Above the glass ceiling? A comparison of matched samples of female and male executives.

In this study the authors compare career and work experiences of executive women and men. Female (n?=?51) and male (n?=?56) financial services executives in comparable jobs were studied through archival information on organizational outcomes and career histories, and survey measures of work experiences. Similarities were found in several organizational outcomes, such as compensation, and many work attitudes. Important differences were found, however, with women having less authority, receiving fewer stock options, and having less international mobility than men. Women at the highest executive levels reported more obstacles than lower level women. The gender differences coupled with women's lower satisfaction with future career opportunities raise questions about whether women are truly above the glass ceiling or have come up against a 2nd, higher ceiling. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personal hypothesis testing: The role of consistency and self-schema.

We report the results of two experiments that examined the way individuals test hypotheses about themselves. Both experiments were based on the work of Snyder (e.g., Snyder, 1981; Snyder & Skrypnek, 1981), which suggests that individuals have a confirmatory bias when testing hypotheses about others and about themselves. In Experiment 1, we examined the extent to which this bias toward confirmation persists when a negative (e.g., depression) or nonconsistent (not consistent with the individual's evaluation of him- or herself) personal hypothesis is tested. Results suggest that the negative or positive nature of a personal hypothesis does not directly influence the way individuals test their hypothesis. However, the way individuals tested personal hypotheses was influenced by hypothesis consistency. In Experiment 2, we examined the relation of a cognitive schematic variable (i.e., vulnerability for depression) and hypothesis testing. Results suggest that vulnerability is related to the way individuals test a personal hypothesis about depression. Vulnerable, low-depression participants were confirmatory when testing a depression hypothesis, whereas nonvulnerable, low-depression participants were disconfirmatory. We discuss implications for counseling and future directions for research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of prior knowledge on good and poor readers' memory of text.

We investigated how prior knowledge influences the amount of short-term nonverbal and verbal memory and long-term retention in students of high and low ability in reading comprehension. Sixty-four junior high students were divided into four equal-sized groups on the basis of preassessed reading ability (high and low) and preassessed amount of existing prior knowledge about baseball (high and low). Each subject silently read an account of a half inning of a baseball game. After reading, each subject recalled the account nonverbally by moving figures and verbally by retelling the story. After an interpolated task, they summarized the game and sorted passage sentences for idea importance. There was a significant main effect for prior knowledge on all measures. No interactions between prior knowledge and ability were found. These results delineate the powerful effect of prior knowledge. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental Outcome of Drug-Exposed Children Through 30 Months: A Comparison of Bayley and Bayley-II.

This study examined the effects of the Bayley Scales of Infant Development (BSID) version on developmental outcomes among drug-exposed children, some of whom received an intervention. Developmental outcome was evaluated with the BSID at 12 and 18 months and with the BSID-II at 24 and 30 months. In the repeated measures analyses, children scored higher on the BSID Mental Developmental Index (MDI; p     

Roles for Psychologists in End-of-Life Care: Emerging Models of Practice.

Professional psychologists are increasingly likely to encounter opportunities to work with patients and families facing end-of-life issues. Psychologists can provide psychological assessment, intervention for patients and families, consultation with and support of health care team members, grief therapy, and program development and evaluation. Psychological services are useful for healthy individuals who wish to make thoughtful plans about their own future care, patients with life-limiting illnesses, families stressed by providing end-of-life care, bereaved individuals, and health care providers who face issues of burnout and strain. Several challenges for psychologists working in end-of-life care are noted, including training, development of clear roles, and reimbursement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The complexities of complex span: Explaining individual differences in working memory in children and adults.

Two studies are presented that investigated the constraints underlying working memory performance in children and adults. In each case, independent measures of processing efficiency and storage capacity are assessed to determine their relative importance in predicting performance on complex span tasks, which measure working memory capacity. Results show that complex span performance was independently constrained by individual differences in dornain-general processing efficiency and domain-specific storage capacity. Residual variance, which may reflect the ability to coordinate storage and processing, also predicted academic achievement. These results challenge the view that complex span taps, a limited-capacity resource pool shared between processing and storage operations. Rather, they are consistent with a multiple-component model in which separate resource pools support the processing and storage functions of working memory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Proposed changes in personality and personality disorder assessment and diagnosis for DSM-5 Part II: Clinical application.

The four-part assessment of personality psychopathology proposed for DSM-5 focuses attention on identifying personality psychopathology with increasing degrees of specificity, based on a clinician's available time, information, and expertise. In Part I of this two-part article, we described the components of the new model and presented brief rationales for them. In Part II, we illustrate the clinical application of the model with vignettes of patients with varying degrees of personality psychopathology, selected from the DSM–IV–TR Casebook, to show how assessments might be conducted and diagnoses reached. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Measuring students' perceptions of faculty competence in professional psychology: Development of the Perceived Faculty Competence Inventory.

[Correction Notice: An erratum for this article was reported in Vol 5(2) of Training and Education in Professional Psychology (see record 2011-09655-004). There were errors in Table 1 and Table 4. In Table 1, the factor loading of “-22.00” in Column 4 should have read “-22” In Table 4, under “Variance” in the “Program level PFCI” row, “.00” is not a significant value and therefore should not have asterisks after it.] This paper documents the development of a measure designed to assess doctoral students' perceptions of the professional competence of faculty in clinical, counseling, and school psychology. Study 1 yielded 33 items via principal components analysis that accounted for over 72% of the variance in the data across 5 domains: (a) Professionalism/Ethics; (b) Clinical Supervision; (c) Research; (d) Multicultural Competence; and (e) Advising/Mentoring. A confirmatory factor analysis in Study 2 provided support for the construct validity of the 5-factor model. Multilevel modeling was also used in Study 2 to demonstrate concurrent validity as aggregated group-level scores on the Perceived Faculty Competence Inventory were shown to explain significant variation in individual-level counselor and research self-efficacy. Implications for training and research in professional psychology are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Motivated augmentation and reduction of the overattribution bias.

Three experiments investigated whether the need to have (or avoid) cognitive closure affects observers' tendency to display attributional bias. Results of each experiment indicate that the overattribution bias was magnified under high need for cognitive closure and attenuated under high need to avoid closure. In Exps 1 and 3, the relevant motivational state was manipulated situationally, whereas in Exp 2 an individual-differences measure of the closure motivation was used. These divergent operationalizations yielded convergent results. Furthermore, when in Exp 3 the task consisted of attributions to the situation, high need for closure augmented, and high need to avoid closure reduced, situational rather than dispositional overattributions. The results imply general motivational boundary conditions for inferential biases across judgmental contents. (PsycINFO Database Record (c) 2010 APA, all rights reserved)