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\"Occupations are central to the stratification systems of industrial countries, but they have played little role in empirical attempts to explain the well-documented increase in wage inequality that occurred in the United States in the 1980s and 1990s. We address this deficiency by assessing occupation-level effects on wage inequality using data from the Current Population Survey for 1983 through 2008. We model the mean and variance of wages for each occupation, controlling for education and demographic factors at the individual level to test three competing explanations for the increase in wage inequality: (1) the growth of between-occupation polarization, (2) changes in education and labor force composition, and (3) residual inequality unaccounted for by occupations and demographic characteristics. After correcting for a problem with imputed data that biased Kim and Sakamoto's (2008) results, we find that between-occupation changes explain 66 percent of the increase in wage inequality from 1992 to 2008, although 23 percent of this is due to the switch to the 2000 occupation codes in 2003. Sensitivity analysis reveals that 18 percent of the increase in inequality from 1983 to 2002 is due to changes in just three occupations: managers 'not elsewhere classified,' secretaries, and computer systems analysts.\" Die Untersuchung enthält quantitative Daten. Forschungsmethode: empirisch-quantitativ; empirisch; Sekundäranalyse. Die Untersuchung bezieht sich auf den Zeitraum 1983 bis 2008. (Autorenreferat, IAB-Doku).

Scholarship on separation of powers assumes executives are constrained by legislative approval when placing agents in top policy-making positions. But presidents frequently fill vacancies in agency leadership with unconfirmed, temporary officials or leave them empty entirely. I develop a novel dataset of vacancies across 15 executive departments from 1977 to 2016 and reevaluate the conventional perspective that appointment power operates only through formal channels. I argue that presidents’ nomination strategies include leaving positions empty and making interim appointments, and this choice reflects presidents’ priorities and the character of vacant positions. The evidence indicates that interim appointees are more likely when positions have a substantial capacity to act on presidential expansion priorities and suggest that presidents can capitalize on their first-mover advantage to evade Senate confirmation. The results further suggest that separation of powers models may need to consider how deliberate inaction and sidestepping of formal powers influence political control and policy-making strategies.

How much can automatic voter registration (AVR) increase turnout? Unlike in many democracies, most American voters face the additional cost of registration, resulting in potential disenfranchisement. Automatic voter registration is naturally expected to promote turnout, but its causal effects have rarely been quantified due to violations of crucial assumptions. I show that a variation of AVR that targets existing registrants as opposed to eligible nonregistrants—termed automatic reregistration (ARR)—increases turnout by 5.8 percentage points. I exploit a natural experiment in a novel administrative dataset; election officials in Orange County, California, notified existing registrants who moved within-county that their residential addresses were automatically updated. The treatment alleviated registrants of reregistration burdens, but only for those who moved before the legal cutoff date, enabling a quasi-random treatment assignment. Contrary to the popular narrative, ARR had no significant effect on the turnout of registered Democrats, but Republicans’ and nonpartisans’ turnout increased by 8.1 and 7.4 percentage points, respectively.

The present study investigated cognitive effort of handwriting and typing of undergraduate students. In Experiment 1, we used a secondary reaction time task to assess the cognitive effort required by undergraduates when carrying out handwriting and typing copying tasks. Students had longer reaction times, indicating greater cognitive effort, when typing than when handwriting. In experiments 2a and 2b, we investigated whether the additional cost of typing affected an ongoing activity. Participants performed a short-term memory task that required them to type or write by hand words to recall. As Experiment 1 suggested that typewriting was more effortful than handwriting, so it should leave fewer resources to devote to memorizing words, which would result in a better handwritten than typed recall. Overall, handwriting led to better recall than typing, particularly with the longest lists of words. This implies that, even in undergraduates, typing is still more effortful than handwriting and therefore has a negative impact on performance on an ongoing activity. The educational implications of the findings are discussed.

In three experiments, we investigated explicit and implicit knowledge about the location of letters on the QWERTY keyboard in young students, and the mechanisms involved. Participants completed a verbal report task in which they were asked to locate the 21 letters of the Italian alphabet on a blank QWERTY keyboard (explicit memory). Subsequently, they carried out a motor production task, i.e., typing letters on a blank keyboard (implicit memory). Consistent with previous studies and several theories emphasizing the importance of implicit knowledge in typing, results showed that explicit knowledge about the QWERTY keyboard is systematically worse than procedural knowledge (Experiment 1). These two types of knowledge, however, are related. Second, we showed that explicit memory for letter position was affected when participants were engaged in a secondary task that required hands/arms movements. Specifically, loading participants’ sensorimotor resources led to a decrease in explicit memory performance when the secondary task required hand/arm movements (hand/arms tapping) compared to when it required legs-feet movements (control condition). This result suggests that explicit knowledge is modulated by sensorimotor simulation (Experiment 2). Third, compared to a purely verbal response, pointing to the key on the keyboard did not improve explicit memory accuracy (Experiment 3). Taken together, the results indicate that sensorimotor simulation, and not just gestures, modulates the accessibility to explicit mental representations of verbal/spatial material, like letters on a keyboard.

The winning badge was described in the April 1921 edition of Education as \"pleasing as regards colour scheme - harmony, apportionment and distribution\".The crest was installed in the entrance to Federation House, opened in Phillip Street in 1938, and was featured on the cover of Education for the first time for the November 1939 edition that marked the 20th anniversary of the publication of the journal.The editor at the time recommended the Latin inscription to all members as an opportunity for reflection on their profession and all it stands for. * The motto had much resonance with Federation President Sam Lewis in 1946, who in the June edition of Education urged members to take the phrase to heart.