The Meanings of Work for Older Workers

Several elements influence the meanings of work: the basic psychological processes of aging; the cohort or generation of the worker; the ecology of the work itself; and the larger social context of managing the risks of aging. This article discusses the meaning of work across the lifespan, and then reviews each of these elements to describe the meanings of work for older workers. The authors summarize data from multiple sources to answer several related questions: Why do older workers continue to work—beyond the solely monetary motivation? How do older workers' meanings of work vary by financial, health, job satisfaction, familial, or workplace concerns? What are the implications of these findings for employers and employees?

Active processes, morphology, and dynamics of icy debris fans: Landform evolution along rapidly degrading escarpments in alpine regions undergoing recent deglaciation

In the past few decades the impacts of climate warming have been significant in alpine glaciated regions. Many valley glaciers formerly linked as distributary glaciers to high-level icecaps have decoupled at their icefalls, exposing major escarpments and generating a suite of dynamic landforrns dominated by mass wasting. Ice-dominated landforms, here termed icy debris fans, develop rapidly by ice avalanching, rockfall, and icy debris flow. Field-based reconnaissance studies at two alpine settings, the Wrangell Mountains of Alaska and the Southern Alps of New Zealand, provide a preliminary morphogenetic model of spatial and temporal evolution of icy debris fans in a range of alpine settings. The influence of these processes on landform evolution is largely unrecognized in the literature dealing with post-glacial landform adjustment known as the paraglacial. A better understanding of these dynamic processes will be increasingly important because of the extreme geohazards characterizing these areas. Our field studies show that after glacier decoupling, icy debris fans begin to form along the base of bedrock escarpments at the mouths of catchments and prograde over valley glaciers. The presence of a distinct catchment, apex, and fan morphology distinguishes these landforms from other landforms common in periglacial hillslope settings receiving abundant clastic debris and ice. Ice avalanching is the most abundant process involved in icy debris fan formation. Fans developed below weakly incised catchments are dominated by ice avalanching and are composed primarily of ice with minor lithic detritus. Typically, avalanches fall into the fan catchments where sediments transform into grainflows that flow onto the fans. Once on the fans, avalanche deposits ablate rapidly, flattening and concentrating lithic fragments at the surface. Icy debris fans may become thick enough to become glaciers with splay crevasse systems. Fans developed below larger, more complex catchments are composed of higher proportions of lithic detritus resulting from temporary storage of ice and lithic detritus deposits within the catchment. Episodic outbursts of meltwater from the icecap may mix with the stored sediments and mobilize icy debris flows (mixture of ice and lithic clasts) onto the fans. Our observations indicate that the entire evolutionary cycle of icy debris fans probably occurs during an early paraglacial interval (i.e., decades to 100 years). Observations comparing avalanche frequency, volume, and fan morphologic evolution at the Alaska site between 2006 and 2010 illustrate complex response between icy debris fans even within the same cirque - where one fan may be growing while others are downwasting because of differences in ice supply controlled by their respective catchments and icecap contributions. As ice supply from the icecap diminishes through time, icy debris fans rapidly downwaste and eventually evolve into talus cones that receive occasional but ephemeral ice avalanches.

Identification, discrimination, and selective adaptation of simultaneous musical intervals

Four experiments investigated perception of major and minor thirds whose component tones were sounded simultaneously. Effects akin to categorical perception of speech sounds were found. In the first experiment, musicians demonstrated relatively sharp category boundaries in identification and peaks near the boundary in discrimination tasks of an interval continuum where the bottom note was always an F and the top note varied from A to A flat in seven equal logarithmic steps. Nonmusicians showed these effects only to a small extent. The musicians showed higher than predicted discrimination performance overall, and reaction time increases at category boundaries. In the second experiment, musicians failed to consistently identify or discriminate thirds which varied in absolute pitch, but retained the proper interval ratio. In the last two experiments, using selective adaptation, consistent shifts were found in both identification and discrimination, similar to those found in speech experiments. Manipulations of adapting and test showed that the mechanism underlying the effect appears to be centrally mediated and confined to a frequency-specific level. A multistage model of interval perception, where the first stages deal only with specific pitches may account for the results.

Implicit Memory for Music in Alzheimer's Disease

Short, unfamiliar melodies were presented to young and older adults and to Alzheimer's disease (AD) patients in an implicit and an explicit memory task. The explicit task was yes–no recognition, and the implicit task was pleasantness ratings, in which memory was shown by higher ratings for old versus new melodies (the mere exposure effect). Young adults showed retention of the melodies in both tasks. Older adults showed little explicit memory but did show the mere exposure effect. The AD patients showed neither. The authors considered and rejected several artifactual reasons for this null effect in the context of the many studies that have shown implicit memory among AD patients. As the previous studies have almost always used the visual modality for presentation, they speculate that auditory presentation, especially of nonverbal material, may be compromised in AD because of neural degeneration in auditory areas in the temporal lobes.

Everything You Have Always Wanted to Know About Academic Advising (Well, Almost...)

Answering the question “what occurs in an academic advising interaction” is not as easy as one might think. Many factors contribute to the academic advising process, and no two advising interactions are the same. This article discusses the different factors involved in an academic advising interaction, emphasizing the need for psychological counselors to become familiar with the specific aspects of the advising processes that occur at their respective institutions.

Psychological Flow In A Physical Task

Psychological flow describes the mental phenomenon that takes place during intense engagement with a task (Jackson & Csikszentmihalyi, 1999). Its components have been operationalized through the development of the Flow State Scale (Jackson & Eklund, 2002). As feedback has been shown to be a critical element for the facilitation of a flow experience (Moneta, 2012), the current study sought to investigate the effect of differential feedback on psychological flow outcomes using the FSS as the dependent variable. The feedback manipulation featured three experimental groups; control, positive, and negative. This study also accounted for the personality trait of perfectionism as a variable influencing the experience of flow. Following the completion of a personality measure, participants engaged in a bolt threading task for ten minutes, then reported the time they perceived to have spent on the task as well as the outcome of their flow experience. The feedback conditions were created by the use of different size containers for participants to place their nut and bolt pairs in, and thus feedback was inherent in the task. The study found that feedback played an important role in the outcome of a flow experience. The positive feedback condition was more conducive to flow than the negative feedback condition. Furthermore, those in the positive condition outperformed those in the negative condition during the ten minutes. Goal clarity and feedback clarity differed significantly across feedback manipulations. Perfectionism¿s impact on the outcome of flow was more pronounced in the negative feedback condition than the positive or control conditions. In settings where engagement and performance are imperative, ample attention should be given to the feedback processes present in the situation.

I want to be my own person: the meaning-making and psychosocial processes of legacy students at Bucknell University

This study examined the meaning-making and psychosocial processes of five female legacy students at Bucknell University, each of whom having had at least one parent graduate from the institution. With a research philosophy, design, and methodology rooted in qualitative inquiry and phenomenology, inductive data analysis led to three primary categories that underscored legacy identity development. The first, Paradox of Influence and Identity, revealed through six themes nuanced experiences of separation-individuation. Second, Teaching and Learning, comprised of five themes, illuminated the impact of family — and of Bucknell parent alumni in particular — on their children’s internal working models. Lastly, Bucknell — the Environmental Contextand the five themes grouped therein highlighted the contributions of University community members, and of the campus culture and climate itself, to the co-construction of psychosocial formation. A tentative outline of grounded theory was offered, which explored categorical relationships; Paradox of Influence and Identity emerged as thedominant phenomenon, informing and being reinforced by the data of Teaching and Learning and Bucknell — the Environmental Context. Provisional intervention strategies for student affairs practice, in the contexts of academics, residential life, and career development, were discussed. Further, triangulated research is needed to substantiate and evolve the findings and theoretical model of this thesis.

The Impact of Parental Psychological Control on College Students’ Relational Aggression and Friendship Quality

The present study investigated the relationships between parental psychological control and college students’ relational aggression and friendship quality. Based on previous research, it was expected that parents’ use of psychological control would be associated with students’ increased use of relational aggression with peers and lower friendship quality. Students completed a series of survey measures assessing their mothers’ and fathers’ use of psychological control, behavioral control, and warmth/acceptance. Students also completed a series of survey measures assessing their friendship quality, social skills, relational aggression, self-esteem, and social desirability. The study’s findings revealed that parental psychological control was associated with and predicted students’ increased use of relational aggression with peers. Parental psychological control was also associated with students’ lower friendship quality. However, parents’ use of psychological control did not predict students’ friendship quality after accounting for the influence of students’ personal and peer relationship variables. This finding suggests that characteristics of peer relationships may play a larger role than parenting behaviors in shaping college students’ friendships. The study also found that students who displayed higher levels of relational aggression had lower quality friendships. Other findings revealed that the relationship between parental psychological control and students’ friendship quality can be partially explained by students’ use of relational aggression with peers. Students’ friendship quality can also help to explain the influence of parental psychological control on students’ relational aggression. In addition, the study found that combinations of parenting behaviors were more informative predictors of students’ relational aggression and friendship quality than psychological control alone. Finally, this study revealed the importance of assessing participants’ social desirability when measuring sensitive personal qualities such as relational aggression, friendship quality, and self-esteem. Overall, this study contributes to the field of research on parental psychological control by revealing its effects on college students’ relational aggression and friendship quality.