Spatial grouping resolves ambiguity to drive temporal recalibration

Cross-modal temporal recalibration describes a shift in the point of subjective simultaneity (PSS) between 2 events following repeated exposure to asynchronous cross-modal inputs--the adaptors. Previous research suggested that audiovisual recalibration is insensitive to the spatial relationship between the adaptors. Here we show that audiovisual recalibration can be driven by cross-modal spatial grouping. Twelve participants adapted to alternating trains of lights and tones. Spatial position was manipulated, with alternating sequences of a light then a tone, or a tone then a light, presented on either side of fixation (e.g., left tone--left light--right tone--right light, etc.). As the events were evenly spaced in time, in the absence of spatial-based grouping it would be unclear if tones were leading or lagging lights. However, any grouping of spatially colocalized cross-modal events would result in an unambiguous sense of temporal order. We found that adapting to these stimuli caused the PSS between subsequent lights and tones to shift toward the temporal relationship implied by spatial-based grouping. These data therefore show that temporal recalibration is facilitated by spatial grouping.     

Trait Goal Orientation, Self-Regulation, and Performance: A Meta-Analysis

Purpose

The purpose of this paper is to meta-analytically examine trait goal orientation constructs and their relationships with the self-regulation variables of self-monitoring, self-evaluations, self-reactions, and self-efficacy as well as task performance across a range of contexts.

Design, Methodology, Approach

Data were gathered from published and unpublished research examining the goal orientation construct and self-regulation and/or task performance. Effect sizes from 102 research reports involving over 16,000 participants were included.

Findings

In general the mastery-approach goal orientation construct was positively related to the self-regulation and performance variables. Conversely, negative relationships were found between the performance-avoid goal orientation and those variables. Relationships between goal orientation and self-regulation tended to be higher compared to those found for goal orientation and performance. Overall, the findings support the discriminant validity of the three factors of goal orientation (mastery-approach, performance-approach, performance-avoid).

Practical Implications

Practitioners and researchers will benefit from learning that mastery-approach goal orientation consistently relates to self-regulation and task performance. The findings indicate that a mastery-approach goal orientation could serve as a meaningful predictor in selection processes or as an explanatory variable of motivation.

Originality/Value

The present study updates and expands upon past research by focusing on relationships of trait goal orientation across a variety of contexts. The results extend meta-analytic results to a wider range of self-regulatory variables.     

The prospect of negotiating: Stress, cognitive appraisal, and performance

Despite a significant literature on the impact of stress on performance in achievement settings, little is known about whether and how stress might matter for would-be negotiators. In two studies, we investigate how bargainers cognitively appraise a looming negotiation, whether its prospect is stressful and what the consequences are for performance. Individuals who appraised a prospective negotiation as a threat experienced more stress ahead of a negotiation, and reached lower quality deals compared to those who had appraised a challenge. Results from a follow-up experiment showed that would-be negotiators who had appraised a threat behaved more passively and were less likely to use tough tactics compared to those who appraised a challenge. Those who appraised a threat also had relatively inaccurate perceptions of their partners’ priorities and interests, which undermined their outcomes. The outcome advantage for those who appraised a challenge was limited to negotiations that contained integrative potential.     

The Relation of Severity and Comorbidity to Treatment Outcome with Cognitive Behavioral Therapy for Childhood Anxiety Disorders

The present study investigated the impact of comorbidity over and above the impact of symptom severity on treatment outcome of Cognitive Behavioral Therapy for children with anxiety disorders. Children (aged 8–12, n = 124) diagnosed with an anxiety disorder were treated with a short-term CBT protocol. Severity was assessed with a composite measure of parent-reported behavior problems. Two approaches to comorbidity were examined; “total comorbidity” which differentiated anxiety disordered children with (n = 69) or without (n = 55) a co-occurring disorder and “non-anxiety comorbidity’ which differentiated anxious children with (n = 22) or without a non-anxiety comorbid disorder (n = 102). Treatment outcome was assessed in terms of Recovery, represented by post-treatment diagnostic status, and Reliable Change, a score reflecting changes in pre- to post-treatment symptom levels. Severity contributed to the prediction of (no) Recovery and (more) Reliable Change in parent-reported internalizing and externalizing symptoms and self-reported depressive symptoms. Total and non-anxiety comorbidity added to the prediction of diagnostic recovery. Non-anxiety comorbidity added to the prediction of Reliable Change in parent reported measures by acting as a suppressor variable. Non-anxiety comorbidity operated as a strong predictor that explained all of the variance associated with severity for self-reported depressive symptoms. The results support the need for further research on mechanisms by which treatment gains in children with higher symptom severity and non-anxiety comorbidity can be achieved.     

Weekly work engagement and performance: A study among starting teachers

This study among 54 Dutch teachers tested a model of weekly work engagement. On the basis of theories about the motivational potential of job resources, we predicted that teachers' weekly job resources are positively related to their week‐levels of work engagement, and that week‐level work engagement is predictive of week‐level performance. In addition, we hypothesized that momentary work engagement has a positive, lagged effect on next week's job resources. Teachers were asked to fill in a weekly questionnaire every Friday during 5 consecutive weeks. Results of multi‐level analyses largely confirmed our hypotheses, by showing that week‐levels of autonomy, exchange with the supervisor, and opportunities for development (but not social support) were positively related to weekly engagement, which, in turn, was positively related to weekly job performance. Moreover, momentary work engagement was positively related to job resources in the subsequent week. These findings show how intra‐individual variability in employees' experiences at work can explain weekly job performance.     

Influences of information processing and disengagement in infants' looking behaviour

The present study considers the joint influences of information processing and disengagement in looking behaviour within a habituation paradigm. Six‐month‐old infants were habituated, during which their heart rate (HR) was measured. A parametric model of habituation yielded for each infant parameter estimates of their habituation performance. These parameters were interpreted as assessing information processing and disengagement. Corresponding measures were obtained from the HR data. The HR measures and habituation model parameter estimates were significantly correlated, as predicted. In addition, an attention getter, presented prior to each habituation trial, influenced indicators of information processing, but not of disengagement. Results confirmed the advantages of a modelling approach. In addition, and more importantly, findings led to the conclusion that both information processing as well as disengagement are involved in infants' looking behaviour in visual habituation. Copyright © 2009 John Wiley & Sons, Ltd.     

Flow among music teachers and their students: The crossover of peak experiences

This study among 178 music teachers and 605 students from 16 different music schools examined the peak experience of flow (Csikszentmihalyi, 1990). On the basis of the literature, it is hypothesized that job resources, including autonomy, performance feedback, social support, and supervisory coaching have a positive influence on the balance between teachers’ challenges and skills, which, in turn, contributes to their experience of flow (absorption, work enjoyment, and intrinsic work motivation). In addition, using emotional contagion theory, it is hypothesized that flow may crossover from teachers to their students. The results of structural equation modeling analyses offer support for both hypotheses. These findings are discussed in light of theories about crossover and emotional contagion.     

The Effects of Phenytoin on the Performance of Rats in a Delayed Match-to-Place Task

We have shown previously that phenytoin impairs learning in rats in several different behavioral paradigms (Churchill et al., 1998, 2003; Banks et al., 1999). The present study has examined this drug's effects on performance in a delayed match-to-place water maze paradigm developed by Steele and Morris (1999). We find that phenytoin retards performance, but only when the inter-trial interval (ITI) is short (i.e., 15-sec). With longer ITIs (i.e., 20-min, 2-hr), the performance of the phenytoin-treated rats was quite comparable to the controls. We suggest that this pattern of results stems from a disruption of spatial working memory, perhaps due to the effects of the drug on hippocampal function (cf., Churchill et al., 1998, 2003). This disruption is, however, not so profound that consolidation is prevented.     

Humor in Counseling: Leader Perspectives

This article explores the existence of humor in counseling from the perspectives of several leaders in the field. Specifically, the last 5 authors describe some of their thoughts and experiences regarding the emergence of humor in counseling.