Spousal influence on employees’ career paths in dual ladder systems: a dyadic model

ABSTRACT

This cross-sectional field study examines the influence of employee and spousal characteristics on employees’ career-related motivations in dual ladder systems. We go beyond “constraints-based” explanations of spousal influence and focus on the degree to which the spouse has aspirations for the focal employee’s career – referred to as spousal career aspirations. Using a dyadic study design, we tested a model that specifies the influence of both partners’ career salience and materialism on an employee’s motivation for a particular career path: as manager or technical specialist. According to survey responses from a matched sample of 207 employees and their spouses, the spouse’s career salience and materialism (the latter only for women) were associated with higher levels of spousal career aspirations. In turn, those employees whose spouses aspired for them to have a career were less motivated to obtain a specialist position. Employees’ own career salience was positively associated with their motivation for a managerial position and, in combination with high levels of spousal career aspirations, pulled employees away from a career on the technical ladder. Our results shed light on the family-relatedness of career decisions and have notable implications for dual ladder organizations.     

The dynamic nature of knowledge: Insights from a dynamic field model of children’s novel noun generalization

This paper examines the tie between knowledge and behavior in a noun generalization context. An experiment directly comparing noun generalizations of children at the same point in development in forced-choice and yes/no tasks reveals task-specific differences in the way children’s knowledge of nominal categories is brought to bear in a moment. To understand the cognitive system that produced these differences, the real-time decision processes in these tasks were instantiated in a dynamic field model. The model captures both qualitative and quantitative differences in performance across tasks and reveals constraints on the nature of children’s accumulated knowledge. Additional simulations of developmental change in the yes/no task between 2 and 4 years of age illustrate how changes in children’s representations translate into developmental changes in behavior. Together, the empirical data and model demonstrate the dynamic nature of knowledge and are consistent with the perspective that knowledge cannot be separated from the task-specific processes that create behavior in the moment.     

How do scientists select articles in the PubMed database? An empirical study of criteria and strategies

IntroductionThe present study investigated the strategies used by experienced researchers to find articles in an online bibliographic database.ObjectiveThe goal was to shed light on researchers’ actual search behaviour by empirically observing users during the search process.MethodWe asked 16 neuroscience researchers and 16 researchers in other disciplines of life sciences to perform five search tasks on neuroscience topics using the PubMed database. Think-aloud protocols were recorded while the participants performed the search tasks.ResultsAll researchers managed to find adequate references for the tasks in the limited amount of time allocated. Most participants used similar, very basic moves and tactics to perform the tasks. However, they behaved in many different ways when they had to decide whether to read the retrieved results or to modify their query (according to the number of references they obtained), or when selecting the one or two references they finally gave as answers among all possible answers.DiscussionVariability in participants’ behaviour may result from inter-individual differences in either the participants’ mental models of PubMed or cognitive abilities and styles, but the question requires further investigation. The data further suggest that developers of online search engines and databases should concentrate their efforts on improving simple-search interfaces and helping users to correct search errors in real time.     

Finger gnosia: a predictor of numerical abilities in children?

This paper aimed to test the specificity of predicting power of finger gnosia on later numerical abilities in school-age children and to contribute to the understanding of this effect. Forty-one children were tested in the beginning of Grade 1 on finger gnosia, left-right orientation (another sign of the Gerstmann "syndrome"), and global development. Fifteen months later, numerical and reading abilities were assessed. Analyses of the results indicated that, contrary to the general measures of cognitive development, performance in the finger gnosia test was a good predictor of numerical skills 1 year later but not of reading skills, which proves the specificity of that predictor. The same conclusion was also true for the left-right orientation. However, finger gnosia could equally predict performance in numerical tasks that do or do not rely heavily on finger representation or on magnitude representation. Results are discussed in terms of the localizationist and the functional hypotheses.     

Finger gnosia: a predictor of numerical abilities in children?

This paper aimed to test the specificity of predicting power of finger gnosia on later numerical abilities in school-age children and to contribute to the understanding of this effect. Forty-one children were tested in the beginning of Grade 1 on finger gnosia, left–right orientation (another sign of the Gerstmann “syndrome”), and global development. Fifteen months later, numerical and reading abilities were assessed. Analyses of the results indicated that, contrary to the general measures of cognitive development, performance in the finger gnosia test was a good predictor of numerical skills 1 year later but not of reading skills, which proves the specificity of that predictor. The same conclusion was also true for the left–right orientation. However, finger gnosia could equally predict performance in numerical tasks that do or do not rely heavily on finger representation or on magnitude representation. Results are discussed in terms of the localizationist and the functional hypotheses.     

Transfer of calibration in dynamic touch: What do perceivers learn when they learn about length of a wielded object?

Successfully performing everyday behaviours requires that perceptions and actions are properly calibrated to environmental properties. In three experiments, the authors tested whether calibration was specific to perception of a particular property of a wielded object from a particular grasp position on that object. The experiments investigate whether transfer of recalibration occurs across changes in grasp position (Experiment 1), object property (Experiment 2), and grasp position and object property (Experiment 3). The results suggest that a complete transfer of recalibration occurred in each case. Such results are consistent with recent research on dynamic touch and suggest that rather than recalibrating participants to one particular property of the wielded objects, feedback about a particular property served to recalibrate participants to the properties of the rod set as a whole.     

Transfer of calibration in dynamic touch: what do perceivers learn when they learn about length of a wielded object?

Successfully performing everyday behaviours requires that perceptions and actions are properly calibrated to environmental properties. In three experiments, the authors tested whether calibration was specific to perception of a particular property of a wielded object from a particular grasp position on that object. The experiments investigate whether transfer of recalibration occurs across changes in grasp position (Experiment 1), object property (Experiment 2), and grasp position and object property (Experiment 3). The results suggest that a complete transfer of recalibration occurred in each case. Such results are consistent with recent research on dynamic touch and suggest that rather than recalibrating participants to one particular property of the wielded objects, feedback about a particular property served to recalibrate participants to the properties of the rod set as a whole.     

What do children do in the rime-analogy task? An examination of the skills and strategies used by early readers

Despite the intense debate surrounding the use of orthographic analogy in the clue word paradigm, little is known about the skills and strategies children actually use and how these compare with their everyday reading of single words. This study, with 4- and 5-year-olds (N=125), supports previous work which suggests children rely on phonological, rather than orthographic, priming in the clue word task since children most frequently produced rhyming words in response to the clue word. The extent to which phoneme and rhyme-based skills, along with letter-sound knowledge, predicted children's performance in the analogy task and in a test of single word reading was contrasted and compared. Our findings suggested that the balance of skills which children drew upon was determined by the demands of the task. The implications of these findings for the validity of the 'orthographic'-analogy task and for teaching beginning readers is discussed.     

What do we see in a tilted square? A validation of the figure independence scale.

The Figure Independence Scale (FIS) assesses people's preference for abstract figures that represent uniqueness. As psychological manifestations of cultural values cohere among each other within a cultural system, the authors argue that preference for uniqueness, as a psychological manifestation of the value for independence, can be used as an indirect measure of this value. Four studies examine the convergent, discriminant, and predictive validity of the FIS. The results indicate that liking for abstract, unique figures coheres with other specific manifestations of the value for independence (i.e., responses to explicit independence scale, need for personal control, liking for independence themes in advertisements, and use of social coping) and thus can be used as a measure of individuals' more global endorsement of this individualistic value.     

The effects of mothers' teasing: Do Japanese infants read their mothers' play intention in teasing?

The focus of this study was whether an infant can understand the playful intention in the mother's teasing behaviour. The mother's teasing behaviour can elicit playful interaction with the infant on the one hand, or can result in the infant's distress. In other words, teasing may function as the turning-point in mother-infant interaction. Thus it was hypothesized that the consequence of mothers' teasing behaviour would be positive or negative depending on the success or failure in communication of both mothers' play intention with play signs and infants' interpretation of the play signs. Subjects were 20 mothers and their infants aged from 10 to 13 months (M = 11 months) who were observed during 10 minutes of free play with toys that evoke minor surprise and/or fearfulness. Results showed that about one-third of mothers' teasing behaviour elicited the infant's enjoyment. Especially, mothers' playful teasing accompanied by a smile or laugh led most successfully to infant enjoyment. In contrast, mothers' pretence teasing elicited no particular response from infants. These data suggest that around their first birthday infants develop some understanding of the play intention latent in mothers' teasing behaviour.     

Delayed self-recognition in 2.5-year-old children: Evidence of a restricted sense of self?

In two experiments, we explored whether 2.5-year-olds can use delayed video information to locate objects placed somewhere covertly after first being given pre-test video experience. Our findings revealed that children had little difficulty passing a surprise-object task, that is, a teddy bear hidden in a box that was placed behind the child and hence only visible in the delayed video. In contrast, the children did not pass the surprise-mark task or delayed self-recognition (DSR) task, even with pre-test video training. Similarly, delayed self-image experience and pre-test video training did not facilitate DSR performance in 2.5-year-olds. Children were also just as likely to fail a live video self-recognition task, suggesting that object-retrieval tasks pertaining to self using video information are difficult for children at this age. The findings are discussed in light of possible changes in representational capabilities; the implications for the development of a temporally extended self are also noted.     

Scopolamine effects on memory retention in mice: a model of dementia?

Scopolamine-treated normal young human subjects exhibit memory dysfunctions analogous to those observed in demented patients. The dysfunctions are reversible by physostigmine but not by d-amphetamine which suggests that the memory impairment is specifically related to reduced cholinergic transmission caused by scopolamine. Scopolamine-induced amnesia has been proposed as a model for dementia where reduced cholinergic function is the suspected cause. We report seven experiments in young adult mice which examine scopolamine's effects on memory retention and whether its amnestic effects are specifically blocked by cholinergic agonists or cholinomimetics. Young adult mice were trained to avoid footshock in a T maze and their retention tested 1 week after training. Pretraining subcutaneous injection of scopolamine improved retention scores of "undertrained" mice at a dose of 0.01 mg/kg but impaired at a dose of 0.1 mg/kg. Post-training injection showed no effect at 0.01 mg/kg, enhanced retention scores at 0.1 mg/kg, and impaired at 1.0 mg/kg. The impairment by 1.0 mg/kg was blocked by injection 45 min post-training of each of two cholinergic drugs but was also counteracted by six drugs which act upon five other neural systems (catecholamine, serotonin, glycine, GABA, and hormonal). When scopolamine was injected 40 min pretraining, and each of eight drugs was injected immediately after training, the amnestic effect of scopolamine was only partially counteracted. This suggests that scopolamine impaired acquisition, in addition to some impairment of memory processing. This was confirmed by a direct study of acquisition rates of the avoidance response; 0.1 mg/kg of scopolamine impaired acquisition. The overall results indicate that pretraining administration of scopolamine impairs learning and to some degree memory processing. Counteracting scopolamine-induced amnesia, by either pretraining or post-training drug administration, is not specific to the cholinergic system.     

Individual differences in object-examining duration: do they reflect the use of different encoding strategies?

Much evidence has shown that individual differences in the duration of visual fixation in infancy are related to processing of wholistic versus featural properties of the stimuli. In the present study, an object-examining technique was used with 8-month-old infants to test the hypothesis that infants who display differential attention durations to visuo-manually presented stimuli will vary in their processing of wholistic versus featural aspects of the stimuli. The results confirmed the hypothesis, indicating that, after being familiarized with an object comprised of both global and local properties, long examiners attended more to an object comprised of new-local rather than new-global aspects, whereas short examiners attended more to the new-global rather than the new-local object. These findings provide support to the contention of the existence of close similarities between visual fixation and object-examining measures as indexes of infant information processing, extending the convergences between the two measures to the domain of individual differences.     

The development of co-representation effects in a joint task: Do children represent a co-actor?

When two adults jointly perform a task, they often show interference effects whereby the other’s task interferes with their own performance (Sebanz, Knoblich, & Prinz, 2003). The current study investigated whether these co-representation effects can be observed in young children. This phenomenon can be used as a criterion for adult-like joint action in children, which has been under debate in existing literature due to the difficulty in identifying what mechanisms underlie the behaviours observed (Brownell, 2011). In Experiment 1, two children performed an adapted Bear Dragon task (Kochanska, Murray, Jacques, Koenig, & Vandegeest, 1996), where children were required to point to a picture when instructed to do so by one puppet and to inhibit pointing when instructed to by the other. In the Same Task condition, both children in a pair were asked to respond to the same puppet, whereas in the Different Task condition, they were asked to respond to different puppets. Children made more errors in the Different Task condition than the Same Task, suggesting that they were experiencing interference from their partner’s task rule. In Experiment 2 children in Different and Same task conditions began with the same task as in Experiment 1 and then switched which puppet to respond to. Switch costs were lower in the Different task condition, consistent with children having already represented the alternative task rule on behalf of their partner during the pre-switch phase. Experiment 3 replicated the effect of Task in a novel computer-based paradigm with children between 4 and 5 years, but not younger. These data provide the first direct evidence that children as young as 4 years co-represent a partner's task during a joint activity, and that younger children may not be capable of co-representation.     

Does singing promote well-being?: An empirical study of professional and amateur singers during a singing lesson

This study explored the possible beneficial effects of singing on well-being during a singing lesson. Eight amateur (2m, 6f, age 28–53 yrs) and eight professional (4m, 4f, age 26–49 yrs) singers who had been attending singing lessons for at least six months were included. Continuous ECG was recorded and computerized spectral analysis was performed. Serum concentrations of TNF-alpha, prolactin, cortisol, and oxytocin were measured before and 30 min after the lesson. Five visual analogue scales (VAS, sad-joyful, anxious-calm, worried-elated, listless-energetic, and tense-relaxed) were scored before and after the lesson. In addition, a semi-structured interview was performed. Heart rate variability analyses showed significant changes over time in the two groups for total power, and low and high frequency power. Power increased during singing in professionals, whereas there were no changes in amateurs. This indicates an ability to retain more “heart-brain connection,” i.e., more cardio-physiological fitness for singing in professional singers, compared to amateur singers. Serum concentration of TNF-alpha increased in professionals after the singing lesson, whereas the concentration in amateurs decreased. Serum concentrations of prolactin and cortisol increased after the lesson in the group of men and vice versa for women. Oxytocin concentrations increased significantly in both groups after the singing lesson. Amateurs reported increasing joy and elatedness (VAS), whereas professionals did not. However, both groups felt more energetic and relaxed after the singing lesson. The interviews showed that the professionals were clearly achievement-oriented, with focus on singing technique, vocal apparatus and body during the lesson. The amateurs used the singing lessons as a means of self-actualization and self-expression as a way to release emotional tensions. In summary, in this study, singing during a singing lesson seemed to promote more well-being and less arousal for amateurs compared to professional singers, who seemed to experience less well-being and more arousal.     

Gaze aversion during social interaction in preterm infants: a function of attention skills?

Preterm infants avert their gaze more often and for longer periods in early social interactions compared to full term infants. In previous studies this finding is interpreted as being a function of the higher degree of parental stimulation that is often found in parents of preterm children. The current study explores an additional hypothesis. Since the development of general visual attention abilities is found to be less optimal in preterm children, it is possible that less optimal maturation of attention abilities partially explains the elevated gaze aversion in a social context. Therefore, the current study investigated the association between gaze aversion in a social context and the ability to disengage and shift visual attention in a non-social context in 20 preterm and 42 full term infants aged 4 and 6 months. Results confirm that preterm infants are slower to shift their attention in a non-social context and that they avert their gaze more often in a social context compared to full term children. Furthermore, more frequent gaze aversion during social interaction at 6 months was related to longer disengagement and the shifting of attention at 4 and 6 months, but only within the preterm group. The results suggest that attention maturation is less optimal in preterm children; this can be observed in a non-social as well as a social context. Less attention maturation in preterm children can negatively influence the amount of time they can stay actively involved in social interaction.     

Does trauma memory play a role in the experience of reporting sexual assault during police interviews? An exploratory study

A recent study indicated that 94.4% of reported sexual assault cases in the UK do not result in successful legal prosecution, also known as the rate of attrition (Kelly, Lovett, & Regan, 2005 Kelly, L., Lovett, J. and Regan, L. 2005. A gap or a chasm? Attrition in rape cases, London: Home Office.  [Google Scholar]). Scant research has examined the role of trauma-related psychological processes in attrition. Victims of sexual assault (N =22) completed questions about peri-traumatic dissociation, trauma memory fragmentation, account incoherence during police interview, and likelihood of proceeding with legal cases. Higher levels of dissociation during sexual assault were associated with participants reporting more fragmented trauma memories. Memory fragmentation was associated with participants indicating that they provided more incoherent accounts of trauma during police interview. Importantly, people who viewed themselves as providing more incoherent accounts predicted that they would be less likely to proceed with their legal cases. The findings suggest trauma impacts on memory, and these trauma-related disruptions to memory may paradoxically contribute to attrition.     

Externality as a function of obesity in children: pervasive style or eating-specific attribute?

The developmental sources of the link between stylistic externality and food-related externality found in the obese by Schacter and others were explored by testing whether the externality phenomena that have been found to differentiate obese and normal adults are also discriminators of obese and normal children. The results suggest that obese children as young as 7-12 years of age show an external responsiveness to salient food cues but not yet a generally external perceptual style. The implications of these findings for the development of obese externality are examined.     

Indexical and symbolic referencing: what role do they play in children's success on theory of mind tasks?

Numerous measures have been employed in the last 17 years to assess theory of mind (ToM). The literature reports marked variability in the age at which children succeed on these measures. To account for this variability, researchers have provided explanations ranging from cognitive shifts and voids to the inability to understand the language of the tasks or to social/pragmatic considerations, all of which tell us little if anything about the internal mechanism underlying ToM. The main purpose of this paper is to provide a comprehensive theoretical account of children's success and the discrepancies found across different ToM tasks. We test the hypothesis that children's understanding of ToM is sensitive to the basic elements of language, that is, to whether the language is indexical or symbolic. Support for this account was found in the analysis of selected test protocols in four published studies of ToM, and new data collected from 53 children (4--6 years) which showed that a higher percentage of children succeeded on tasks with a high ratio of indexical to symbolic references than on tasks with a high ratio of symbolic to indexical references. There was also a main effect of age with older children succeeding at higher rates on both tasks than younger children. Our findings suggest that indexical representation can afford ToM understanding in 4-year-olds, but is not sufficient for a more mature ToM. The latter requires symbolic representation that was demonstrated by the majority of 5--6-year-olds.     

Orientation specificity in spatial memory: what makes a path different from a map of the path?

Three studies investigated the factors that lead spatial information to be stored in an orientation-specific versus orientation-free manner. In Experiment 1, we replicated the findings of Presson and Hazelrigg (1984) that learning paths from a small map versus learning the paths directly from viewing a world leads to different functional characteristics of spatial memory. Whether the route display was presented as the path itself or as a large map of the path did not affect how the information was stored. In Experiment 2, we examined the effects of size of stimulus display, size of world, and scale transformations on how spatial information in maps is stored and available for use in later judgments. In Experiment 3, we examined the effect of size on the orientation specificity of the spatial coding of paths that are viewed directly. The major determinant of whether spatial information was stored and used in an orientation-specific or an orientation-free manner was the size of the display. Small displays were coded in an orientation-specific way, whereas very large displays were coded in a more orientation-free manner. These data support the view that there are distinct spatial representations, one more perceptual and episodic and one more integrated and model-like, that have developed to meet different demands faced by mobile organisms.