A recent survey of Fellows in the Society for Industrial and Organizational Psychology (SIOP) examines the characteristics that distinguish graduate edu- cation in industrial-organizational psychology (I-O) from graduate education in human resources management (HRM) as taught in business schools (Gasser, Butler, Waddilove, & Tan, 2004). The survey reveals that a distinguishing fea- ture of I-O educational training is the use of empirical/statistical evaluation as part of sound scientific methodology. Graduate education in I-O typically fol- lows a scientist-practitioner model, two orientations that Dunnette (1990) argues a good I-O psychologist should blend. According to the scientist-prac- titioner model, a practitioner should use the scientific method to carefully eval- uate whether what is being done in an organization actually works. For exam- ple, does a training program teach the employees what they were expected to learn? Does a selection test actually predict the future performance of employ- ees? The scientist-practitioner model suggests that it is impossible to know the answer to those questions unless the practitioner uses an empirical/statistical methodology. Further, the scientist-practitioner model promotes the idea that empirically based evaluations are of great benefit to the organization. Empirical/statistical methodology is an important part of I-O graduate training. Bartles, Macan, Gutting, Lemming, and McCrea (2005) examine the curricula of 102 doctoral and 122 master's I-O graduate programs and find that 73 of the master's programs and 64 of the doctoral programs use a bal- anced scientist-practitioner model. Three of the master's programs and 27 of the doctoral programs use a curriculum focusing mostly on research. Given Dunnette's (1990) description of the scientist-practitioner model as incorpo- rating a strong empirical/statistical element in training, it seems that most I-O programs highlight this skill for their students. A job analysis of I-O psy- chologists done by Blakeney et al. (2002) also shows that the capacity to con- duct empirical analyses is one of the top skills defining the job. Finally, Tra- hand and McAllister (2002) find that statistical methods and research meth- ods are the two highest rated competencies for coverage in the curricula of master's level programs. At all levels, graduate training in I-O psychology is characterized by a focus on empirical/statistical methodology. If graduate training in empirical/statistical methodology is an important characteristic that distinguishes I-O psychologists, then it is important to know if this skill is valued in the general business community. A survey done by Lentz, Tuttle, Allen, Brutus, and Handler (2005) shows that some of the top concerns of I-O psychologists for the coming decade include showing a

Integrating a number of theoretical perspectives, this paper examined predictors of Asian international students’ sociocultural adjustment. A total of 117 students (aged 18–46years) from 17 Asian countries and regions completed questionnaires about their sociocultural adjustment, contact with the hosts, ethnic identity, and cross-cultural self-efficacy. As hypothesized, contact with the hosts partially mediated the effect of cross-cultural self-efficacy on sociocultural adjustment. The hypothesis that contact with the hosts would mediate the effect of ethnic identity on sociocultural adjustment was not supported.

Previous research on reading has primarily focused on the cognitive and neurological aspects of learning to read and reading disabilities. In this study, the physical characteristics of the text itself were examined in an applied setting. Specifically, the influence of two common characteristics of font types (serif or san serif markings and proportional or mono- spacing) on recall of information was investigated. The participants were college students (A^ = 149). Each participant received a one page discussion of Tuberculosis, in the form of an office memorandum distributed in a health care facility, and was then tested on recall of the important points discussed in the memorandum. Serif fonts significantly improved recall of the information. Do the physical characteristics of the font used in a passage of text influence the recall of what is read? Although research on reading has a long history in psychology, the majority of this research has been on reading disabilities and learning to read (Aaron, Joshi, & Williams, 1999; Chiappe, Hasher, & Siegel, 2000; Guthrie, Shafer, Von Sekler, & Alban, 2000; Smith, 1998). These studies have primarily focused on the neurological and cognitive aspects of reading. This study was conducted to find an answer to an applied question. As part of a consulting project with a local organization, we were asked if the font used in an inter- office memo had any influence on how well the information in the memo would be remembered. The purpose of this study is to answer that question by examining the influence of two common characteristics of font types - the presence of serif or san serif markings and proportional or mono spacing - on recall of information presented in an office memorandum. Prior research has focused on how the passage length of text may influence comprehension of the material. Surber (1992) found that when participants were given either a long or short textbook passage to study, those who read the shorter passages spent substantially more time per word studying than did those who were given the long passage. This

This study was conducted to explore performance estimation and calibration, the accuracy of performance estimates compared to actual performance, for judgments made using procedural-oriented stimuli (throwing a dart at a target) rather than the more typically studied declarative-oriented stimuli (e.g., answering test or knowledge questions). The influence of gender and the difficulty of the action (making throws farther from the target) were examined. Main effects indicate males are more confident, but not better calibrated, than females. The main effect for difficulty of the task was significant for distance estimates, but task difficulty seemed to have no influence on calibration. Participants were poorly calibrated at all three throwing positions. Finally, correlational evidence showed little relationship between estimates and the actual distance the dart landed from the target. However, the estimates were all highly correlated with each other and a high degree of internal consistency was found in the distance estimates. These results suggest the presence of a general schema of what individuals believe their performance should be in a situation that seems to be little influenced by their actual performance. Anderson (1986) notes the distinction between procedural and declarative knowledge commonly used in the learning literature. Declarative knowledge is knowing factual information; for example, knowing that the capital of Iowa is Des Moines. Procedural knowledge is knowing how to perform some activity; for example, knowing how to drive a car. In this study, we will examine a construct known as confidence calibration for procedural knowledge. Confidence calibration for procedural knowledge is determined by comparing an individual's estimates of performance on some task with actual performance. The more similar estimated and actual performance is, the higher the confidence calibration of the individual. Most studies that have examined confidence calibration have used judgments of knowing facts and general information (Hart, 1965, 1966; Lichtenstein & Fischhoff, 1977; Lundeberg, Fox, Brown & Elbedour, 2000; McDonald-Miszczak, Hertzog & Hultsch, 1995; Nelson, Gerler & Narens, 1984; Puncochar & Fox, 2004; Schacter, 1986) or laboratory learned associative relations (Hart, 1967; Leonesio & Nelson, 1990), or face recognition (Weber & Brewer, 2003, 2004). In other words, these tests assessed declarative oriented performance--what do you know about what you know? The purpose of this study is to explore confidence estimates and calibration for performance on a procedurally oriented task--what do you know about what you can do? As a construct, confidence calibration is part of a broader area of study known as meta-cognition. Researchers in this area study self-understanding about one's own knowledge and self-understanding of the processes involved in problem solving or completing a task. It has been described as knowing about knowing or thinking about knowing (Matlin, 2004; Schwartz & Perfect, 2002). Most studies that have investigated meta-cognitive judgments have used a similar research paradigm. A series of individual questions that differ in difficulty are presented in a test (Nelson, 1984). These questions typically assess declarative knowledge, such as What is the capital of Iowa? Participants answer each question and then make a judgment about the probability they have answered the question correctly. This study uses a similar paradigm; however, rather than using individual declarative-oriented questions that differ in level of difficulty, individual actions (procedural-oriented behaviors) that differ in level of difficulty are the focus of the present study. Studies of confidence for physical ability at a more macro level, such as expected result for completing an entire game or sport season, are common. Previous research has examined confidence for physical ability at different stages of the life-span (Meeuwsen & Konczak, 1991; Myers, Huddy, 1985; Plumert, 1995;), the relationship of confidence for physical ability to actual behavior (Godin, Valois & Shephard, 1986; Sonstroem, Speliotis & Fava, 1992), the relationship of confidence for physical ability to the quality of parent-child relationship (Lau & Leung, 1992), cultural differences in perceived physical confidence (Cusumano, Robinson & Morooka, 1989) and gender differences in confidence for physical ability (Granleese, Trew & Turner, 1988; Maeland & Havik, 1988; Smith, 1976). …

Previous research on pay expectations has focused on gender differences and the reasons for those differences. In this study three types of reward expectations were measured. Pay expectations (starting salary and peak salary) were assessed, as well as another reward expectation, ease of promotion. The influences of gender, race, and type of job on reward expectations were investigated. The results indicated that Caucasians have higher peak pay expectations than African Americans for all job types. Interactions were discovered between race and type of job for starting salary, and between gender and type of job for ease of promotion.

The goals of the present study were to construct a scale of cultural tolerance, examine the latent structure of this scale, and determine the relationship of the scale to measures of other relevant constructs. The scale was administered to three samples of students from the University of Minnesota. Results based on multidimensional scaling suggested that a two-dimensional structure was the most parsimonious solution. One dimension represented items assessing affect and belief at one pole and items assessing intention to behave at the other pole. The second dimension represented a continuum, with the items related to specific cultures. The components of the scale were shown to correlate differentially with measures of personality constructs.

This study examined the extent to which gender and type of job influenced pay expectations in elementary school, secondary school, and college students. Participants were presented with a list of 12 jobs evenly divided between primarily female, primarily male, and gender neutral occupations. Using a relative rating scale, participants were asked to indicate how much they should make if they were in the occupation. A significant interaction was found between type of job and gender for pay expectations. Suggestions for using this information in applied settings are provided.