应当重视管理公正研究

管理公正是公正在管理领域的体现,是在管理过程中使组织权利与义务达到平衡的原则,也是管理过程中追求的使组织权利与义务达到平衡的伦理价值目标。管理公正是管理学与伦理学整合的支点,研究和实践管理公正对深化管理伦理学研究,实现伦理化的管理,均具有重要的意义和价值。     

Development and Initial Validation of a General Psychological Well-being Scale (GPWS) in an African Context

This study aimed to develop and validate the General Psychological Well-being Scale (GPWS) in an African sample, based on the empirical overlap between hedonic and eudaimonic facets of well-being as found in previous research. The quantitative cross-sectional study was conducted in three phases: secondary data analysis (n = 2005), pilot study (n = 296) and main study (n = 459). The pilot and main study included the GPWS as well as other psychological well-being measures for criterion-related validity. The pilot study yielded satisfactory psychometric properties. The main study yielded a high, reliable Cronbach alpha of.89 and evidence of construct validity. The GPWS appears to be a unidimensional scale suitable for research use with Setswana-speaking people.     

Strategies adopted by Turkish adults for increasing happiness in daily life

The present study aims to focus on the strategies adopted by adults in seeking ways to increase happiness in their daily life and to determine whether or not significant differences exist between happiness levels in adults at the very beginning and the end of a four-month period. Sixty-eight adults who were found eligible were included in this study. The research method is of a mixed type. The distinguishing feature of this study is the experience sampling method employed. Positive–Negative Affect and Satisfaction with Life Scales, an experience sampling data form and a personal information form were used in the study. The study results show that adults adopt various strategies in order to get rid of their unhappiness and increase their happiness in three contexts. No statistical significance could be determined between the measurements achieved at the beginning and at the end of the study into the happiness of the participants.     

Baby X revisited

The present study is a replication of a study reported by Seavy, Katz, and Zalk (1975) in which subjects interacted with a 3-month-old female infant who was either introduced as a boy, a girl, or without any specific gender information. In the present study infants of both genders were used as stimuli, and 60 college undergraduates served as subjects. The results of the present study are similar to the findings of the original investigators. The gender labels provided to the subject resulted in highly sex-stereotyped behavior concerning toy choice.     

Effective Procedures for Conducting Genetic Prevalence Studies With Children1

In this study, the effectiveness of genetic screening study procedures was examined. One analysis was designed to explore whether having a genetic screening study simply introduced by a physician who had just completed a child's evaluation (vs. introduced by an unfamiliar individual) influenced whether the child's parent enrolled the child in the study. Also examined were explanations for nonenrollment and final enrollment decisions among individuals initially uncertain about enrollment. The primary finding was that a physician's introduction to the genetic screening study was associated with a 17% increase in enrollment, and with a 9.9% greater rate of enrollment overall. The rate of increase was greatest among physicians who were most consistent with introducing the screening study. Initially undecided individuals comprised 14% of the final sample. Many parents who chose not to participate felt that the research study was not important. A smaller percentage of parents chose not to enroll in the genetic study because of discomfort with genetic testing. The findings have important implications for designing effective procedures for prevalence research.     

Confidence Bounds and Power for the Reliability of Observational Measures on the Quality of a Social Setting

Social scientists are frequently interested in assessing the qualities of social settings such as classrooms, schools, neighborhoods, or day care centers. The most common procedure requires observers to rate social interactions within these settings on multiple items and then to combine the item responses to obtain a summary measure of setting quality. A key aspect of the quality of such a summary measure is its reliability. In this paper we derive a confidence interval for reliability, a test for the hypothesis that the reliability meets a minimum standard, and the power of this test against alternative hypotheses. Next, we consider the problem of using data from a preliminary field study of the measurement procedure to inform the design of a later study that will test substantive hypotheses about the correlates of setting quality. The preliminary study is typically called the ??generalizability study?? or ??G study?? while the later, substantive study is called the ??decision study?? or ??D study.?? We show how to use data from the G study to estimate reliability, a confidence interval for the reliability, and the power of tests for the reliability of measurement produced under alternative designs for the D study. We conclude with a discussion of sample size requirements for G studies.     

Spacing one's study: evidence for a metacognitive control strategy

This article investigated individual control of spacing strategies during study. Three predictions were outlined: The spacing hypothesis suggests that people choose to space their study to improve long-term learning via the spacing effect. The massing hypothesis suggests that people choose to mass their study because of illusions of confidence during study. The metacognitive hypothesis suggests that people control their spacing schedules as a function of their metacognitive judgments of specific to-be-learned items. To test these hypotheses, the authors asked participants to study and make judgments of learning for cue-target pairs. Then, participants were given three choices; they could study the pair again immediately (massed), study the pair again after the entire list had been presented (spaced), or choose not to restudy (done). Results supported a metacognitively controlled spacing strategy-people spaced items that were judged to be relatively easy but massed items that were judged as relatively difficult.     

Instructional Control with Preschoolers and Stimulus Equivalence

The Psychological Record - The stimulus equivalence paradigm is a behavioral model to study meaning. This study extends work that has used the equivalence paradigm to study the meaning of...     

A PROMISING MEASURE OF SEX BIAS: THE INCIDENTAL MEMORY TASK

The purpose of the present study was to determine whether differences in counselors' retention of information about a female and a male client in a previous study would also be obtained with a non-counselor sample. Two hundred eighteen undergraduate students participated in the present study. The findings indicated similarity between the under-graduates and counselors on measures of retention and question generation. In findings similar to those of the previous study, participants in this study retained less information under the female client conditions, p < .01, a result that indicates a possible negative valuation of female client concerns. The implication of the findings for counselor training is discussed; in particular, the findings support the utility of free-response measures for assessing sex role stereotyping.     

Optimising self-regulated study: the benefits - and costs - of dropping flashcards

Self-regulation of study activities is a constant in the lives of students - who must decide what to study, when to study, how long to study, and by what method to study. We investigated self-regulation in the context of a common study method: flashcards. In four experiments we examined the basis and effectiveness of a metacognitive strategy adopted almost universally by students: setting aside (dropping) items they think they know. Dropping has a compelling logic - it creates additional opportunities to study undropped items - but it rests on two shaky foundations: students' metacognitive monitoring and the value they assign to further study. In fact, being allowed to drop flashcards had small but consistently negative effects on learning. The results suggest that the effectiveness of self-regulated study depends on both the accuracy of metacognitive monitoring and the learner's understanding, or lack thereof, of how people learn.     

Good intentions and failed implementations: Understanding culture-based resistance to organizational change

Based on the insight that culture shapes resistance to change in an organization, and the recognition that cultures of organizations are embedded in a broader societal culture, this study seeks to provide empirical evidence on how societal-based cultural understandings and values within an organization serve as a source of resistance to change among employees. The study is based on a case study of a medium-sized Turkish company. The study shows how certain managerial decisions toward a professionally running organizational design are difficult to implement due to societal-based patterns of understandings and meaning systems gathered around status, hierarchy, and emotion-based (personalized) relations in the company.     

Optimising self-regulated study: The benefits—and costs—of dropping flashcards

Self-regulation of study activities is a constant in the lives of students—who must decide what to study, when to study, how long to study, and by what method to study. We investigated self-regulation in the context of a common study method: flashcards. In four experiments we examined the basis and effectiveness of a metacognitive strategy adopted almost universally by students: setting aside (dropping) items they think they know. Dropping has a compelling logic—it creates additional opportunities to study undropped items—but it rests on two shaky foundations: students’ metacognitive monitoring and the value they assign to further study. In fact, being allowed to drop flashcards had small but consistently negative effects on learning. The results suggest that the effectiveness of self-regulated study depends on both the accuracy of metacognitive monitoring and the learner's understanding, or lack thereof, of how people learn.     

The Impact of Life Design Counselling on Adolescents

This study records a process of heightening self-awareness within a semi-structured ‘life design counselling’ process. The research was conducted on the basis of a case study designed to facilitate co-constructive conversation with a purposefully selected youth. The participant was enabled to reconstruct a preferred and meaningful future that could change as different experiences, challenges and needs arose. The study suggested that the postmodern techniques that were implemented enhanced the involvement of the participant in the study. The participant revealed heightened self-insight into his personal experiences, a ‘changed’ attitude to certain aspects of his life context and pro-active behaviour with regard to the challenges he was facing. We (the researchers) concluded that life design counselling could be a promising strategy that could have a lasting effect on adolescents.     

学习、频率和结构方式对汉字知觉干扰效应的影响

知觉干扰存效应是指之前更模糊的刺激的呈现对之后同一模糊刺激的识别的抑制。实验-考察了学习和频率、实验二考察了学习和结构方式对汉字知觉干扰存效应的影响。结果发现：1．汉字与图片一样,不存在材料有限现象,在学习和不学习条件下,汉字识别中均存在知觉干扰效应;2．学习以及频率和结构方式对汉字知觉干扰效应的影响也不显著;3．频率、学习和结构方式对汉字识别的影响显著。这些结果似乎表明当激活超过一定的水平时,和汉字激活水平有关的因素对知觉干扰效应不再起作用。失匹配假说可更好的解释激活水平的作用以及材料有限现象。     

Comparison of Life Styles of Honors,Non-Honors Women

This study compares the after-college life styles of participants in a college honors program with a control group of women who were not college honors students in order to determine the effects of a college honors program on life roles after college. The 81 participants of this study represent 93 percent of women who participated as college freshmen and during their ensuing college years in a study to determine the effects of an honors program on students while still in college. The results of the current study—the first contact with the women since they left college—illustrates the differences between the present life roles of these two groups of women in the areas of family involvement, careers, education, and community participation. The results show significant differences between honors and non-honors subjects in career-orientation and in commitment to their field of study and to the university at which they studied.     

Humour mediates the facilitative effect of bizarreness in delayed recall

The first empirical study focused exclusively on the influence of bizarre elaboration on memory ( Delin, 1968 ) indicated a significant relationship between bizarreness and recall after a 15‐week delay. However, that study was strongly criticized on methodological grounds. The present study offers a conceptual replication of Delin's historically significant study which sought to verify his influential, yet criticized, results and to test the possibility that a humour response mediates the relationship between bizarre elaboration and recall using multiple regression procedures. In keeping with Delin's findings, the results of the present study suggest that bizarre elaboration facilitates both free and cued recall after a substantial delay. The results also suggest that the facilitative effects of bizarreness are mediated by humour. The findings are discussed in the context of a comprehensive theory of bizarreness effects.     

追踪研究中测验信度的估计

追踪研究中测验工具的信度是衡量追踪研究质量的重要指标。传统的信度估计方法不适用于估计追踪研究的测验信度。近年来, 研究者提出了四种估计追踪研究的测验信度, 包括估计单个时间点的测验信度系数rw和r(Sw), 以及估计整个追踪研究的测验信度系数RT和RL。本文评述了这四种信度估计方法的数学模型、前提假设及其优缺点。RT和RL既可估计追踪研究中单个时间点的测验信度, 也可估计追踪研究中整个追踪研究的测验信度, 所需要的前提假设较少, 推荐同时使用RT和RL来估计追踪研究的测验信度。     

Counseling in a Nigerian University

This study describes and evaluates the first two years of a student counseling center in a Nigerian university. The study revealed that the counseling center was hampered by lack of space, lack of staff, and by the ignorance and suspicions of students and lecturers. The study also indicated that there was a great need to investigate various parameters of the counseling situation to determine their effects in the Nigerian milieu.     

Investigating the Role of the Big Five on the Social Loafing of Information Technology Workers1

The main purpose of the study was to investigate the role of Big Five personality dimensions (Extraversion, Conscientiousness, Openness to Experience, Neuroticism, and Agreeableness) on social loafing (SL) in a field setting. Data were gathered from both employees and their supervisors working in three leading software companies in Ankara, Turkey. The study was conducted in two phases. In the pilot study, SL and perceived coworker SL scales were developed. The task visibility scale was adapted to Turkish. The internal consistency reliabilities of the scales were tested using a pilot study with a sample of employees. In the main study, hypotheses were tested by gathering data from 156 participants and their 33 supervisors. Results supported only the two hypotheses proposing positive relations between extraversion and SL and between neuroticism and SL. The results are discussed along with practical implications, limitations of the study, and future directions.     

Recovery of intellectual function after a brain injury: a comparison of longitudinal and cross-sectional approaches

The goal of this study was to investigate recovery of intellectual function as a function of age at the time of a brain lesion. Participants with unilateral cortical lesions were selected from an initial data base of 685 patients. Ninety-six participants formed a longitudinal cohort for a first study and 314 participants formed a cross-sectional cohort for a second study. Participants of each study were split into two age groups according to the age at the time of the lesion: (1) before 7 years, (2) 7 years or more. Results showed a significantly different recovery profile as a function of age in the longitudinal study. Older participants manifested recovery on VIQ and PIQ, while younger participants presented stable profiles. The longitudinal and cross-sectional studies revealed differing recovery profiles as a function of age. Results are discussed in the context of the Kennard principle and with regard to the methodological approaches.