Science on the periphery: Can it contribute to mainstream science?

Science is a global phenomenon that knows no frontiers. But in the real world, production and efficient utilization of scientific knowledge are highly concentrated in a few countries. A large majority of countries—those on the periphery, contribute precious little to the growth of scientific knowledge. Indeed, the distribution of science is even more skewed than is the distribution of wealth among nations. As a result, peripheral countries are left out of the intellectual discourse that is at the very foundation of the knowledge enterprise. The extent of this skewness and the relative neglect of the perihpery can be seen in some quantitative form from publication and citation data. However, while it may be true that mainstream science has not greatly benefitted from the efforts of the periphery, scientifically advanced societies are certainly benefitting from the traditional medical and agricultural knowledge base of the peripheral societies. Countless numbers of plants used in the traditional medical systems of India, China, Africa and Latin America are being drafted into the western system of medicine. A number of multinationals are learning from folk medicine and are gathering tons of plant material from these regions for the manufacture of modern medicine. Ironically, very little transfer of knowledge from ancient to modern systems takes place in the pheripheral countries themselves. Even when it does occur, it does not result in the manufacture and marketing of products for profit. This is a revised version of a paper presented at the ORSTOM-UNESCO conference on 20th Century Science—Beyond the Metropolis; September, 1994, Paris.     

Mentor status,occupational context,and protégé career outcomes: Differential returns for males and females

We report two studies examining the moderating effects of mentor status and protégé gender, along with the moderating role of occupational context, in the relationship of mentoring with protégé career outcomes. Our research replicates and extends previous findings, especially those by Ramaswami et al. (2010b). Results from Study 1 indicated that business school alumni with senior-male mentors earned more compensation than those with no mentors. Additionally, a 3-way interaction (protégé gender × senior-male mentor × occupation type) indicated that the senior-male mentor effect for compensation was especially prominent for females in male-gendered occupation types. Study 2, conducted in an aerospace manufacturing firm comprising both a male-gendered occupation and industry context, confirmed mentor-status by protégé gender interaction for compensation. Female protégés with senior mentors received more compensation than females with no mentors, and also more compensation than males with senior mentors. In contrast, protégés with “other” (not senior) mentors received less compensation than those with no mentors, with this negative effect being especially strong for females. Taken as a whole, these results confirm the importance of mentor status for protégé career success. The results also underscore the importance of considering both mentor attributes and work context in understanding male and female protégés' career returns from mentoring.     

Semantic detail in the developing verb lexicon: An extension of Naigles and Kako (1993)

Verbs are often uttered before the events they describe. By 2 years of age, toddlers can learn from such an encounter. Hearing a novel verb in transitive sentences (e.g. The boy lorped the cat), even with no visual referent present, they later map it to a causative meaning (e.g. feed) (e.g. Yuan & Fisher, 2009 ). How much semantic detail does their verb representation include on this first, underinformative, encounter? Is the representation sparse, including only information for which they have evidence, or do toddlers make more specific guesses about the verb's meaning? In two experiments (N = 76, mean age 27 months), we address this using an event type studied by Naigles and Kako ( 1993 ); they found that when toddlers hear a novel transitive verb while simultaneously viewing a non‐causative referent—a contact event such as patting—they map the verb to the contact event. In Experiment 1 we replicated this basic result. Further, toddlers’ representations persisted over a 5‐minute delay, manifesting again during a retest. In Experiment 2, toddlers heard the verbs while watching two actors converse instead of while seeing contact events. At test, they showed no evidence of mapping the verbs to contact events, either initially or after a 5‐minute delay, despite that in prior work they mapped verbs to causative events under identical circumstances. We infer that on hearing a novel verb in a transitive frame, absent a relevant visual scene, toddlers posit a more specific representation than the evidence requires—one that incorporates causative semantics. A video abstract of this article can be viewed at: https://youtu.be/aRCqSTbr6Bw     

Hong Kong Versus U.S. Negotiations: Effects of Culture,Alternatives, Outcome Scales,and Mediation1

This study investigates the effects of culture, BATNA (best alternative to a negotiated agreement), outcome scales, and mediation on negotiation outcomes. Six hundred three subjects from 2 countries (288 from Hong Kong and 315 from the United States) participated in 2-party negotiations that were either mediated or observed by a third party. In these negotiations, the Hong Kong negotiators obtained higher joint outcomes than did their U.S. counterparts. Also, in both Hong Kong and the United States, negotiators with a high BATNA obtained larger individual outcomes than did those with a low BATNA. Finally, mediation resulted in higher joint outcomes than did no mediation and had a stronger effect in US. (vs. Hong Kong) negotiations.     

An Evaluation of Two Mediation Techniques,Negotiator Power,and Culture in Negotiation1

This study examines the effects of 4 factors in a mediated transfer‐pricing negotiation: (a) the mediator's suggestion that negotiators have concern for the other (opposing) negotiator; (b) the mediator's proposal of moderate goals; (c) negotiator power; and (d) culture. In the simulated negotiations that were mediated by a corporate official, participants were 374 subjects from Hong Kong and the United States. Negotiators obtained lower joint outcomes when urged by the mediator to show concern for the other than when not given this admonition. When the mediator proposed moderate (vs. high) goals, the negotiators received lower joint outcomes but had a higher opinion of the mediator. While we expected negotiator power (equal vs. unequal) to interact with suggested concern for the other, it did so only for the negotiators' individual outcomes. Finally, culture produced a main effect: Hong Kong negotiators obtained higher joint outcomes than did their U. S. counterparts.     

Two-year-olds can begin to acquire verb meanings in socially impoverished contexts

By two years of age, toddlers are adept at recruiting social, observational, and linguistic cues to discover the meanings of words. Here, we ask how they fare in impoverished contexts in which linguistic cues are provided, but no social or visual information is available. Novel verbs are presented in a stream of syntactically informative sentences, but the sentences are not embedded in a social context, and no visual access to the verb’s referent is provided until the test phase. The results provide insight into how toddlers may benefit from overhearing contexts in which they are not directly attending to the ambient speech, and in which no conversational context, visual referent, or child-directed conversation is available.     

Mapping Word to World in ASL: Evidence from a Human Simulation Paradigm

Across languages, children map words to meaning with great efficiency, despite a seemingly unconstrained space of potential mappings. The literature on how children do this is primarily limited to spoken language. This leaves a gap in our understanding of sign language acquisition, because several of the hypothesized mechanisms that children use are visual (e.g., visual attention to the referent), and sign languages are perceived in the visual modality. Here, we used the Human Simulation Paradigm in American Sign Language (ASL) to determine potential cues to word learning. Sign-naïve adult participants viewed video clips of parent–child interactions in ASL, and at a designated point, had to guess what ASL sign the parent produced. Across two studies, we demonstrate that referential clarity in ASL interactions is characterized by access to information about word class and referent presence (for verbs), similarly to spoken language. Unlike spoken language, iconicity is a cue to word meaning in ASL, although this is not always a fruitful cue. We also present evidence that verbs are highlighted well in the input, relative to spoken English. The results shed light on both similarities and differences in the information that learners may have access to in acquiring signed versus spoken languages.     

Judgment Accuracy and Outcomes in Negotiation: A Causal Modeling Analysis of Decision-Aiding Effects

This study examines how interaction structure (no formal structure versus modified Nominal Group Technique) and communication channels (face-to-face versus computer-mediated) affect negotiation performance by changing negotiation judgment accuracy. Participants assumed the role of a selling division manager or one of two buying division managers and completed an intra-organizational transfer pricing negotiation task in groups of three members each. In half of all groups, members interacted freely without any formal structure; in the other half, members interacted using a two-step, modified Nominal Group Technique. Within each of these two conditions, half the groups met directly and communicated face-to-face; in the other half, members were physically isolated and communicated with the aid of a simultaneous electronic-messaging facility. Results showed that unstructured groups and computer-mediated groups had lower judgment accuracy, obtained lower outcomes, and distributed resources more unequally than structured groups and face-to-face groups, respectively. Further analyses using causal modeling revealed that judgment accuracy played a significant role in determining negotiation outcomes. Specifically, negotiation structure caused increases in both individual and group profits and decreases in inequality of resource distribution by reducing fixed-sum error. Computer-mediated communication increased both fixed-sum error and incompatibility error and these increases explained the effects of communication medium on resource distribution. However, changes in fixed-sum error only partially explained the effects of communication medium on individual and group profits. Changes in incompatibility error did not explain any of the effects of communication medium on profits. These results are discussed in terms of implications for the design and implementation of decision aids for small group negotiation.     

An investigation on the mediating role of coping strategies on locus of control-- wellbeing relationship

The relationship among coping strategies, locus of control, and workplace wellbeing is examined. The model hypothesizes that coping strategies mediate the relationship between locus of control and work place well being. To test the model, data was collected from 154 software professionals using separate tools to assess coping strategies, locus of control and work place wellbeing. Model fit for the collected data was examined using structural equation modeling technique with the help of AMOS. Results support the view that coping strategies mediate the relationship between locus of control and work place wellbeing. While the path between locus of control and wellbeing is significant, the path between coping distraction and wellbeing is not significant.     

Meaning from syntax: Evidence from 2-year-olds

When toddlers view an event while hearing a novel verb, the verb’s syntactic context has been shown to help them identify its meaning. The current work takes this finding one step further to reveal that even in the absence of an accompanying event, syntactic information supports toddlers’ identification of verb meaning. Two-year-olds were first introduced to dialogues incorporating novel verbs either in transitive or intransitive sentences, but in the absence of any relevant referent scenes (see Yuan & Fisher, 2009). Next, toddlers viewed two candidate scenes: (a) two participants performing synchronous actions, (b) two participants performing a causative action. When asked to “find mooping”, toddlers who had heard transitive sentences chose the causative scene; those who had heard intransitive sentences did not. These results demonstrate that 2-year-olds infer important components of meaning from syntactic structure alone, using it to direct their subsequent search for a referent in a visual scene.