Contributions of Observed Parent Socialization of Coping and Skin Conductance Level Reactivity to Childhood Adjustment

This research examined the longitudinal association between parent socialization of coping and child adjustment, as well as the moderating role of children's skin conductance level reactivity (SCLR). Participants were a community sample of children (n = 64, M age = 9.02, 54.5% females, 93.2% Caucasian) and their parent(s). Parent coping suggestions were observed while their child engaged in a stressful challenge task, during which the child's SCLR, a measure of children's physiological reactivity to stress, was also measured. Parent(s) completed the Child Behavior Checklist (Achenbach & Rescorla, 2001) at baseline and a 6‐month follow‐up to assess internalizing and externalizing problems. Results revealed that secondary control engagement suggestions predicted fewer internalizing problems over time. In addition, disengagement suggestions predicted fewer externalizing problems over time among children with high SCLR. This study provides evidence that parent coping suggestions serve as a resource that protects youth from developing adjustment problems.     

An Approach‐Inhibition Model of Employee Silence: The Joint Effects of Personal Sense of Power and Target Openness

When employees consciously withhold potentially important suggestions or concerns from those who may be able to act on that information, it can have serious implications for organizational performance. Yet there is research suggesting that, when faced with the choice of whether or not to raise an issue, employees often choose to remain silent. Our objective in this paper is to expand current theoretical understanding of why employees often remain silent and of situational factors that can lessen this tendency. Drawing on the approach‐inhibition theory of power, we argue that an employee's personal sense that he or she is lacking in power in relation to others at work is a key factor contributing to the decision to remain silent but that this effect is moderated by perceived target openness. We took a multimethod approach, testing these relationships across 3 studies: a laboratory experiment, a survey study of healthcare workers, and a survey study of employees working across a wide range of industries. Our findings suggest that, although silence is indeed rooted in the psychological experience of powerlessness, perceived target openness mitigates this relationship, encouraging employee to speak up when they would not otherwise do so.     

Due process model of procedural justice in performance appraisal: promotion versus termination scenarios

In a laboratory study, 318 student participants (148 male, 169 female, and one who did not report sex; M age 25.0, SD = 6.0) in introductory organizational behavior classes responded to scenarios in which performance appraisal resulted in either employee promotion or termination. Each scenario had varying levels of three procedural justice criteria for performance appraisal. For both promotion and termination outcomes, analysis showed that, as the number of criteria increased, perceptions of procedural fairness increased. A comparison between the two outcomes showed that perceptions of fairness were significantly stronger for the promotion outcome than for termination.     

Relations of Parenting and Negative Life Events to Cognitive Diatheses for Depression in Children

In a sample of 299 children (grades 2, 4, and 6), we examined parenting and negative life events as predictors of depressive cognitions, specifically low self-perceived competence, depressive cognitive schemas, and depressogenic attributional style. We also examined developmental trends in these relations. Children completed measures of parenting, negative life events, and depressive cognitions. Parents also completed measures of parenting and negative life events. Consistent with our hypotheses, negative parenting and negative life events corresponded with higher levels of depressive cognitions, whereas positive parenting corresponded with lower levels of depressive cognitions. The relations between negative parenting and negative automatic thoughts were stronger for older children. Theoretical and practical implications are discussed.     

Education as an intergenerational process of human learning, teaching, and development

In this article I argue that the future of psychological research on educational processes would benefit from an interdisciplinary approach that enables psychologists to locate their objects of study within the cultural, social, and historical contexts of their research. To make this argument, I begin by examining anthropological accounts of the characteristics of education in small, face-to-face, preindustrial societies. I then turn to a sample of contemporary psychoeducational research that seeks to implement major, qualitative changes in modern educational practices by transforming them to have the properties of education in those self-same face-to-face societies. Next I examine the challenges faced by these modern approaches and briefly describe a multi-institutional, multidisciplinary system of education that responds to these challenges while offering a model for educating psychology students in a multigenerational system of activities with potential widespread benefits.     

Social inhibition of return

Responses to a target stimulus can be slower when it appears in the same rather than a different location to a previous event, an effect known as inhibition of return (IOR). Recently, it has been shown that when two people alternate responses to a target, one person’s responses are slower when they are directed to the same locations as their partner’s previous response. The present study sought to investigate this highly novel effect, which we term social IOR (SIOR), in relation to what is known of IOR in individuals performing alone. We found that only a real conspecific can induce SIOR in another person, whereas an animated conspecific cannot. Additionally, SIOR emerges at locations to which a conspecific has been inferred to respond, even when direct observation of his/her responses is prevented. Finally, SIOR can be induced without the abrupt visual transients normally associated with the generation of IOR. These findings suggest that SIOR is the result of stronger activations of IOR mechanisms, or that it is subserved by entirely separate inhibitory processes.     

Adaptation in Visuomanual Tracking Depends on Intact Proprioception

The role of arm proprioception in motor learning was investigated in experiments in which, by moving the arm, subjects followed the motion of a target displayed on a monitor screen. Adaptive capabilities were tested in visuomanual tracking tasks following alterations in the relationship between the observer's actual arm movement and visual feedback of the arm movement given by a cursor motion on the screen. Tracking performance and adaptive changes, measured in terms of spatiotemporal error, tracking trajectory curvature, and spatial gain, were compared in 7 control subjects (CSs) and in 1 deafferented subject (DS). CSs adapted appropriately to altered visuomanual relationships; those changes were present in trials immediately after restoration of normal scaling. In contrast, although the DS modified his tracking strategy from trial to trial according to the altered conditions, he did not show plastic changes in internal visuomanual scaling. Like the results of prismatic adaptation experiments, the present results suggest that arm proprioception contributes to the plastic changes that follow alterations in the scaling of visuomanual gain.