Intelligence and the Frontal Lobe: The Organization of Goal-Directed Behavior

Basic to the study of individual differences is the concept of “general intelligence” or Spearman'sg.In this article we suggest thatgis largely a reflection of the control functions of the frontal lobe. A series of experiments investigates a phenomenon we callgoal neglect:disregard of a task requirement even though it has been understood and remembered. Subjectively it is as though the neglected requirement “slips the subject's mind.” Previously described in frontal patients, we show that goal neglect can also be seen in some members of the normal population. In line with conventional distinctions between controlled and automatic processing, eliciting conditions for goal neglect include novelty, weak error feedback, and multiple concurrent task requirements. Under these conditions neglect is linked closely togand extremely common after frontal lesions. Following many other models, we suggest that behavior in any task is structured by a set of action constraints or requirements, derived in part from verbal instructions and specified at multiple levels of abstraction. A frontal process of constraint or requirement activation is fundamental to Spearman'sg.     

Learning to Optimize Speed,Accuracy, and Energy Expenditure: A Framework for Understanding Speed-Accuracy Relations in Goal-Directed Aiming

Over the last century, investigators have developed a number of models to explain the relation between speed and accuracy in target-directed manual aiming. The models vary in the extent to which they stress the importance of feedforward processes and the online use of sensory information (see D. Elliott, W. F. Helsen, & R. Chua, 2001, for a recent review). A common feature of those models is that the role of practice in optimizing speed, accuracy, and energy expenditure in goal-directed aiming is either ignored or minimized. The authors present a theoretical framework for understanding speed-accuracy tradeoffs that takes into account the strategic, trial-to-trial behavior of the performer. The strategic behavior enables individuals to maximize movement speed while minimizing error and energy expenditure.     

Determinants of Mediator Behavior: A Test of the Strategic Choice Model1

The present study simulated an organizational dispute to test 12 hypotheses about mediator behavior that were derived from the strategic choice model of mediation. This model is based on the assumption that mediators have four basic strategies to resolve disputes: (a) integrate, which involves a search for mutually acceptable outcomes; (b) press, which involves lowering one or both parties' aspirations; (c) compensate, which involves offering positive benefits in exchange for concessions; and (d) inaction, which involves letting the parties handle the dispute by themselves. The major proposition of the model is that two factors, the mediator's assessment of the likelihood of a mutually acceptable agreement and the mediator's concern for the parties' aspirations, interact to predict mediator behavior. Nine of the 12 hypotheses derived from the model were supported. Pressing by mediators occurred most when mediators had a low estimate of the likelihood of agreement in combination with a low concern for the parties' aspirations. Compensating occurred most when mediators had a low estimate of the likelihood of agreement in combination with a high concern for the parties' aspirations. Inaction occurred most when the mediators' estimate of the likelihood of agreement was high and their concern for the parties' aspirations was low. Integrating occurred most when the mediators had a high concern for the parties' aspirations.     

A Test and Expansion of the Fishbein Model on Religious Attitudes and Behavior in Thailand

Fishbein's reasoned action model of relationships among attitude, subjec- tive norm, intention, and behavior (Azjen & Fishbein, 1980) was tested on a sample of 110 Thai teachers' college students. The behavior investigated was the culturally well-established religious behavior of merit making during Buddhist Lent. The addition of two components to the model was also examined through (a) previous experience with the behavior and (b) a moral or valuative dimension of attitude. Correlational analysis supported the reasoned action model with the inclusion of affective and valuative components to attitude. Sequential multiple-regression analyses showed that subjective norms did not contribute unique variance to the prediction of intention, but previous experience with the behavior and the affective component of attitude both did.     

Rejoinder to MacCallum, Edwards, and Cai (2012) and Rindskopf (2012): Mastering a new method

This rejoinder discusses the general comments on how to use Bayesian structural equation modeling (BSEM) wisely and how to get more people better trained in using Bayesian methods. Responses to specific comments cover how to handle sign switching, nonconvergence and nonidentification, and prior choices in latent variable models. Two new applications are included. The first one revisits the Kaplan (2009) science model by considering priors on primary parameters. The second one applies BSEM to the bifactor model that was hypothesized in the original Holzinger and Swineford (1939) study. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Rethinking the Learning Society: Giorgio Agamben on Studying,Stupidity, and Impotence

In this article, the author rethinks critiques of the learning society using Giorgio Agamben’s theory of potentiality. Summarizing several major contributions to our understanding of the limitations of the discourse of learning, the author proposes that critics thus far have failed to fully pinpoint the exact danger of learning. Importantly, learning is not only a rejection of the democratic or political dimension of education but it is first and foremost predicated on a false ontology of potentiality. What is put at risk in learning is a sacrifice of our (im)potential, our capacity to be or not to be this or that within the order of things. Through a reconstruction of Agamben’s theory of studying, the author argues for a different conceptualization of freedom in education, of teaching, and of the time of education.     

A Test of Greenhaus and Allen (2011) Model on Work-Family Balance

The aim of the present study is to test the Greenhaus and Allen (2011) model on work-family balance (WFB). The model was tested using a survey based methodology. An online questionnaire was administered and data was collected from academicians from higher education institutes in India (492 samples) and USA (293 samples). Partial least square structural equation modeling (PLS SEM) results showed that work-family conflict and work-family facilitation predicted job and family satisfaction. Similarly both types of satisfactions (job and family) predicted feelings of WFB, which in turn results in life satisfaction. In both samples, the model was found to have adequate predictive relevance and goodness of fit with the data. Thus, academicians working in higher educational institutions in India and USA can attain work-family balance by achieving job and family satisfaction. Similarly, job and family satisfaction decreased and increased due to conflict and facilitation respectively. Finally, this work showed that if academicians can achieve balance between work and family, they can attain satisfaction in life as a whole.     

Learning Strategies and Transfer in the Domain of Programming

We report two studies involving an intelligent tutoring system for Lisp (the Camegie Mellon University Lisp Tutor). In Experiment 1, we developed a model, based on production system theories of transfer and analogical problem solving, that accounts for effects of instructional examples, the transfer of cognitive skills across programming problems, and practice effects. In Experiment 2, we analyzed protocols collected from subjects as they processed instructional texts and examples before working with the Lisp Tutor and protocols collected after subjects solved each programming problem. The results suggest that the acquisition of cognitive skills is facilitated by high degrees of metacognition, which includes higher degrees of monitoring states of knowledge, more self-generated explanation goals and strategies, and greater attention to the instructional structure. Improvement in skill acquisition is also strongly related to the generation of explanations connecting the example material to the abstract terms introduced in the text, the generation of explanations that focus on the novel concepts, and spending more time in planning diminishing returns. Finally, reflection on problem solutions that focus on understanding the abstractions underlying programs or that focus on understanding how programs work seems to be related to improved learning.     

Mastering the Use of Control Variables: the Hierarchical Iterative Control (HIC) Approach

There has been growing criticism of the established practice of automatically including control variables into analyses, especially with survey studies. Several authors have explained the pitfalls of improper use and have provided some best practice advice. I build upon this foundation in suggesting a programmatic approach to the use of control variables that can provide evidence to support or refute feasible explanations for why two or more variables are related. The hierarchical iterative control (HIC) approach begins by establishing a connection between two or more variables and then hierarchically adds control variables to rule in or out their possible influence. The HIC approach involves conducting a series of studies to iteratively test relationships among target variables, utilizing a variety of control variable strategies involving multiple methods. A 7-step programmatic approach is described beginning with development of the research question and background literature review and then conducting empirical tests in a hierarchical (within a study) and iterative (across studies) manner.

     

A Comparison of Work Motivation in Bulgaria, Hungary, and the Netherlands: Test of a Model

This article describes a study into the antecedents and consequences of job involvement and organisational commitment of workers in Bulgaria, Hungary, and the Netherlands. On the basis of the literature a general model of work motivation is developed which depicts job characteristics, opportunities to satisfy needs, and extrinsic work factors as determinants of job involvement and organisational commitment, and considers effort expenditure, performance, job satisfaction, turnover, and work stress as outcomes. Data from worker samples in the three countries obtained with equivalent instruments are used to test the validity of the model. Path analysis shows that the model has a modest fit when applied to the three samples simultaneously. A better fit and more meaningful results are obtained by developing optimal models for each country. The peculiarities of these models can be largely explained from cultural and economic factors. Since the differences between Bulgaria and Hungary are as great as the differences with the Netherlands, there seems to be little evidence for a motivational after-effect of communism.     

Validity and Reliability of a Pre-Employment Screening Test: The Counterproductive Behavior Index (CBI)

The Counterproductive Behavior Index (CBI) is a 120-item, true-false questionnaire developed to assess five aspects of counterproductive workplace behavior: Dependability Concerns, Aggression, Substance Abuse, Honesty Concerns, and Computer Abuse, plus an overall measure of Total Concerns. It also yields a Good Impression score. To assess predictive validity, undergraduates with significant work experience simulated persons who had each of the five counterproductive behaviors but were exercising care not to get caught trying to conceal that behavior. All differences between simulated and normative responding were highly significant, with a median sensitivity of .89 for a specificity of .90. For similar participants, construct validity correlations ranged from .37 though .72 with a median of .50, and the correlation of CBI Total Concerns with a Total Validity Index was .66. Test-retest reliabilities of the CBI scales ranged from .79 to .94 with a median correlation of .87. These compare favorably with previously reported internal consistencies (Cronbach alphas). Analysis of the CBI scores of the original normative group at different levels of Good Impression showed that none of the six Concerns scores were affected by attempts to make a good impression until the Good Impression score reached the 90th percentile.     

外科手术决策过程中的情与法

越是给熟人、领导、要人做手术,出现各种手术相关问题的几率就越高.其原因主要是医生受各种情感因素的影响,降低了对医疗核心制度的执行标准,简化了术前准备,放宽了手术适应证,非理性地扩大了手术范围.解决方法:对待任何病人首先必须恪守法律和医疗规范,在此基础上尽可能与病人进行情感交流,达到医患共同自觉执行相关法律和规章,降低情感因素对手术决策的负性作用.     

学习困难儿童的注意、行为特性及同伴关系的研究

本文对学习困难儿童的注意、行为特性及同伴关系进行了研究.516名四、五、六年级的、学参加了本研究,有效被试505人.研究结果表明,学习困难儿童与学习优秀、学习一般儿童相,其注意力更不集中,更容易分心;他们更多动,冲动性更强,行为问题更多;他们的同伴关系更糟糕,在同伴中的地位更低.     

Psychopathy and the Five Factor Model in a Noninstitutionalized Sample: A Domain and Facet Level Analysis

The relationship of primary and secondary psychopathic dispositions as measured by the Levenson Self-Report Psychopathy (LSRP) Scales to NEO-PI-R domain and facet scales of the Five Factor Model (FFM) was examined in a sample (N = 463) of young adults. Previous investigations were extended by (1) addressing the relationship of higher- (i.e., domain) and lower-order (i.e., facet) FFM traits to primary and secondary psychopathy in noninstitutionalized persons, in an attempt to validate hypotheses by T. A. Widiger and D. R. Lynam (1998); (2) examining sex differences in FFM traits in relation to these two psychopathic dispositions; and (3) lending further evidence for the validity of the LSRP. LSRP primary psychopathy was marked by low Agreeableness whereas LSRP secondary psychopathy was characterized by high Neuroticism, low Agreeableness, and low Conscientiousness. Although few sex differences were found between primary and secondary psychopathy, findings support the use of NEO-PI-R domain and facet scales in the identification of personality disorder.