Self-monitoring personality at work: a meta-analytic investigation of construct validity

The validity of self-monitoring personality in organizational settings was examined. Meta-analyses were conducted (136 samples; total N = 23,191) investigating the relationship between self-monitoring personality and work-related variables, as well as the reliability of various self-monitoring measures. Results suggest that self-monitoring has relevance for understanding many organizational concerns, including job performance and leadership emergence. Sample-weighted mean differences favoring male respondents were also noted, suggesting that the sex-related effects for self-monitoring may partially explain noted disparities between men and women at higher organizational levels (i.e., the glass ceiling). Theory building and additional research are needed to better understand the construct-related inferences about self-monitoring personality, especially in terms of the performance, leadership, and attitudes of those at top organizational levels.     

Rebellious teens? Genetic and environmental influences on the social attitudes of adolescents

Genetic and environmental influences in social attitudes were investigated in adopted and nonadopted children (N = 654) and their biological and adoptive relatives in the Colorado Adoption Project. Conservatism and religious attitudes were measured in the children annually from ages 12 to 15 and in the parents during the 12-year-old visit. Multivariate genetic model fitting indicated that both conservatism and religious attitudes are strongly influenced by shared-family environmental factors throughout adolescence. In contrast to previous findings from twin studies, which suggest that genetic influence on social attitudes does not emerge until adulthood, the present study detected significant genetic influence in conservatism as early as age 12. There was no evidence of genetic influence, however, on religious attitudes during adolescence.     

The effects of encoding task on age-related differences in the functional neuroanatomy of face memory

Age-related differences in brain activity mediating face recognition were examined using positron emission tomography. Participants encoded faces using a pleasant-unpleasant judgment, a right-left orientation task, and intentional learning. Scans also were obtained during recognition. Both young and old groups showed signficant effects of encoding task on recognition accuracy, but older adults showed reduced accuracy overall. Increased brain activity in older adults was similar to that seen in young adults during conditions associated with deeper processing, but was reduced during the shallow encoding and recognition conditions. Left prefrontal activity was less in older adults during encoding, but greater during recognition. Differential correlations of brain activity and behavior were found that suggest older adults use unique neural systems to facilitate face memory.     

Implicit motor sequence learning is represented in response locations

Previous work (Willingham, 1999) has indicated that implicit motor sequence learning is not primarily perceptual; that is, what is learned is not a sequence of stimuli. Still other work has indicated that implicit motor sequence learning is not specific to particular muscle groups or effectors. In the present work, we tested whether implicit motor sequence learning would be represented as a sequence of response locations. In Experiment 1, learning showed very poor transfer when the response locations were changed, even though the stimulus positions were unchanged. In Experiment 2, participants switched their hand positions at transfer, so that one group of participants pushed the same sequence of keys but used a different sequence of finger movements to do so, whereas another group pushed a different sequence of keys but used the same sequence of finger movements used at training. Knowledge of the sequence was shown at transfer only if the sequence of response locations was maintained, not the sequence of finger movements.     

Structure of the Weinberger Adjustment Inventory Self-Restraint scale and its relation to problem behaviors in adolescence

The authors examined the structure of the Weinberger Adjustment Inventory (WAI) Self-Restraint scale in derivation (n = 1,286) and cross-validation (n = 1,154) samples of mostly African American 6th graders in 3 urban schools. Four models were compared: (a) a 1-factor model; (b) a hierarchical model in which factors representing Impulse Control, Suppression of Aggression, Responsibility, and Consideration of Others were subsumed by a higher order factor; (c) a model that represented these 4 factors as correlated but distinct constructs; and (d) a model that excluded Consideration of Others from the higher order factor. Consistent support was found for the last model based on confirmatory factor analyses and latent-variable analyses examining the relations among self-restraint scales, drug use, delinquency, and aggression. These findings have implications for using the WAI, particularly in studies of adolescent problem behaviors.     

Infants' formation and use of categories to segregate objects

Four- and-a-half-month-old infants' (N = 100) category formation and use was studied in a series of five experiments. For each experiment, the test events featured a display composed of a cylinder and a box. Previous research showed that this display is not clearly parsed as a single unit or as two separate units by infants of this age. Immediately prior to testing, infants were shown a set of category exemplars. Knowledge about this category could help infants disambiguate the test display, which contained a novel exemplar of this category. Clear interpretation of the test display as composed of two separate units (as indicated by infants' longer looking at the move-together than at the move-apart test event) was taken as evidence of category formation and use. In Experiments 1 and 5, infants' prior experience with a set of three different boxes that were similar to the test box facilitated their segregation of the test display. Experiment 2 showed that three different exemplars are necessary: prior experience with any two of the three boxes used in Experiment 1 did not facilitate infants' segregation of the test display. Experiment 3 showed that variability in the exemplar set is necessary: prior experience with three identical boxes did not facilitate infants' segregation of the test display. Experiment 4 showed that under these conditions of very brief prior exposure, similarity between the exemplar set and test box is necessary: prior experience with three different boxes that were not very similar to the test box did not facilitate infants' segregation of the test display. Together, these findings suggest that: (a) number of exemplars, variability, and similarity in the exemplar set are important for infants' category formation, and (b) infants use their category knowledge to determine the boundaries of the objects in a display.     

The effect of school-based kindergarten transition policies and practices on child academic outcomes

This study examined the effect of school-based kindergarten transition policies and practices on child outcomes. The authors followed 17,212 children from 992 schools in the Early Childhood Longitudinal Study-Kindergarten sample (ECLS-K) across the kindergarten school year. Hierarchical linear modeling revealed that the number of school-based transition practices in the fall of kindergarten was associated with more positive academic achievement scores at the end of kindergarten, even controlling for family socioeconomic status (SES) and other demographic factors. This effect was stronger for low- and middle-SES children than high-SES children. For low-SES children, 7 transition practices were associated with a .21 standard deviation increase in predicted achievement scores beyond 0 practices. The effect of transition practices was partially mediated by an intervening effect on parent-initiated involvement in school during the kindergarten year. The findings support education policies to target kindergarten transition efforts to increase parent involvement in low-SES families.     

The social context of imitation in infancy

Infants increasingly generalize deferred imitation across environmental contexts between 6 and 18 months of age. In three experiments with 126 6-, 9-, 12-, 15-, and 18-month-olds, we examined the role of the social context in deferred imitation. One experimenter demonstrated target actions on a hand puppet, and a second experimenter tested imitation 24h later. When the second experimenter was novel, infants did not exhibit deferred imitation at any age; when infants were preexposed to the second experimenter, all of them did. Imitating immediately after the demonstration also facilitated deferred imitation in a novel social context at all ages but 6 months. Infants' pervasive failure to exhibit deferred imitation in a novel social context may reflect evolutionary selection pressures that favored conservative behavior in social animals.