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The aptitudes and abilities required for the position of programmer, within the computer industry, have yet to be fully studied and their inter-relationships known. Although the industry is relatively new, a substantial amount of research in the areas of personnel selection, evaluation and job requirements has been undertaken. Yet these studies have confined themselves primarily to the use of interest scales, aptitude and achievement tests as overall predictors for on-the-job success rather than in the study of the cognitive factors pertinent to the tasks of which programming is composed. In a study by Deutsch and Shea, Inc. (1963), the relationship between the programmer and the computer is seen as analogous to that of the mahout and his elephant. As with the mahout, the programmer uses his intelligence, skills and abilities in the control and guidance of a powerful and flexible, yet non-intelligent, tool in the performance of specific finite operations which contribute to the completion of more complex tasks. It is the programmer who, when presented with a problem from science, engineering or business, must work out a solution. John and Miller (1957) state that all problems have two general parts: the specific components involved (i.e., data, etc.) and the relationships which are the orderings of or changes to the specific components.

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Maxon, A. B., & Mazor, M. (1977). The effects of microphone spacing on auditory localization. International Journal of Audiology, 16(5), 438–445. Scopus. https://doi.org/10.3109/00206097709071857

The localization ability of 10 normally hearing adults was determined under varying microphone separations and varying sound source azimuths. The stimuli (white noise bursts) were prerecorded, after being transduced through 'body' hearing aids and then played to the subjects over headphones. Results indicated that there was an improvement in localization ability for all azimuth conditions when the microphones were spaced wider than 12.7 cm apart (15.2-30.5 cm). The smaller the separations (5.5-12.7 cm), the poorer the localization. Localization was always poorer at 30° azimuth (the smallest used) than at any of the other azimuths (0° 30° 60° 90° right and left), regardless of microphone spacing. Implications are made about the relation of these findings to the use of binaural body aids on infants and young children. © 1977 Informa UK Ltd All rights reserved: reproduction in whole or part not permitted.

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Cicchetti, D. V., & Ornston, P. S. (1976). The initial psychotherapy interview: a content analysis of the verbal responses of novice and experienced therapists. The Journal of Psychology, 93(2), 167–174. https://doi.org/10.1080/00223980.1976.9915809

This study tested and confirmed the clinical impressions that (a) the novice psychotherapist may focus so much upon the exact words and nonverbal behavior patterns of his client (the process of making “concrete” statements) that he may lose sight of the larger picture that his client may be revealing at any given moment during the interview; (b) the experienced psychotherapist, on the other hand, seems to be responding to the words of the patient at a level of abstraction that attempts to integrate and understand the messages that the patient is trying to convey about himself; and (c) this latter process is reflected in the making of relatively more “abstract” comments than is true of the novice. S s were 24 first-year psychiatric residents and 19 staff psychologists and psychiatrists at a veterans hospital and a medical school. The learning theory implications of these findings is discussed. © 1976 Taylor & Francis Group, LLC.

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Hollgy, S., Wilson, G., Giolas, T., & Dean, M. (1975). Listener Reaction to Hearing Aid Wearers. Journal of Rehabilitation of the Deaf, 8(3), 23–30.

Kaufman, C. W., & Robinson, M. A. (1968). Transition metal complexes of 2,6-disulphenamidopyridine and its schiff-base derivative with 2-pyridinaldehyde. Journal of Inorganic and Nuclear Chemistry, 30(9), 2475–2481. https://doi.org/10.1016/0022-1902(68)80260-x

What would appear to be the simplest of the sulphur-containing pyridine ligands, 2-mercaptopyridine, gives complex, poorly-characterized derivatives with transition metal ions [1, 2]. The conversion of this compound to 2-sulfenamidopyridine and the latter's coordination to divalent metal ions yields complexes in which, in every reported instance, bonding is through the two nitrogen atoms [3]. The Schiff base derivatives of 2-sulphenamidopyridine also give species which conform to the expected mode of complexation[3]. The complexes of 2,6-dimercaptopyridine have also been reported[4]. As with the monosubstituted derivatives, no clearly defined structure has been reported, although these complexes are thought to be highly polymeric species. In this communication, the synthesis and pattern of complexation of 2,6-disulphenamidopyridine and its Schiff-base derivative with 2-pyridinaldehyde are investigated. Particular emphasis is placed on the structures of the nickel(II) analogs. © 1968.

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Kuslan, L. I. (1966). Rensselaer and bridgewater: A footnote in the history of american scientific education. Science Education, 50(1), 64–68. https://doi.org/10.1002/sce.3730500119

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Kuslan, L. I. (1962). Chemistry in some 19th century new england normal schools. Science Education, 46(3), 210–215. https://doi.org/10.1002/sce.3730460305

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Kuslan, L. I. (1959). Elementary science in Connecticut, 1850–1900. Science Education, 43(4), 286–289. https://doi.org/10.1002/sce.3730430403

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