Effects of Counter-Stereotypes Cognitive Training on Aging Stereotypes in 12- to 13-Year Olds

The purpose of this study was to investigate the effect of counter-stereotypes cognitive training on adolescents' aging stereotypes and to further investigate the best training method to intervene in aging stereotypes by comparing the effect of single and multiple intervention training methods on aging stereotypes and their retention effects. Three experiments examined the different intervention outcomes of different counter-stereotypes cognitive training on adolescent aging stereotypes. The study used a randomized block group experimental design and recruited a total of 183 middle school students for testing. Experiment 1 verified the effect of counter-stereotypes cognitive training by taking a single training task (evaluative conditioning technique), randomly assigning subjects to different conditions (training task or unrelated drawing task), and administering a follow-up test 24h after the posttest. Experiment 2a compared the effects of multiple versus single cognitive training, where we took multiple (adding the counter-stereotypes situational storytelling method) versus single training tasks and administered a follow-up test 72h after the posttest. Experiment 2b increased the number of training sessions based on Experiment 2a, with a second intervention training 72h after the end of the posttest and a follow-up test 72h after the second training. Experimental results suggest that evaluative conditioning techniques are effective in weakening subjects' aging stereotypes, but are less effective in maintaining them. Compared to a single training task, multi-tasking is more effective and the effects of the intervention are maintained for up to a week by increasing the number of training sessions.

The Effects of Part-Time Employment and Gender on Organizational Career Growth

The literature on part-time employment suggests that this type of employment hampers career advancement especially for women. Conversely, role congruity theory suggests that part-time employment hampers career advancement for men. In view of the often confounded nature of gender and job status in research, we studied the main and interaction effects of job status and gender on perceived job alternatives and four subdimensions of organizational career growth. The data ( N = 211) revealed (1) a main effect of job status on job alternatives: compared to part-time employment, full-time employment leads to more perceived job alternatives; (2) an interaction effect of job status and gender on career goal progress, ability development, and promotion speed: men working part-time experienced less progress, development, and promotion speed than men working full-time and women in general. These results are explained by gender-role incongruence and challenge the idea that part-time work affects women in particular.