Perceived fit with an academic environment: Attitudinal and behavioral outcomes

Because person–organization fit relates to important outcomes, and because fit is a time-dependent process, there exists a need to model longitudinal data related to fit. In a multi-university sample (N = 1174), we tested hypotheses concerning person–organization fit and various behavioral and attitudinal outcomes; correlations between changes in these variables over time, and the correlates of these changes. Using autoregressive modeling and latent growth curve modeling, results indicated that academic fit leads to academic satisfaction, which in turn leads to turnover intent, and to a lesser extent GPA and class absenteeism. Changes in academic fit correlated highly with similar changes in satisfaction and GPA and with opposite changes in turnover intent. Academic satisfaction did not correlate with subsequent organizational citizenship behavior (OCB) as predicted; changes across these domains were significantly related, but were small. Consistent with our hypotheses, Realistic interests correlated negatively with changes in academic fit and satisfaction. Investigative interests were correlated positively with changes in fit and initial satisfaction levels. We conclude by discussing implications, limitations, and future research concerning the longitudinal analysis of person–organization fit.     

Supervision and imagination

Abstract :  This paper explores the role of imagination for the supervisor and examines the differences between the supervisor's use of creative and defensive imagination. It is suggested that reverie and imagining play a central role in supervision but that these need to be harnessed in the service of the reality principle. It is argued that the Jungian emphasis on the ego-self relationship provides a context for this process. A clinical example of work with a supervisee is described in which hidden aspects of a strong erotic transference/countertransference were revealed in the supervisor's imagining and became available for reflection.     

An evaluation of intraverbal training and listener training for teaching categorization skills

The effects of vocal intraverbal training and listener training on the emergence of untrained categorization skills were evaluated. Five typically developing preschool children initially learned to name a number of previously unfamiliar visual stimuli. Each child then received one of two types of training. Intraverbal training involved reinforcing vocally emitted category names by the child in the presence of a spoken exemplar name. Listener training involved reinforcing the selection of visual stimuli by the child in the presence of a spoken category name. A multiple baseline design was used to evaluate the effects of training on each child's intraverbal category naming and stimulus selection. Pre- and posttests were used to assess additional emergent relations. Four of 5 participants did not demonstrate the emergence of any untrained relations. The current findings suggest that additional research is needed to determine the optimal sequencing of conditions in programs designed to teach categorization skills.     

Changing family formation in Nepal: marriage, cohabitation and first sexual intercourse

CONTEXT: In Nepal, marriage occurs at a relatively young age and arranged weddings are widespread. However, recent changes in the family formation process and the timing of first sexual intercourse suggest that a transformation may be under way. METHODS: Data on marriage, cohabitation and first sexual intercourse from the 2001 Nepalese Demographic and Health Survey were used to describe the family formation process. The sequence of these events and the intervals between them were explored for currently married men and women. Hazard models were used to identify factors associated with behavioral changes over time. RESULTS: The average age at marriage among women married before age 20 increased from 13.7 years for those born in 1952-1956 to 15.6 years for those born in 1977-1981, while remaining relatively stable for men married before age 25 (17.3 years for the 1942-1946 birth cohort to 17.7 for the 1972-1976 birth cohort). After individual and couple characteristics were controlled for, younger age at interview was associated with greater odds of simultaneous marriage and cohabitation for both genders (odds ratios, 1.3-1.7). Younger age at interview was also associated with premarital sex among men--those aged 39 or younger had significantly higher risks than older men of having had premarital sex, with odds ratios rising from 1.6 among those aged 35-39 to 1.8 among those aged 15-24. CONCLUSIONS: It is important not only to promote education as a means of delaying marriage and childbearing, but also to implement programs and services that prevent reproductive health problems for young married couples.     

Computer‐mediated communication: synchronicity and compensatory effort

Groups might perform compensatory communicative actions if media characteristics impede a particular communication process. The present study examined this hypothesis for the process of information integration, which is a sub‐task in collaborative problem‐solving. Synchronous media characteristics support the information integration process, while asynchronous media characteristics impede it. The synchronicity of the medium was varied by manipulating parallelism and the immediacy of feedback within real‐time, text‐based computer‐mediated communication. A Conversational Games Analysis (CGA) was performed in order to investigate the functional purposes of the task‐oriented contributions. All groups successfully solved the problem. However, groups interacting in the asynchronous communication mode produced significantly more functional contributions for the purpose of mutual task‐oriented understanding and clarification, compared to the synchronous groups. Moreover, members of asynchronous groups repeated unshared pieces of information more often. These differences are interpreted as communicative efforts that balance the hindering influence of asynchronous media characteristics on the process of information integration. Copyright © 2007 John Wiley & Sons, Ltd.     

Young children's spontaneous use of geometry in maps

Two experiments tested whether 4-year-old children extract and use geometric information in simple maps without task instruction or feedback. Children saw maps depicting an arrangement of three containers and were asked to place an object into a container designated on the map. In Experiment 1, one of the three locations on the map and the array was distinct and therefore served as a landmark; in Experiment 2, only angle, distance and sense information specified the target container. Children in both experiments used information for distance and angle, but not sense, showing signature error patterns found in adults. Children thus show early, spontaneously developing abilities to detect geometric correspondences between three-dimensional layouts and two-dimensional maps, and they use these correspondences to guide navigation. These findings begin to chart the nature and limits of the use of core geometry in a uniquely human, symbolic task.     

Flexibility of cue use in the fox squirrel (Sciurus niger)

Recent work on captive flying squirrels has demonstrated a novel degree of flexibility in the use of different orientation cues. In the present study, we examine to what extent this flexibility is present in a free-ranging population of another tree squirrel species, the fox squirrel. We trained squirrels to a rewarded location within a square array of four feeders and then tested them on transformations of the array that either pitted two cue types against one cue type, the majority tests, or all cue types against each other, the forced-hierarchy test. In Experiment 1, squirrels reoriented to the two-cue-type location in all majority tests and to the location indicated by the visual features of the feeders in the forced-hierarchy test. This preference for visual features runs contrary to previous studies that report the use of spatial cues over visual features in food-storing species. In Experiments 2-5 we tested squirrels with different trial orders (Experiments 2 and 3), a different apparatus (Experiment 4) and at different times of the year (Experiment 5) to determine why these squirrels had chosen to orient using visual features in the first experiment. Like captive flying squirrels, free-ranging fox squirrels showed a large degree of flexibility in their use of cues. Furthermore, their cue use appeared to be sensitive both to changes in the test apparatus and the season in which we tested. Altogether our results suggest that the study of free-ranging animals over a variety of conditions is necessary for understanding spatial cognition.     

The combined effect of gaze direction and facial expression on cueing spatial attention

Empirical evidence shows an effect of gaze direction on cueing spatial attention, regardless of the emotional expression shown by a face, whereas a combined effect of gaze direction and facial expression has been observed on individuals' evaluative judgments. In 2 experiments, the authors investigated whether gaze direction and facial expression affect spatial attention depending upon the presence of an evaluative goal. Disgusted, fearful, happy, or neutral faces gazing left or right were followed by positive or negative target words presented either at the spatial location looked at by the face or at the opposite spatial location. Participants responded to target words based on affective valence (i.e., positive/negative) in Experiment 1 and on letter case (lowercase/uppercase) in Experiment 2. Results showed that participants responded much faster to targets presented at the spatial location looked at by disgusted or fearful faces but only in Experiment 1, when an evaluative task was used. The present findings clearly show that negative facial expressions enhance the attentional shifts due to eye-gaze direction, provided that there was an explicit evaluative goal present.     

HMS: A MATLAB simulator of the Harris model of associative learning

Harris (2006) recently proposed a new elemental model of the processes involved in associative learning. Although Harris explicated all relevant mathematical and conceptual details of the model in his article, implementing a computer simulation of his model requires considerable programming expertise and work. We therefore present the Harris model simulator (HMS), a MATLAB simulator of Harris's model. HMS provides a graphical user interface for manipulating all essential parameter values and for controlling the simulation process, the graphical visualization of the simulation course, and the numerical results. HMS is available free of charge from www.staff.uni-marburg.de/(tilde)lachnit/harris/. HMS allows researchers to easily derive and evaluate predictions for the Harris model, and it will therefore facilitate insights into the mechanisms of associative learning.     

Presence within a mixed reality environment.

Mixed reality environments represent a new approach to creating technology-mediated experiences. However, there is a lack of empirical research investigating users' actual experience. The aim of the current exploratory, non-experimental study was to establish levels of and identify factors associated with presence, within the framework of Schubert et al.'s model of presence. Using questionnaire and interview methods, the experience of the final performance of the Desert Rain mixed reality environment was investigated. Levels of general and spatial presence were relatively high, but levels of involvement and realness were not. Overall, intrinsic motivation, confidence and intention to re-visit Desert Rain were high. However, age was negatively associated with both spatial presence and confidence to play. Furthermore, various problems in navigating the environment were identified. Results are discussed in terms of Schubert's model and other theoretical perspectives. Implications for system design are presented.