in 4 different samples to test 4 structural equation models. Group 1 consisted of 537 males, Group 2 consisted of 537 males, Group 3 consisted of 611 females, and Group 4 consisted of 612 females. Results show that over the 4 samples, self-concept was a mediating variable between home environment and academic achievement. Results did not support the commonly held view that home environment exerts direct effects on academic achievement. Social status indicators had indirect effects on self-concept via family psychological characteristics. Academic self-concept affected academic achievement more strongly than did presentation-of-self or social self-concept. (51 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Effects of media on picturing by children and adults": Correction to Seidman and Beilin.

Reports an error in "Effects of media on picturing by children and adults" by Susan Seidman and Harry Beilin (Developmental Psychology, 1984[Jul], Vol 20[4], 667-672). The reference to Copple, Cocking, and Waxman on pages 667 and 672 is incorrectly cited as 1968. The correct date is 1980. (The following abstract of the original article appeared in record 1984-25563-001.) Examined the hypothesis that adults and children have media-specific conceptions of picturing and that the functional uses of photography and drawing differ across development. 30 preschoolers (aged 4.0-5.6 yrs), 30 schoolchildren (aged 6.6-10.0 yrs), and 30 adults (aged 17-63 yrs) responded to either a photographic or drawing task. In each task, Ss were asked to talk aloud about what they were doing or thinking as they produced their pictures. The results show a progression with age from viewing photography as only reflecting the real object (preschoolers), to viewing it as a medium that allows for control and alteration of reality (school age children and adults). For drawing, all age groups displayed knowledge of the ability to control aspects of their productions. Symbolic performance is thus as closely linked to the S's experience in the use of a medium as to the age of the S. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Ocular fixation control as a function of age and exposure duration": Correction to Kosnik et al.

Reports an error in "Ocular fixation control as a function of age and exposure duration" by William Kosnik, Donald Kline, John Fikre and Robert Sekuler (Psychology and Aging, 1987[Sep], Vol 2[3], 302-305). In the aforementioned article, the following corrections should be made: 1. The title of Table 1 should be changed to Mean Bivariate Areas (min-arc2) and Mean Horizontal and Vertical Standard Deviations (min-arc) of Fixations of Older and Younger Groups. 2. The equation on page 304 should have used the natural log rather than the log base 10. The corrected equation is provided in the erratum. (The following abstract of the original article appeared in record 1988-01066-001.) In previous work we reported that fixation stability did not deteriorate in older adults over relatively long viewing durations. In the present study we reanalyzed the data to examine potential aging effects on fixational control for viewing durations typically used in psychological experimentation. Monocular eye movements were recorded in 12 older and 12 younger observers using a dual Purkinje image technique, while observers fixated a stationary target. The two-dimensional scatter of eye positions was measured during nine viewing durations ranging from 100 ms to 12.8 s. Fixational control of the two groups was comparable at all of the viewing durations. Both younger and older observers were able to maintain fixation within an area several times smaller than the size of the fovea. Implications for aging studies that use briefly presented visual stimuli are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The Memory Functioning Questionnaire for assessment of memory complaints in adulthood and old age": Correction to Gilewski et al.

Reports an error in "The Memory Functioning Questionnaire for assessment of memory complaints in adulthood and old age" by Michael J. Gilewski, Elizabeth M. Zelinski and K. Warner Schaie (Psychology and Aging, 1990[Dec], Vol 5[4], 482-490). In the aforementioned article, the author note at the beginning of the article should have contained the following statement: "The Memory Functioning Questionnaire (MFQ) items that appear in the appendix at the end of this article were published previously in 'Memory Functioning Questionnaire (MFQ)' by Michael J. Gilewski and Elizabeth M. Zelinski (Psychopharmacology Bulletin, 1988, Vol. 24, No. 4, pp. 665-670). The current article reflects the construction validation, scoring, and interpretation of the MFQ more accurately than does the article that appeared in Psychopharmacology Bulletin." (The following abstract of the original article appeared in record 1991-08788-001.) The results of psychometric analyses of the Metamemory Questionnaire (MQ) of E. M. Zelinski et al (1980), developed to evaluate perception of everyday memory functioning, are presented for a sample of 343 men and 435 women (aged 16-89 yrs). Exploratory factor analysis yielded 4 correlated factors (General Frequency of Forgetting, Retrospective Functioning, and Mnemonics Usage) that accounted for 36.7% of the variance in responses to the MQ. Factor structure was invariant across age groups (16-54 vs 55-89 yrs), 2 independent samples, and over 3 yrs. Because some of the original MQ scales did not load on the factors, only 64 of the original 92 items were retained for inclusion in the Memory Functioning Questionnaire (MFQ). Internal consistency of MFQ scores is high. The MFQ is therefore reliable for evaluating memory self-appraisals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Attachment style and relationship satisfaction: Test of a self-disclosure explanation": Erratum.

Reports an error in "Attachment style and relationship satisfaction: Test of a self-disclosure explanation" by J. Patrick R. Keelan, Karen K. Dion and Kenneth L. Dion (Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 1998[Jan], Vol 30[1], 24-35). Some figures were inadvertently omitted in two tables. The correct tables are provided in the erratum. (The following abstract of the original article appeared in record 1998-01141-003.) Explored a self-disclosure explanation for why those with a secure attachment style report greater relationship satisfaction than those with insecure attachment styles. Ss were 99 17–36 yr old students who were in ongoing relationships and who had different attachment styles. Ss were compared in terms of the self-disclosures they directed toward their partner vs a stranger, using questionnaire and behavioural measures. Behavioural self-disclosure was assessed by having Ss give talks on different topics, while anticipating that either their current partner or an opposite-sex stranger would later hear it. Results show that Ss with a secure attachment style disclosed more intimately to their partners than to strangers; whereas those with insecure attachment styles did not. Moreover, secures disclosed more personal facts to their partners than to strangers and were also perceived as more comfortable while self-disclosing to partners than to strangers. Finally, support for the hypothesis that self-disclosure mediates the relation between attachment style and relationship satisfaction was found on one component of self-disclosure, facilitative disclosure, a component which included both reported self-disclosure to one's partner and self-rated ability to elicit disclosure from others. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Ambulatory blood pressure and heart rate in healthy male paramedics during a workday and a nonworkday": Erratum.

Reports an error in "Ambulatory blood pressure and heart rate in healthy male paramedics during a workday and a nonworkday" by Iris B. Goldstein, Larry D. Jamner and David Shapiro (Health Psychology, 1992, Vol 11[1], 48-54). On page 52, the sentence "For example, the paramedics stood 16.44 times more while home than while at the station" should read "For example, the paramedics stood more while home than while at the station." (The following abstract of the original article appeared in record 1992-29445-001.) Compared ambulatory blood pressure (BP) and heart rate (HR) in 30 White male paramedics (aged 20-43 yrs) during a 24-hr workday and a 24-hr nonworkday. During the 24-hr period as a whole, there were no BP differences between the workday and the nonworkday, but HR was higher during the nonworkday than during the workday. Systolic BP (SBP) recorded in the ambulance on the workday was elevated 9.8 mm Hg, compared with SBP recorded in a car on the nonworkday; it was also 7.2 mm Hg higher at the scene of an accident and at the hospital than during nonworkday activities. Ratings of moods in diaries indicated that paramedics felt more unhappiness, stress, and sadness and less feelings of pleasantness at work than at home. Rather than being elevated for the entire 24-hr period, work BP seemed to reflect the relatively high stress associated with specific situations in the work of a paramedic. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"How good is the evidence for a production deficiency among learning disabled students?": Correction to Shepherd et al.

Reports an error in "How good is the evidence for a production deficiency among learning disabled students" by Margaret J. Shepherd, Lynn M. Gelzheiser and Roberta A. Solar (Journal of Educational Psychology, 1985[Oct], Vol 77[5], 553-561). Figures 1 and 2 (p. 557 and 559, respectively) are reversed. The captions are correct, but Figure 1 should be above the caption for Figure 2 and Figure 2 should be above the caption for Figure 1. (The following abstract of the original article appeared in record 1986-14779-001.) Investigated the spontaneous use of mnemonic strategies by learning disabled (LD) and non-LD children and adolescents to examine whether LD Ss can be distinguished from their non-LD peers on the basis of strategy use and recall. In Exp I, 105 LD and 105 non-LD 9-15 yr olds were administered a picture study/recall task, in which the strategies of interest were categorical organization during study and clustering during recall. In Exp II, 140 LD and 140 non-LD 11-17 yr olds were administered a paired-associate recall task, in which the strategy of interest was elaboration. In both studies, LD Ss earned lower mean recall scores than did the non-LD Ss. As a group, LD Ss did not differ from non-LD Ss in the use of categorical organization during study but showed less categorical clustering at recall. Fewer LD Ss used elaboration. Despite these differences, recall and strategy use were not useful predictors of classification as LD or non-LD and were only weak to moderate correlates of academic achievement. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Dichhaptic recognition of shapes and letters in children": Erratum.

Reports an error in "Dichhaptic recognition of shapes and letters in children" by Cheryl Gibson and M. P. Bryden (Canadian Journal of Psychology Revue Canadienne de Psychologie, 1983[Mar], Vol 37[1], 132-143). The legends for Figures 1 and 2 should read as follows: Figure 1: Verbal and nonverbal stimuli. Reprinted by permission from Laterality: Functional Asymmetry in the Intact Brain, by M.P. Bryden. New York: Academic Press, 1982. All rights reserved. Figure 2: Apparatus for dichhaptic presentation of verbal and nonverbal stimuli. Reprinted by permission from Laterality: Functional Asymmetry in the Intact Brain, by M.P. Bryden. New York: Academic Press, 1982. All rights reserved. (The following abstract of the original article appeared in record 1984-00983-001.) Previous investigations of tactual asymmetry have generally used long presentation times and few have controlled responding order. The present study used dichhaptic presentation of letter and nonsense shapes, a 2-sec exposure time, and a controlled order of response to investigate tactual asymmetry in 40 8-, 10-, 12-, and 14-yr-olds. Ss were tested individually in a single session after being assigned to 1 of 2 groups. One group received the verbal material first, the other group the nonverbal material first. Nonsense shapes showed a significant left-hand superiority, whereas letters showed no consistent hand differences, suggesting that right hemisphere involvement was greater in the shapes task. No consistent age effects were found. The only significant sex differences involved a trend toward a greater left-hand (right-hemisphere) effect for males (N=20) than females on the shapes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The attentional blink reflects retrieval competition among multiple rapid serial visual presentation items: Tests of an interference model": Erratum.

Reports an error in The attentional blink reflects retrieval competition among multiple rapid serial visual presentation items: Tests of an interference model by Matthew I. Isaak, Kimron L. Shapiro and Jesse Martin (Journal of Experimental Psychology: Human Perception and Performance, 1999[Dec], Vol 25[6], 1774-1792). On p. 1778, the correct Figure 1 was inadvertently replaced in the production process with an erroneous figure. The erratum contains the corrected figure. (The following abstract of the original article appeared in record 2000-15288-019.) When people respond to a target (T1) in a rapid serial visual presentation stream, their perception of a subsequent target (T2) is impaired if the intertarget stimulus onset asynchrony is between about 100 and 500 ms. Three experiments supported the interference model's (K. L. Shapiro, J. E. Raymond, & K. M. Arnell, 1994) claim that this attentional blink reflects competition for retrieval among multiple items in visual short-term memory. Experiments 1 and 2 revealed that items appearing during the blink are named as T2 on an above-chance proportion of trials when T2 must be identified. Experiment 3 demonstrated that both the size of the blink and sensitivity to T2 reflected the number of items competing for retrieval as T2; such competition, moreover, occurred at a conceptual or categorical level rather than at a purely visual one. The relationship between the interference and alternative models of the attentional blink is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Reading Aloud: Evidence for the Use of a Whole Word Nonsemantic Pathway": Erratum.

Reports an error in "Reading aloud: Evidence for the use of a whole word nonsemantic pathway" by Lori Buchanan and Derek Besner (Canadian Journal of Experimental Psychology, 1993[Jun], Vol 47[2], 133-152). In Table 1, an author's error caused the digits in the Related-Unfamiliar condition to be transposed. The correct table is presented in this erratum. (The following abstract of the original article appeared in record 1994-04290-001.) Tested the assumptions that (1) only whole word orthographic knowledge can produce priming and (2) it is automatic. Two experiments with 20 adult Japanese readers were conducted in the context of reading Japanese Kana. Results show that, taken alone, neither the presence nor the absence of priming effects in oral reading permits an inference as to whether the addressed or assembled routine is used. Converging operations that do permit such an inference are reported. The data support the view that (1) components of the word recognition system operate interactively such that use of the assembled routine yields priming under certain conditions and (2) normal readers of a shallow orthography use a nonsemantic, whole-word pathway to name words. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Movement and visual attention: The spotlight metaphor breaks down": Correction to Driver and Baylis.

Reports an error in "Movement and visual attention: The spotlight metaphor breaks down" by Jon Driver and Gordon C. Baylis (Journal of Experimental Psychology: Human Perception and Performance, 1989[Aug], Vol 15[3], 448-456). In this article, the display durations were incorrect and should be doubled to give the correct figures. The display durations are corrected in the erratum. (The following abstract of the original article appeared in record 1990-00258-001.) The interfering effects of distractor letters are known to diminish with increasing distance from the target letter (B. A. Eriksen and C. W. Eriksen, see record 1975-02247-001). This result is held to support spotlight models in which visual attention can only be assigned to contiguous regions of the visual field. However, the result is also consistent with the rival claim that attention is assigned to perceptual groups. Four experiments show that grouping of target and distractors by common motion can have more influence than their proximity. Distant distractor letters that move with a target letter produce more interference than static distractors that are nearer the target. Near distractors are equally ineffective if the target is static while they move. These results imply that attention is directed to perceptual groups whose components may be spatially dispersed. The spotlight metaphor seems inappropriate for visual attention in a dynamic environment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Training group members to set session agendas: Effects on in-session behavior and member outcome": Correction to Kivlighan, Jauquet, Hardie, Francis, and Hershberger.

Reports an error in "Training group members to set session agendas: Effects on in-session behavior and member outcome" by Dennis M. Kivlighan, Carol A. Jauquet, Anne W. Hardie, Anna Maria Francis and Bernard Hershberger (Journal of Counseling Psychology, 1993[Apr], Vol 40[2], 182-187). In Table 4 (p. 186) the values for the means and standard deviations in the second, third, and fourth rows of the "Agenda setting" column were transposed with those in the "No contact" column. The corrected table is presented in this erratum. (The following abstract of the original article appeared in record 1993-26598-001.) Addressed I. D. Yalom's (1983) hypothesis that group members who set session agendas would participate more effectively in group sessions and have enhanced outcomes. The independent variable, agenda, was manipulated by assigning the 24 members of established personal growth groups to 1 of 3 conditions: (1) training in agenda setting, (2) stabilizing interviews, and (3) no-contact control. Group members filled out pre- and posttest measures of enactments of intimate behaviors and attitudes toward these enactments. They also filled out self- and other ratings of in-group enactments of intimate behaviors, and group leaders rated group members' intimate behavior at the end of each group session. Group members who set here-and-now session agendas enacted more in-group intimate behaviors and had better outcomes. Implications of these results and suggestions for group counseling are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Effects of beta blockade with metoprolol on simple and complex task performance": Erratum.

Reports an error in "Effects of beta blockade with metoprolol on simple and complex task performance" by Siegfried Streufert, Anthony DePadova, Thomas McGlynn, Mary Piasecki and et al (Health Psychology, 1989, Vol 8[2], 143-158). The reference and citations for Merrill, Robbins, Schultz, Streeten, and Elias (1987) were incorrect. The correct reference is: Elias, M. F., Robbins, M. A., Schultz, N. R., Streeten, D. H. P., & Elias, P. K. (1987). Clinical significance of cognitive performance by hypertensive patients. Hypertension, 9, 192-197. (The following abstract of the original article appeared in record 1989-34110-001.) Measured the effect of treatment with the beta-blocker metoprolol on several indicants of task performance in 25 mildly to moderately hypertensive men (aged 24–63 yrs) treated for 2 wks each with drug and placebo, compared with 25 untreated normotensive men (aged 23–64 yrs). Ss responded twice to the Mood Adjective Check List (MACL) and the Stroop Color and Word Test. In addition, Ss participated in 2 parallel decision-making simulations. Results indicate that normotensives and hypertensives on drug or placebo did not differ on MACL and Stroop scores. Comparisons on 12 validated simulation measures showed that treatment with metoprolol aided complex task performance. Treatment improved strategic capacity and the ability to deal effectively with emergencies. Preliminary evidence that treatment with metoprolol might help restore performance capacity that may have been lost due to hypertensive disease was also obtained. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Dimensions of career indecision": Correction to Vondracek, Hostetler, Schulenberg, and Shimizu.

Reports an error in "Dimensions of career indecision" by Fred W. Vondracek, Michelle Hostetler, John E. Schulenberg and Kazuaki Shimizu (Journal of Counseling Psychology, 1990[Jan], Vol 37[1], 98-106). Editorial error resulted in several misstatements. On page 98, second column, in the 11th line of the second paragraph, the word students ought to read studies; on page 101, in the 9th line, the word Behaviors ought to read Barriers. On page 102, in line 5 of the first paragraph, the reference ought to be to the top left panel of Figure 2. The second paragraph ought to begin with the reference to the top right panel of Figure 2. Also on page 102, the sentence that begins on line 5 of the first paragraph was intended to read, as follows: Two of the groups of girls changed significantly in the expected direction: Group 2 (decided-undecided) significantly increased and Group 3 (undecided-decided) significantly decreased over time. (The following abstract of the original article appeared in record 1990-13462-001.) Recent studies have clarified the factor structure of the Career Decision Scale (CDS), thereby permitting the construction of 4 linearly independent scales to measure dimensions of career indecision. The CDS was administered to 465 junior and senior high school students. The study examined whether the CDS total score and the 4 subscales were related to the students' career decision status, grade level, and gender. Data were collected twice, 6 months apart, to study whether changes in decision status were accompanied by changes in the CDS total score and the 4 subscales and whether these changes differed according to gender or grade level. In addition, a subsample was followed for 3 years to examine long-term change. The results demonstrated the utility of using factor-based subscales to create a typology of career indecision. Many significant differences on the various indecision scales were found to be due to gender and to career decision status but not to grade level. (PsycINFO Database Record (c) 2010 APA, all rights reserved)