Ruth Thomas

Use of the Think Aloud Method to Examine Fruit and Vegetable Purchasing Behaviors among Low-Income African American Women

The purpose of this report is to describe the development and implementation of the think aloud method in relation to fruit and vegetable purchasing behaviors of low-income African American mothers. Women (n = 70) were audiotaped as they thought aloud while selecting fruits and vegetables during a routine shopping trip. Audiotapes were transcribed, text was coded, and coded text was sorted using a database software program. Data were analyzed using content analysis procedures. The method was found to be useful in its ability to provide verbalization data for the majority of the women in the sample that reflected a typical shopping experience, were not excessively affected by the presence of the investigator, and captured information processing in relation to salient factors that influenced food purchasing decisions. Because a few women indicated that the method itself may have influenced behavior, future research is needed to test the reactivity of the think aloud method and its relationship to final choice of products.

Cognitive Dissonance as a Mechanism in Vocational Decision Processes.

Abstract This study examined changes in cognitive-dissonance-related variables during the professional training period. Differences in levels and change in satisfaction with career choice, importance of career, certainty of career decision, self-occupational perceptions, general attitude toward career, time since career decision, and past experience were observed when students who left a collegiate professional training program before program completion were compared with those who remained in the program. Data supports the validity of D. Hershenson and R. Roths (1966, Journal of Counseling Psychology , 13 , 368–370) and V. Harrens (1979, Journal of Vocational Behavior , 14 , 119–133) theoretical models of vocational decision and the Assessment of Career Decision Making scale.

A Conceptual Exploration of Participation. Section I: Introduction and Early Perspectives

This article is comprised of three sections (each in subsequent regular issues of EPAT) that explore the concept of participation. Section I: Introduction and Early Perspectives grounds our exploration of participation and explores definitions and early perspectives of participation we have identified as ‘historically original’ and ‘philosophical’. Section II: Participation as Engagement in Experience—An Aesthetics Perspective is a continuation of our conceptual exploration of participation that digs into the world of aesthetics. Finally, Section III: The Utilitarian Perspective and Conclusion focuses on utilitarian meanings of participation from political and international development perspectives. Collectively, these sections focus on the meaning and deconstruction of the term, participation. By bringing attention to gradations in meaning, we hope to raise awareness of the superficial use of participation that is reflected in much of the educational literature and highlight possibilities that more thoughtfully formulated and consciously chosen meanings of participation could offer the field of education.

A Conceptual Exploration of Participation. Section III: Utilitarian Perspectives and Conclusion.

This is the third section of an article (each published in subsequent regular issues of EPAT) that explores the concept of participation. Section I: Introduction and Early Perspectives grounds our exploration of participation and explores definitions and early perspectives of participation we have identified as ‘historically original’ and ‘philosophical’. Section II: Participation as Engagement in Experience—An Aesthetics Perspective is a continuation of our conceptual exploration of participation that digs into the world of aesthetics. Finally, Section III: The Utilitarian Perspective and Conclusion focuses on utilitarian meanings of participation from political and international development perspectives. Collectively, these sections focus on the meaning and deconstruction of the term, participation. By bringing attention to gradations in meaning, we hope to raise awareness of the superficial use of participation that is reflected in much of the educational literature and highlight possibilities that more thoughtfully formulated and consciously chosen meanings of participation could offer the field of education.

A Conceptual Exploration of Participation. Section II: Participation as Engagement in Experience—An Aesthetic Perspective

This is the second section of an article (each section in subsequent regular issues of EPAT) that explores the concept of participation. Section I: Introduction and Early Perspectives grounds our exploration of participation and explores definitions and early perspectives of participation we have identified as ‘historically original’ and ‘philosophical.’ Section II: Participation as Engagement in Experience—An Aesthetics Perspective is a continuation of our conceptual exploration of participation that digs into the world of aesthetics. Finally, Section III: The Utilitarian Perspective and Conclusion focuses on utilitarian meanings of participation from political and international development perspectives. Collectively, these sections focus on the meaning and deconstruction of the term, participation. By bringing attention to gradations in meaning, we hope to raise awareness of the superficial use of participation that is reflected in much of the educational literature and highlight possibilities that more thoughtfully formulated and consciously chosen meanings of participation could offer the field of education.