PORTER and Steers ' (1973) review was particularly concerned with the potential role that "met expectations" have on withdrawal behavior. They conceived of this notion as "the discrepancy between what a person encounters on the job in the way of positive and negative experiences and what he expected to encounter." Porter and Steers also asserted that when an individual's expectations-whatever they are-are not substantially met, his inclination to withdraw would increase. According to these researchers, one of the salient remaining analytic questions is how salary affects turnover. An answer to this query may be found in expectancyhalence theory (Porter and Lawler, 1968). Within such a theoretical context, it seems that at least two factors could account for the effect of compensation on turnover: (a) the perceived equity of rewards compared to expended effort, and (b) the expectation that continued participation will result in more positively valent outcomes than any alternative behavior. A significant amount of research exists to support the first part of such a theory, that is, the necessity of perceived equitable rewards. However, no research to date has been found that tested the role of anticipated rewards on turnover (Porter and Steers, 1973).The primary purpose of this reported research was to explore empirically the effect of expected salary level at the time of entry into an Copyrighi 0 1976 hy P w s o v w Prrrno,om, I N < 559
Situation assessment is crucial for making schema-driven decisions in naturalistic settings. Recognizing that some situations are similar to a specific category of scenarios underscores the classification aspect. To test hypotheses regarding expert and novice differences in recognizing similar scenarios, 28 senior naval officers and 52 junior naval officers classified tactical situations, each of which appeared on a note card, labeled every created cluster to convey a category description, and signified their criteria for sorting scenarios. Principal-components and discriminant analyses, and associated statistics, established that when categorizing situations, experts and novices used surface features and deep structures as criteria for recognizing similarity; experts are significantly more context-dependent than are novices; experts and novices do not differ significantly in the number of schemata and scenarios per schema formed or in the access avenues ascribed for these schemata; experts do not process scenarios at significantly deeper levels of analysis than do novices; and experts do not assign significantly more importance to conceptual aspects or less importance to perceptual properties than do novices.
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