Relationships of analytical,practical, and emotional intelligence with behavioral dimensions of performance of top managers

This study examined the relationships among analytical, practical, and emotional intelligence (EI) and five dimensions of managerial behavior. Two sets of hypotheses were tested: one set examined the relationship of each of the three types of intelligence with each of the behavioral dimensions; the second set examined the unique contribution of each type of intelligence to the prediction of each dimension. Twenty‐three one‐day assessment center sessions, including tests and simulation exercises, were administered to 163 top managers in Poland. The behavioral dimensions of leadership, initiative, goal orientation, change orientation, and employee development were related to analytical intelligence and practical intelligence, but not to EI. These findings make unique contributions to understanding the relationships of types of intelligence and managerial behavioral dimensions.     

Cognitive and neural modeling of dynamics of trust in competitive trustees

Trust dynamics can be modeled in relation to experiences. In this paper two models to represent human trust dynamics are introduced, namely a model on a cognitive level and a neural model. These models include a number of parameters, providing the possibility to express certain relations between trustees. The behavior of each of the models is further analyzed by means of simulation experiments and formal verification techniques. Thereafter, both models have been compared to see whether they can produce patterns that are comparable. As each of the models has its own specific set of parameters, with values that depend on the type of person modeled, such a comparison is non-trivial. To address this, a special comparison approach is introduced, based on mutual mirroring of the models in each other. More specifically, for a given parameter values set for one model, by an automated parameter estimation procedure the most optimal values for the parameter values of the other model are determined in order to show the same behavior. Roughly spoken the results are that the models can mirror each other up to an accuracy of around 90%.     

Graphic bar display of on-line physiological data using a minicomputer,DAC, and conventional servo recorder

A method is described for providing an on-line bar graph display of physiological data. A conventional servo recorder is coupled with an 8-bit digital-to-analog converter, and provides a low-cost, hard-copy graphic display peripheral that can be added to any laboratory type minicomputer system with buffered output data lines. The graphic display technique requires minimal memory allocations and a simple software algorithm to provide a flexible graphic system that can accommodate various types of biological data.     

初中生人格类型划分及人格类型发展特点研究

目的：划分初中生人格类型及考察初中生人格类型的年级与性别特点。方法：本研究使用初中生人格发展自我评定量表对某地区3602名初中生被试施测,使用潜在类别分析对初中生人格类型进行划分,使用无序多分变量的Logistic回归考察初中生人格类型的年级与性别特点。结果：依据人格类型划分的相关理论和潜在类别分析的拟合指数,初中生可划分为低控型,过度控制型和适应型三种人格类型,其中适应型人数占大多数。方差分析结果表明适应型在初中生人格五维度得分均显著高于另两类;过度控制型有低情绪稳定性和低外倾性,同时有中等程度的亲社会性、智能特征和认真自控水平,低控型人格类型在大部分人格维度得分均较低。随年级增长,初中生适应型人数比例有显著下降趋势,过度控制型和低控型比例有所上升。性别差异方面,女生人格类型的适应型人数比例显著高于男生,过度控制型和低控型比例则显著低于男生。结论：依据自我控制和自我适应理论,初中生三种人格类型的划分得到重复验证,人格类型有显著的年级和性别特点。     

Clustering and switching in unconstrained,phonemic and semantic verbal fluency: the role of age and school type

We investigated the role of age and school type on clustering and switching in verbal fluency tasks (VFTs) with Brazilian children. The children were administered unconstrained, phonemic and semantic VFTs with a duration of 150 or 120 s, respectively. Both age and school type influenced all variables and in terms of performance over time. Older children and private school students outperformed the remainder of the sample, with the first 30 s of each VFT usually being the most productive. Although the size of the clusters produced did not differ between groups, the types of clusters did show some variations, with semantic clusters being the most frequent. Our results revealed strong correlations between switching ability and word production in all three VFTs. In conclusion, the executive functions known as planning and cognitive flexibility play a crucial role in word production by organising and facilitating the recall of lexical information from memory.     

Extending task analytic models of graph-based reasoning: A cognitive model of problem solving with Cartesian graphs in ACT-R/PM

Models of graph-based reasoning have typically accounted for the variation in problem solving performance with different graph types in terms of a task analysis of the problem relative to the particular visual properties of each graph type [e.g., Human Computer Interaction 8 (1993) 353; Proceedings of the Twenty-first Annual Conference of the Cognitive Science Society. Lawrence Erlbaum Associates, Mahwah, NJ (1999) 531]. This approach has been used to explain response time and accuracy differences in experimental situations where data are averaged over experimental conditions. An experiment is reported in which participants’ eye movements were recorded while they were solving various problems with different graph types. The eye movement data revealed fine grained fixation patterns that are not captured by current analyses based on optimal fixation sequences. It is argued that these patterns reveal the effects of working memory limitations during the time course of problem solving. An ACT-R/PM model of the experiment is described in which a similar pattern of eye fixations is produced as a natural consequence of the decay in activation of perceptual chunks over time.     

Dependency,impulsivity, and self-harm: traits hypothesized to underlie the association between cluster B personality and substance use disorders

Cluster B personality disorders (PDs) (i.e., antisocial, borderline, histrionic, and narcissistic) typically show a high degree of comorbidity with substance use disorders (SUDs). Previous research suggests that the broad-based personality domains of Disinhibition and Negative Temperament/Neuroticism may be common factors to both types of disorders. Using a two-phase process (i.e., screening and follow-up), this study examined three lower-order personality traits (i.e., dependency, impulsivity, and self-harm) that fall within the Disinhibition and Neuroticism domains. The study evaluated the hypotheses that these traits (a) are related both to cluster B PDs and to SUDs; and (b) underlie the association between the two types of disorders. Results indicate that impulsivity and self-harm play a significant role in cluster B PDs and SUDs, as well as in their association with each other. However, dependency was not associated with either type of disorder. These results indicate that sets of individual traits can be of significant utility in understanding the comorbidity between PDs and SUDs.     

The Leibniz project

A language for quantum physics is derived from set theory by replacing the classical predicate algebra (Boolean) by a certain quantum predicate algebra (rational projective), time space and the Hamilton-Schroedinger dynamics by a Feynman-like graph dynamics, and the Dirac spin operators by topological switching operators on the graph. The development is described from the basic level of elementary monadic processes to the level of the free Dirac equation. Young Men's Philanthropic League Professor of Physics. Supported by the est Foundation and the National Science Foundation.     

Acceptance and recall of written prosocial,neutral, and aggressive modeling cues1

Nine groups of 50 college students responded to acceptance (imitation) and recall questions after being exposed to one of three written modeling sequences (prosocial, neutral, or aggressive), each of which included one of three types of vicarious consequences (positive, neutral, or negative). The results provided strong support for the theoretical predictions regarding the influence of written vicarious consequences on acceptance and recall of modeled behaviors. Regardless of the type of story, positive vicarious consequences led to a significantly higher level of acceptance of the modeled actions than did negative vicarious consequences. The effects of neutral vicarious consequences on acceptance varied with the nature of the modeling story. Although positive and negative vicarious consequences generally led to higher levels of overall recall than did neutral vicarious consequences, patterns of overall recall varied across the three types of stories. Similarly, analyses of the three components (details, behaviors, consequences) of the overall recall measure indicated that recall patterns were inconsistent across the three types of stories. Thus, the results of the present study indicate the importance of considering both vicarious consequences and the situations in which these consequences occur. Furthermore, the effects of written vicarious consequences appear to parallel those of live and/or taped consequences. Continued investigation of these effects is highly warranted.     

Social preference,social prominence,and group membership in late elementary school: homophilic concentration and peer affiliation configurations

This study investigated the social preference and social prominence of 622 5th graders (290 boys, 332 girls) in relation to peer group membership. The sample was recruited from 11 elementary schools in a southeastern state. The ethnicity of participants was 55% European American, 41% African American, and 4% other. Peer groups were classified on each of three domains (academic, aggression, popular) by the proportion of group members who were high on the characteristic of interest. Participants’ peer affiliations were also classified with cluster analytic techniques that yielded distinct configurations of aggression, popularity, and academic competence. Social preference and social prominence were each related to popular peer group type for both boys and girls and differentially related to aggressive and academic group types. Social prominence, but not social preference, was related to peer group configurations for both girls and boys. Implications for the development of social contextual interventions to support students’ adjustment and academic engagement during late elementary school are discussed.     

Aggression and school social dynamics: The good, the bad, and the ordinary

A social dynamics perspective of aggression in school is presented. This framework focuses on the role of natural social processes in the establishment and maintenance of aggressive behavior in the school context. The five articles in this special issue are briefly reviewed and a synthesis of their contributions for understanding the social dynamics of aggression in school is underscored. Future research and intervention implications are also discussed. The need for examining the role of school social dynamics in conducting social skills interventions, functional behavioral assessments, and the development of positive behavioral support plans is emphasized.     

Integration of Mitigation,Intention, and Outcome Damage Information,by Students and Circuit Court Judges1

This article examines the problem of how undergraduate students and State Circuit Court Judges combine three specific components of information (pertaining to mitigation, intention, and seriousness of outcome damage) to make a net evaluative judgment of blame. The problem is considered within the framework and philosophy of Anderson's information integration and functional measurement theory. In three experiments, two levels each of the three information components identified were factorially crossed for two independent cases: self-defense under provocation, and altruistic defense of another. Target stimuli consisted of 100-word scenarios each embodying one factorial treatment combination. Experiment 1 used an independent group and Experiment 2 a repeated measures design. Experiment 3 replicated the second experiment using Judges as subjects. It was found that students integrated mitigation, intention, and outcome damage information by an adding process, and that the results concerning these three independent variables were essentially similar for both types of design. The most striking differences between Judges' and students' judgments centered on the differential use of mitigation information. Judges showed a far broader range of nonadditive, simple interaction effects between mitigation and both outcome damage and type of case. These results presumably reflect the primary concerns and responsibilities of the Judiciary. Questions of mitigation may thus complicate the otherwise straightforward additive integration of information in the intent-damage paradigm, and in judgments of seriousness.     

Comparing instructor-led,video-model,and no-instruction control tutorials for creating single-subject graphs in Microsoft Excel: A systematic replication and extension

Visual inspection of single-subject data is the primary method for behavior analysts to interpret the effect of an independent variable on a dependent variable; however, there is no consensus on the most suitable method for teaching graph construction for single-subject designs. We systematically replicated and extended Tyner and Fienup (2015) using a repeated-measures between-subjects design to compare the effects of instructor-led, video-model, and no-instruction control tutorials on the graphing performance of 81 master's students with some reported Microsoft Excel experience. Our mixed-design analysis revealed a statistically significant main effect of pretest, tutorial, and posttest submissions for each tutorial group and a nonsignificant main effect of tutorial group. Tutorial group significantly interacted with submissions, suggesting that both instructor-led and video-model tutorials may be superior to providing graduate students with a written list of graphing conventions (i.e., control condition). Finally, training influenced performance on an untrained graph type (multielement) for all tutorial groups.     

Factors contributing to the implicit dynamic quality of static abstract designs

Participants rated the dynamic quality of a set of twelve-element nonrepresentational or abstract visual designs each composed of one of four types of triangles or four types of quadrilaterals. We investigated the contribution to the perceived or implicit dynamics of the design of the four factors edge alignment of compositional elements, physical weight distribution about the horizontal axis, activity directions within the designs, and type of compositional element. It was found that edge alignment of elements was the most influential factor contributing to the dynamics both of triangle and of quadrilateral designs. In addition, dynamics was found to be positively correlated with the number of perceived activity directions within both types of stimuli. Triangle designs, but not quadrilateral ones, with greater structural weight above the horizontal axis were rated as more dynamic. Results suggest that implicit dynamics of nonrepresentational designs arises from a percept based on a global spatial analysis of the stimulus characteristics studied.     

Profiles of Interdependence: The Retirement Planning of Married, Cohabiting, and Lesbian Couples

As the traditional nuclear family gives way to diverse couple types, questions regarding planning and satisfaction within relationships can be applied to partnerships outside of traditional marriages. The levels of interdependence in retirement planning and timing were investigated across three couple types: married heterosexual couples, cohabiting heterosexual couples, and lesbian couples. Analyses suggested that although all couples were interdependent in their retirement plans, this may be particularly the case for lesbian couples’ financial planning. In addition, relationship satisfaction was significantly associated with retirement lifestyle planning, but more so for lesbian couples than for heterosexual couples. The results are discussed in terms of gender, couple dynamics, and the social structures inherent in the three different couple types.     

A Comparison of Computation,Discovery, and Graph Procedures for Improving Students' Conception of Average Speed

This study compared the effectiveness of three different instructional methods for improving students' estimates of average speed. In the discovery method students saw a computer simulation of the two speeds of a round trip. A second reference point simulated students' estimated speed to provide visual feedback on the accuracy of their estimates. In the graph method students saw a graph of how the initial speed of a round trip influenced the average speed when the return speed was held constant. In the computation method students calculated the answers to average speed problems. The discovery method was fairly successful than anticipated, and the computation method had little impact. The discussion analyzes the strengths and weaknesses of each method in presenting knowledge about specifics, trends, and principles.     

A New Look at Framing Effects: Distribution of Effect Sizes,Individual Differences,and Independence of Types of Effects

Levin, Schneider, and Gaeth (1998) identified three distinct types of framing effects in the literature: attribute framing effects, goal framing effects, risky choice framing effects. While most previous framing studies used between-subjects manipulations of frame, the present study used two sessions, spaced one week apart, to give each of 102 participants both framing conditions and all three types of framing. Using the difference between the score for the positive framing condition and the negative framing condition as the unit of analysis for each type of framing effect, the following were found: (1) reliable framing effects for attribute framing and risky choice framing, but not for goal framing; (2) distributions of individual framing effects showing that the aggregate-level effects were representative of individuals even though some individuals showed no framing effects; (3) no significant interdependencies between the three categories of framing effects; (4) individual differences in reaction to the task scenarios related to various of the “Big Five” personality traits as well as the Faith in Intuition scale. The use of within-subject designs to assess individual differences in decision-making phenomena such as framing effects and other biases and heuristics is recommended for future research.     

Shedding light on the graph schema: Perceptual features versus invariant structure

Most theories of graph comprehension posit the existence of a graph schema to account for people’s prior knowledge of how to understand different graph types. The graph schema is, however, a purely theoretical construct: No empirical studies have explicitly examined the nature of the graph schema. We sought to determine whether graph schemas are based on perceptual features or on a common invariant structure shared between certain graph types. We isolated the process of activating the graph schema by presenting the graphs to participants in pure and mixed blocks. Any differences in reaction time between the blocks could be attributed to loading the appropriate schema. Results from a series of experiments using five types of graphs suggest that graph schemas are based on the graphical framework, a common invariant structure among certain types of graphs.