Effects of task duration on sensitivity to sleep deprivation using the multi-attribute task battery

Several factors affect the sensitivity to sleep deprivation in the performance of computerized tests. Two of these are task complexity and duration. Complexity can improve sensitivity by increasing the demands required to complete the task, but it can also decrease sensitivity by improving the subject’s motivation. The effects of task duration are more predictable in that longer tests generally are more susceptible to deprivation effects than shorter ones. The impact of task duration on an interesting, but complex, aviation simulation was examined here. By breaking down data from 30-min multi-attribute task battery administrations into the first, second, and third 10 min of performance, it was shown that tests shorter than 30 min underestimate the impact of sleep loss on performance. This was especially evident in measures of time-out and tracking errors.     

Effects of daily probing on acquisition of instructive feedback responses

This study evaluated the effects of daily probes of instructive feedback stimuli on students' acquisition of two types of instructive feedback responses. Four students, two with disabilities, participated and were taught four sets of behaviors, two sets received daily probes and two sets did not. A modification of the multiple probe design across behaviors was used. The findings indicate that students acquired their target behaviors rapidly and maintained correct responding during subsequent probe conditions. Students also acquired both types of instructive feedback and maintained it across subsequent probe conditions. The daily probes of the instructive feedback stimuli did not appear to enhance acquisition or maintenance of the instructive feedback responses, but students appeared to acquire the instructive feedback responses while learning their target behaviors. The implications of this study for understanding how students learn instructive feedback responses and for practice are discussed.     

Effects of inadmissible Evidence on the Decisions of Simulated Jurors: A Moral Dilemma

In a 2 × 3 design, simulated jurors received either weak or strong evidence against a defendant in a murder case. Within each evidence condition, subjects were given either additional evidence ruled admissible, additional evidence ruled inadmissible, or no additional evidence. Results indicated that ( a ) jurors were biased by inadmissible evidcnce in the weak-evidence but not in the strong-evidence condition, ( b ) strong evidence resulted in more guilty verdicts than did weak evidence, ( c ) confidence in verdict was influenced by strength of evidence, and ( d ) confidence of guilt was positively correlated with severity of punishment. Implications of the results are discussed within the context of the judicial process.     

Effects of sandfly fever on isometric muscular strength, endurance, and recovery

The isometric muscular strength and endurance of 10 male volunteers were measured four times per day for 15 consecutive days. Eight experimental subjects were inoculated with sandfly fever virus and two double-blind controls were given sterile saline on the seventh day. The muscular performances of the control subjects remained essentially constant throughout. Decrements in muscular strength and endurance occurred with the experimentals during the brief period of illness three or four days after inoculation, then performances improved towards baseline levels.     

Why ruminators are poor problem solvers: clues from the phenomenology of dysphoric rumination

The phenomenology of dysphoric rumination and its consequences for problem solving were explored in 3 studies. In Study 1, self-focused rumination, compared with distraction, led dysphoric participants to rate their own biggest problems as severe and unsolvable and to report a reduced likelihood of actually implementing their solutions. Clues into the mechanisms behind these findings were explored in Study 2. The results showed that dysphoric ruminative thought is characterized by a focus on personal problems combined with a negative tone, self-criticism, and self-blame for problems as well as reduced self-confidence, optimism, and perceived control. Finally, Study 3 revealed a direct relationship between the negatively biased content of ruminative thoughts and reduced willingness to solve one's problems. Implications of these findings for the consequences of self-focused rumination are discussed.     

Managerial Personality and Performance: A Semi-idiographic Approach

Understanding the relationship between personality and behavior requires accounting for a broad set of traits within each person and the demands of a specific role or situation. To address these requirements, we assessed the relevance or ordering of traits within an individual (an idiographic approach) and compared these orderings across individuals occupying similar organizational situations (a nomothetic approach). We illustrate the utility of this semi-idiographic approach with a longitudinal study of Masters of Business Administration (MBA) students. The MBAs whose personalities were more similar to a template of the successful young manager received more job offers upon graduating and, subsequently, earned higher salaries, were more likely to be working full-time, and had changed jobs less often than did those who fit the managerial template less well.     

Psychosocial Impact of Tubal Ligation in Alabama Women1

The prevalence of female sterilization has grown rapidly throughout the world, especially in the United States. Yet the psychosocial impact of tubal ligation is incompletely understood. Most previous research has been retrospective and has lacked comparison groups of women using other birth control methods. This study used procedures developed in World Health Organization research to study the impact of voluntary tubal ligation on Alabama women. The design was prospective, included a comparison group, and called for 6- and 12-month follow-ups. Tubal ligation reduced follow-up pregnancy rate and scores on a measure of fear of pregnancy. Sterilization also produced a small increase in menstrual distress but did not affect sexual satisfaction or mental health nor did it increase regrets about contraceptive choice over other methods. These results imply women attained the goals that led them to choose sterilization.     

The effects of transformational and change leadership on employees' commitment to a change: a multilevel study

The effects of transformational leadership on the outcomes of specific change initiatives are not well understood. Conversely, organizational change studies have examined leader behaviors during specific change implementations yet have failed to link these to broader leadership theories. In this study, the authors investigate the relationship between transformational and change leadership and followers' commitment to a particular change initiative as a function of the personal impact of the changes. Transformational leadership was found to be more strongly related to followers' change commitment than change-specific leadership practices, especially when the change had significant personal impact. For leaders who were not viewed as transformational, good change-management practices were found to be associated with higher levels of change commitment.     

Academia, Aristotle, and the Public Sphere – Stewardship Challenges to Schools of Business

In this paper we suggest that the ethical duties of business schools can be understood as representing stewardship in the Aristotelian tradition. In Introduction section we briefly explain the nature of ethical stewardship as a moral guideline for organizations in examining their duties to society. Ethical Stewardship section presents six ethical duties of business schools that are owed to four distinct stakeholders, and includes examples of each of those duties. Utilizing this Framework section identifies how this framework of duties can be used in the process of self-examination and transformation within business schools. Why It Matters section concludes by explaining why the process of examining ethical duties at business schools is vitally important for both business schools and the larger communities that they serve.