The current study sought to assess development differences in children's learning of irregular nouns and verbs under conditions of negative and positive evidence. Fifty-five 3-, 4- and 5-year-old children learned nonsense nouns and verbs and were later asked to produce plural forms for the nouns and past tense forms for the verbs. Forms were constructed to be irregular, and half were provided through negative evidence and half through positive evidence. Age, form (noun vs. verb) and evidence type (negative vs. positive) interacted: 3-year-olds learned more nouns through negative evidence t(15) = 2.76, p = 0.014, r2 = 0.34, while 5-year-olds learned more verbs through negative evidence t(16) = 2.281, p = 0.04, r2 = 0.25. Four-year-olds showed equal learning across the two conditions. These results suggest developmental differences in the efficacy of negative evidence.
The purpose of this study was to assess the effects of water, lavender, or rosemary scent on physiology and mood state following an anxiety-provoking task. The nonsmoking participants, ages 18-30 years, included 42 women and 31 men who reported demographic information and measures of external temperature and heart rate were taken prior to introduction of an anxiety-eliciting task and exposure to lavender, rosemary, or water scents. Following the task, participants completed the Profile of Mood States to assess mood, and temperature and heart rate were reassessed. Participants rated the pleasantness of the scent received. When pleasantness ratings of scent were covaried, physiological changes in temperature and heart rate did not differ based on scent exposure, but mood ratings differed by scent condition. Participants in the rosemary condition scored higher on measures of tension-anxiety and confusion-bewilderment relative to the lavender and control conditions. The lavender and control conditions showed higher mean vigor-activity ratings relative to the rosemary group, while both rosemary and lavender scents were associated with lower mean ratings on the fatigue-inertia subscale, relative to the control group. These results suggest that, when individual perception of scent pleasantness is controlled, scent has the potential to moderate different aspects of mood following an anxiety-provoking task.
This study examined the relation among extracurricular involvement in psychology-related activities, satisfaction, and academic achievement in graduating psychology majors. We surveyed 71 seniors (53 women and 18 men, M ag e = 24.84 years) about their involvement in psychology-related activities (e.g., Psi Chi, serving as a research assistant), satisfaction with experiences as a psychology major, and grade point average (GPA). Involvement was related to satisfaction and GPA, but satisfaction was not related to GPA. Different types of involvement were associated with various aspects of satisfaction with the psychology major. Recommendations for advising students to "get involved" are discussed.
This study investigated the accuracy of psychology majors’ expectations regarding careers. Psychology majors, including 101 women and 35 men ( Mage = 23 years; standard deviationage = 6.25), indicated a desired career and estimated the level of education needed and the expected annual salary for the career. Students’ expectations were compared with Bureau of Labor Statistics data. Students completed the Career Decision-Making Self-Efficacy Scale Short Form to assess the career efficacy and expectations. Students overestimated education needed for a career, but salary estimates did not differ from market statistics. Students’ confidence in career choice and expected income was related to career efficacy. Results highlight the importance of career advising and support for psychology students entering the job market.
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