A pretest-posttest-control group design assessed the effects of a series of three 90-minute structured, career workshops on undergraduate career clients at the counseling center of a large urban university. Rotter's I-E Control Scale measured locus of control, the Career Maturity Inventory assessed career maturity and career indecision was measured by the Career Decision Scale. The effects of the intervention were examined using an ANCOVA. Theoretical relationships among the variables were explored using Pearson Product Moment Correlation Coefficients. The findings indicate that the intervention increased students' career decidedness. Locus of control and career maturity were not changed significantly. Results also suggest that undergraduate career clients are a subpopulation of undecided students who are ready for career decision making.
The hypothesis was tested that the increase in conditioned emotionality following a delay is related to the dissipation of inhibition developed during acquisition. The GSR was conditioned using a J-min. intertrial interval for 1 group, a 2-rain. interval for another group, and a 4-min. interval for a 3rd group. The i-min. group showed an increase after a delay, the 2-min. group, no change, and the 4-min. group, a decrease. When differences in base level among the groups were statistically controlled, the differences still obtained. The results were interpreted as supporting the hypothesis.
To increase the proportion of elementary minority students identified as gifted, the System of Multicultural Pluralistic Assessment (SOMPAj was employed with minority disadvantaged children in a large urban school district. A group of African-American students in second through fifth grades became eligible for gifted programming when their IQ scores were adjusted using SOMPA procedures. The performance of these SOMPA students on the Ross Test of Higher Cognitive Processes and other measures did not differ from that of a group of African-American gifted students who were identified on the basis of traditional criteria. There were also no significant differences between the groups in Ross subtest scores seven months later. The SOMPA procedures used to identify these gifted students may provide an alternative method to increase the proportion of minority students in gifted programs; particularly in states that use IQ cut-off scores for placement decisions.
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