A Faceted Classification as the Basis of a Faceted Terminology: Conversion of a Classified Structure to Thesaurus Format in the Bliss Bibliographic Classification, 2nd Edition

Facet analysis is an established methodology for building classifications and subject indexing systems, but has been less rigorously applied to thesauri. The process of creating a compatible thesaurus from the schedules of the Bliss Bibliographic Classification 2nd edition highlights the ways in which the conceptual relationships in a subject field are handled in the two types of retrieval languages. An underlying uniformity of theory is established, and the way in which software can manage the relationships is discussed. The manner of displaying verbal expressions of concepts (vocabulary control) is also considered, but is found to be less well controlled in the classification than in the thesaurus. Nevertheless, there is good reason to think that facet analysis provides a sound basis for structuring a variety of knowledge organization tools.     

Women in Management: Organizational Socialization and Assessment Practices that Prevent Career Advancement

This paper reviews some of the literature on women in management in the UK, with particular emphasis on the biographical data collected in major studies. In view of the small proportions of women in senior management it seeks to identify the potential barriers that assessment procedures create for women wanting to progress to top positions. As organizations are encouraged to increase the‘fairness’and 'sophistication’of these procedures, they may in fact be reinforcing the very nature of the discriminations they are supposedly attempting to reduce. This paper outlines how this may be happening.     

印象管理与心理健康表现之相关

本研究旨在考察中国人印象管理与心理健康表现的相关.研究采用印象管理问卷和一般健康问卷,对某石油国企员工进行调查,发现印象管理程度越高的人,其心理健康程度越差;自我推销和威胁策略与焦虑失眠呈正相关;迎合策略与躯体化症状呈正相关,但和严重抑郁呈负相关;示弱策略与社交障碍呈正相关;做秀策略与心理健康各维度均没有显著相关.结果表明不同的印象管理策略对心理健康有不同的影响.     

Language proficiency and executive control in proactive interference: evidence from monolingual and bilingual children and adults

Two studies are reported in which monolingual and bilingual children (Study 1) and adults (Study 2) completed a memory task involving proactive interference. In both cases, the bilinguals attained lower scores on a vocabulary test than monolinguals but performed the same on the proactive interference task. For the children, bilinguals made fewer intrusions from previous lists even though they recalled the same number of words. For the adults, bilinguals recalled more words than monolinguals when the scores were corrected for differences in vocabulary. In addition, there was a strong effect of vocabulary in which higher vocabulary participants recalled more words irrespective of language group. These results point to the important role of vocabulary in verbal performance and memory. They also suggest that bilinguals may compensate for weaker language proficiency with their greater executive control to achieve the same or better levels of performance as monolinguals.     

Uneven Profiles: Language Minority Learners' Word Reading, Vocabulary, and Reading Comprehension Skills

English reading comprehension skill development was examined in a group of 87 native Spanish-speakers developing English literacy skills, followed from fourth through fifth grade. Specifically, the effects of Spanish (L1) and English (L2) oral language and word reading skills on reading comprehension were investigated. The participants showed average word reading skills and below average comprehension skills, influenced by low oral language skills. Structural equation modeling confirmed that L2 oral language skills had a large, significant effect on L2 reading comprehension, whereas students' word-level reading skills, whether in L1 or L2, were not significantly related to English reading comprehension in three of four models fitted. The results converge with findings from studies with monolinguals demonstrating the influence of oral language on reading comprehension outcomes, and extend these findings by showing that, for language minority learners, L2 oral language exerts a stronger influence than word reading in models of L2 reading.     

Invariance on a reading comprehension test in European Portuguese: A differential item functioning analysis between students from rural and urban areas

The aim of this study was to determine whether the items from a reading comprehension test in European Portuguese function differently across students from rural and urban areas, which biases the test validity and the equity in assessment. The sample was composed of 653 students from second, third and fourth grades. The presence of differential item functioning (DIF) was analysed using logistic regression and the Mantel–Haenszel procedure. Although 17 items were flagged with DIF, only five items showed non-negligible DIF in all effect-size measures. The evidence of invariance across students with rural or urban backgrounds for most of the items supports the validity of the test though the five identified items should be further investigated.     

Terror Management and Reactions to Undocumented Immigrants: Mortality Salience Increases Aversion to Culturally Dissimilar Others

ABSTRACT

The authors examine the idea, derived from Terror Management Theory, that concerns about undocumented immigrants stem from the need to protect death-buffering cultural values against the symbolic threat posed by dissimilar others. It is hypothesized that reminders of death will intensify aversion to culturally dissimilar immigrants. Forty-six university students were randomly assigned to a mortality salience or a control condition prior to evaluating either an illegal alien named Ben Johnson from Vancouver or Carlos Suarez from Mexico City. Consistent with the hypothesis, reactions to the Canadian target did not differ in the control and mortality salience conditions, whereas reactions to the Mexican immigrant were more negative in the mortality salience than in the control condition.     

Orthographic learning in learning to spell: The roles of semantics and type of practice

This study investigated the relevance of type of practice and presence of semantic representation for orthographic learning in learning to spell. A total of 36 students in Grade 2 (mean age = 7 years 10 months) were exposed to 10 novel nonwords, 5 of which were paired with semantic information. Half of the participants practiced reading these new items, whereas the others spelled them. The students were then tested 1 and 7 days later on a dictation task. Results revealed a significant main effect of practice type favoring spelling practice and a main effect of the teaching condition, where taught items paired with semantic information were spelled correctly more often than words presented without semantic support. There was no effect of testing time, with learned words being retained well over the 1-week delay, nor were there any significant interactions. The findings support the contention that spelling offers an excellent milieu for orthographic learning to occur. Furthermore, semantics are proposed as a relevant factor in learning to spell, supporting the view that orthographic learning involves the integration of phonological, orthographic, and semantic representations.     

《孙子兵法》与商业经营散论

《孙子兵法》在商业经营中有着非常的启发作用。书中很多军事论断如兵为诡道、致人而不致于人、避实而击虚、不战而屈人之兵等等完全可以用来指导我们的商业活动。     

Temperamental profiles and linguistic development: Differences in the quality of linguistic production in relation to temperament in children of 28 months

The temperamental constellations that can be found in the infant population may influence the development trajectories of single domains of knowledge, such as that relative to language. The main objective of this study is to identify temperamental profiles to which one associates different levels of linguistic competence and to identify the profile associated with the highest risk for language acquisition. The temperamental characteristics of a sample of 106 children of 28 months attending day-care centres were surveyed and three temperamental profiles were highlighted: a profile typical of the Italian population which grouped most of the children; another made up of easily distractible and not very persistent children, who show a poor capacity to modulate motor activity and finally, the third with children inhibited in new situations. A comparison of the three groups on the basis of the level of linguistic competence revealed important differences regarding certain indices such as the vocabulary size and composition: in particular, the group of “inattentive” children has a more “immature” vocabulary composition, characterised by the presence of more primitive components of the lexical repertory.     

Sales scholarship: honoring the past and defining the future (Key takeaways from the 2018 American Marketing Association Faculty Consortium: New Horizons in Selling and Sales Management)

The American Marketing Association (AMA) Faculty Consortium: New Horizons in Selling and Sales Management (“New Horizons”) emphasized the historical foundation and evolution of the field and fulfilled the event’s traditional role of defining a future research agenda. Selling and sales management has witnessed dramatic changes since the last New Horizons event at Texas Christian University (TCU) in 2013. Going forward, the sales academic community aspires to better understand and explain the impact of changing technologies, machine learning, artificial intelligence, social media, big data, and 24/7 connectivity broadly on selling and sales management. This article provides the key takeaways from New Horizons 2018, briefly highlighting the history of the sales academy and identifying directions for future research that address the technological and other key changes and challenges impacting the field. Dating back to 1984, faculty consortia in selling and sales management have a long tradition of stimulating new insights leading to a cutting-edge research agenda and strong collaboration in executing that research. The New Horizons event in Boston in conjunction with the 2018 AMA Summer Academic Conference continued that tradition.     

Early literacy and early numeracy: the value of including early literacy skills in the prediction of numeracy development

The purpose of this study was to examine whether early literacy skills uniquely predict early numeracy skills development. During the first year of the study, 69 3- to 5-year-old preschoolers were assessed on the Preschool Early Numeracy Skills (PENS) test and the Test of Preschool Early Literacy Skills (TOPEL). Participants were assessed again a year later on the PENS test and on the Applied Problems and Calculation subtests of the Woodcock–Johnson III Tests of Achievement. Three mixed effect regressions were conducted using Time 2 PENS, Applied Problems, and Calculation as the dependent variables. Print Knowledge and Vocabulary accounted for unique variance in the prediction of Time 2 numeracy scores. Phonological Awareness did not uniquely predict any of the mathematics domains. The findings of this study identify an important link between early literacy and early numeracy development.     

Assessment of Parenting Practices Related to Conduct Problems: Development and Validation of the Management of Children's Behavior Scale

We report on the development and initial validation of the parent-report scale, Management of Children's Behavior Scale (MCBS), designed to evaluate parenting practices related to conduct problems in children. Children (N=396, ages 2-14) referred for outpatient treatment and their parents served as participants. We evaluated the composition and consistency of the scale and provided evidence pertaining to concurrent, predictive, and incremental validity. Evidence for each type of validity was consistent with the conceptualization of the scale and the pertinence to child conduct problems. The measure also was sensitive to therapeutic changes. Parenting practices targeted in treatment (parent management training) improved as predicted over time. The results suggest the measure may be useful in evaluating parenting practices known to relate to conduct problems and often targeted for intervention in parent- and family-based treatment.     

Stereotypes and implicit social comparison: Shifts in comparison-group focus

Stereotypes affect how people understand implicit comparisons. In two studies, people judged the comparison implied by a statement (e.g., “Math is easy for me,” “I’m really aggressive”) made by an African-American, White, or Asian-American male. Counter-stereotypic comments, such as the African-American saying he was “bad” at basketball, caused participants to think the target was comparing himself to his narrow ingroup; stereotypic statements caused people to infer that the comparison group was broader. When compared to a fixed standard (all people in USA), evidence that people used stereotypes consistently emerged. Whether motivated or not, by narrowing the comparison standard when presented with a counter-stereotypic case, participants constructed an understanding of the target that protected the stereotype from challenge.     

The relationships among verbal short-term memory, phonological awareness, and new word learning: evidence from typical development and Down syndrome

This study examined the correlates of new word learning in a sample of 64 typically developing children between 5 and 8 years of age and a group of 22 teenagers and young adults with Down syndrome. Verbal short-term memory and phonological awareness skills were assessed to determine whether learning new words involved accurately representing phonological information in memory. Results showed a relationship between verbal short-term memory measures and typically developing individuals’ ability to learn the phonological form of novel words but not their ability to learn the physical referent of new words. Similarly, individuals with Down syndrome showed impaired verbal short-term memory and impaired form but not referent learning. Together, these findings specify the circumstances in which an accurate phonological representation within short-term memory is required for new word learning.     

More is more: The relationship between vocabulary size and word extension

This study experimentally tested the relationship between children’s lexicon size and their ability to learn new words within the domain of color. We manipulated the size of 25 20-month-olds’ color lexicons by training them with two, four, or six different color words over the course of eight training sessions. We subsequently tested children’s ability to extend new color words to new instances. We found that training with a broader number of color words led to increased extension of new words. The results suggest that children’s learning history predicts their ability to learn new words within domains.     

The automated cockpit: A comparison of attitudes towards human and automated pilots

Automation is being used extensively in aviation, particularly in the aircrafts themselves. The airline industry benefits from automation because it often increases efficiency and performance. To date, automation research has focused largely on operator trust and reliance, while largely ignoring the role of affect and trust in shaping the attitudes of the novice consumer. In two studies, we found that participants rated a human pilot more favorably than an auto-pilot. However, attitudes toward the automated pilot were more favorable in a high priced compared to a low priced ticket condition, indicating that participants used price to infer quality. In Study 2, inducing positive affect increased ratings of an automated pilot. Path analyses provided additional evidence that perceptions of automation are largely influenced by feelings.     

Use of absolute and comparative performance feedback in absolute and comparative judgments and decisions

Which matters more—beliefs about absolute ability or ability relative to others? This study set out to compare the effects of such beliefs on satisfaction with performance, self-evaluations, and bets on future performance. In Experiment 1, undergraduate participants were told they had answered 20% correct, 80% correct, or were not given their scores on a practice test. Orthogonal to this manipulation, participants learned that their performance placed them in the 23rd percentile or 77th percentile, or they did not receive comparative feedback. Participants were then given a chance to place bets on two games—one in which they needed to get more than 50% right to double their money (absolute bet), and one in which they needed to beat more than 50% of other test-takers (comparative bet). Absolute feedback influenced comparative betting, particularly when no comparative feedback was available. Comparative feedback exerted weaker and inconsistent effects on absolute bets. Absolute feedback also had stronger (and more consistent) effects on satisfaction with performance and state self-esteem. Experiment 2 replicated these effects in a different university sample, and demonstrated that the effects emerge even when bets are placed after participants rate their satisfaction with their performance (although these ratings do not mediate the effect of feedback on bets). These findings suggest that information about one’s absolute standing on a dimension may be more influential than information about comparative standing, partially supporting a key tenet of Festinger’s [Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7, 117–140.] theory of social comparison.     

Psychologist qualifications in Europe: Common standard for quality and mobility

Abstract: Over the past 10 years a European standard for psychology education and training (EuroPsy) in Europe has been developed through two European Union (EU)‐funded projects. This development has been supported by political initiatives within Europe, in particular the so‐called Bologna process and the new EU Directive on qualifications, which is intended to facilitate professional mobility. The EuroPsy standard applies to professional psychologists at the initial qualification level, namely, independent practice. It requires 6 years of education and training, which include 1 year of supervised practice. The article describes these developments and some critical issues.