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Edwin A. Whitfield 《Journal of Career Development》1988,15(1):13-19
Summary The continuing need and desire for assistance in planning for, entering, and progressing in a career is well-documented over the past decade. Although assistance with finding and securing a job is a part of this need, it is but one aspect of the competencies needed by students to be aware of the world of work and how this world differs from the educational world they are leaving. The ability of students to adjust and contribute to many roles in their post-high school world is crucial for a successful and lasting transition.The competencies needed by students as they prepare for and implement their transition to the occupational world can serve as the focal point of the career guidance program in the high school. Such competencies must go beyond the acquisition of occupational information and job search and interview skills. Competencies expected of students must be those that will allow them to adjust, mature, and succeed in the world of work and allow them to satisfy the multiple roles they will have throughout their careers.School counselors must become an integral part of the program to assist students to acquire and use competencies that will ensure their successful adjustment and development in the occupational world. Career guidance programs must be expanded and maintained to meet the continuing needs of students and counselors must revive or renew the competencies and the skills necessary to serve students during their transition to the world of work.Edwin A. Whitfield is Associate Director, Division of Educational Services, Ohio Department of Education, Columbus, Ohio 相似文献
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Preschool children (3–4 years old) were trained to perform two actions to gain different outcomes, in the form of video clips
from different cartoons, before one of these outcomes was devalued by noncontingent exposure. The effect of outcome devaluation
was subsequently assessed in an extinction test by giving children the opportunity to perform both actions in the absence
of any outcomes. When the two actions were trained concurrently, performance during the test was modulated by outcome value
and children showed a preference for the action trained with the currently valued outcome. By contrast, when each action was
trained separately on different trials, test performance was insensitive to outcome devaluation. These effects of the training
schedules are interpreted in terms of dual-process theories of action control. 相似文献
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The role of incentive learning in instrumental performance following a shift in the degree of water deprivation was analyzed in three experiments. In Experiments 1A and IB, rats trained to perform an instrumental action reinforced with either sucrose or maltodextrin solutions when in a high-deprivation state were subsequently shifted to a low-deprivation state and tested in extinction. This within-state shift in water deprivation reduced instrumental performance only when the animals had been exposed to the reinforcer in the low-deprivation state prior to instrumental training. In Experiment 2, a concurrent training procedure was used to assess whether the change in the value of the reinforcer brought about by preexposurewas mediated by the contingency between the instrumental action and the reinforcer. Preexposure to the reinforcer under the low-deprivation state produced a selective reduction of the performance of the action upon which it was contingent during training when testing was conducted in extinction following a shift from the high- to the low-deprivation state. These experiments provide evidence that animals have to learn about the incentive value of a reinforcer in a particular motivational state through exposure to the reinforcer in that state. 相似文献
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In two experiments, participants inspected and drank a series of drinks, half of which contained sugar and half unpalatable
Tween20 (tween). Each sugar and tween drink had a particular flavor and color. Following this training, the flavors of the
sugar drinks were assigned higher hedonic evaluations than were those of the tween drinks, even though the participants did
not reliably report which flavors had been present in the sugar and tween drinks during training. Moreover, the evaluative
conditioning of the flavors was unaffected by whether or not the colors alone had been pretrained to predict the presence
of sugar or tween in the drinks. In accord with Baeyens, Eelen, van den Bergh, and Crombez (1990), we conclude that flavor-evaluative
conditioning is not mediated by contingency learning. 相似文献
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