“…deep, rich, articulated knowledge structure within a domain facilitates information encoding, retrieval, and application (Craik & Lockhart, 1972). Thinking about occupations and associated dimensions such as training time, opportunity, earnings, physical demands, mental requirements, prestige, and personal liking (e.g., Chartrand, Dohm, Dawis, & Lofquist, 1987; Howell, Frese, & Sollie, 1984; Parker & Chan, 1986; Saltiel, 1988; Subich, Cooper, Barrett, & Arthur, 1986; Thomas & O'Brien, 1984) is rooted in what the person knows or has experienced. As people hear about, read of, and experience aspects of the world of work, schemas (frames) form and change to constrain and guide vocational thinking.…”