Predicting Negotiation Performance from Personality Traits: A field Study across Multiple Occupations

Based on decades-old reviews, many negotiation researchers have expressed doubts about the effect of personality on negotiation outcomes. More recent reviews have found significant associations between traits and outcome measures. Existing research has primarily used laboratory experiments; field studies are rare. In this study, we aim to fill that important gap. Traits measured using the Hogan Personality Inventory were correlated with supervisor ratings of negotiation performance across three occupations: marketing managers, lawyers, and construction supervisors. Ambition and likability independently predicted greater negotiation performance. Results generalized across these three samples with evidence for an interaction effect in the lawyer sample. For attorneys, greater ambition was not additionally helpful for those who were relatively more likable. Results establish the importance of negotiation effectiveness as a distinct component of overall job performance. Practical implications are considered in terms of division of labor, person–job fit, and the state-trait distinction.     

Does Freedom of Speech Include Hate Speech?

I take it that liberal justice recognises special protections against the restriction of speech and expression; this is what I call the Free Speech Principle. I ask if this Principle includes speech acts which might broadly be termed ‘hate speech’, where ‘includes’ is sensitive to the distinction between coverage and protection, and between speech that is regulable and speech that should be regulated. I suggest that ‘hate speech’ is too broad a designation to be usefully analysed as a single category, since it includes many different kinds of speech acts, each of which involves very different kinds of free speech interests, and may cause very different kinds of harm. I therefore propose to disaggregate hate speech into various categories which are analysed in turn. I distinguish four main categories of hate speech, namely (1) targeted vilification, (2) diffuse vilification, (3) organised political advocacy for exclusionary and/or eliminationist policies, and (4) other assertions of fact or value which constitute an adverse judgment on an identifiable racial or religious group. Reviewing these categories in the light of the justifications for the Free Speech Principle, I will argue that category (1) is uncovered by the Principle, categories (2) and (3) are covered but unprotected, and that category (4) is protected speech.     

The Psychometric Properties of the Personality Assessment Inventory-Short Form (PAI-SF) in Inpatient Forensic and Civil Samples

Research focusing on the Personality Assessment Inventory (PAI) has increased substantially over the past decade. However, there has been relatively little focus on the PAI short-form (PAISF). The current study evaluated the psychometric characteristics of the PAI-SF clinical scales using participants admitted to a large northeastern hospital under forensic (N?=?178) and civil (N?=?320) statutes. Results indicate that the internal consistency of the PAI-SF clinical scales is adequate for both the Forensic (range of alphas: 0.74 to 0.88) and Civil (0.79 to 0.91) samples, and assumptions of item-scale convergence and divergence were generally met with some exceptions. Finally, the PAI-SF exhibited strong agreement with the full-form PAI scores overall, and at the upper extreme (T?≥?70) of the distributions for both samples. The results are discussed in terms of how they extend prior research on the PAI-SF.     

Relationship of Connected and Separate Knowing to the Learning Styles of Kolb,Formal Reasoning,and Intelligence

The present investigation examined the relationship between the Connected and Separate Knowing dimensions of the Knowing Styles Inventory [K. H. Knight, M. H. Elfenbein, and J. A. Messina (1994) A Scale to Measure Connected and Separate Knowing: The Knowing Styles Inventory, paper presented at the meeting of the New England Educational Research Organization, Rockport, ME; (1995) A Preliminary Scale to Measure Connected and Separate Knowing: The Knowing Styles Inventory, Sex Roles, Vol. 33, pp. 499–513] and the Concrete Experience and Abstract Conceptualization learning modes of D. A. Kolb [(1984) Experiential Learning: Experience as the Source of Learning and Development, Englewood Cliffs, NJ: Prentice-Hall], formal reasoning ability [B. Inhelder and J. Piaget (1958) The Growth of Logical Thinking from Childhood to Adolescence, New York: Basic Books; (1975) The Origin of the Idea of Chance in Children, New York: W. W. Norton; K. G. Tobin and W. Capie (1981) The Development and Validation of a Group Test of Logical Thinking, Educational and Psychological Measurement, Vol. 41, pp. 413–423], and vocabulary and abstract thinking ability [W. C. Shipley, (1940) A Self-Administering Scale for Measuring Intellectural Impairment and Deterioration, Journal of Psychology, Vol. 9, pp. 371–377], Study 1 (126 females, 117 males) found that males who were more connected were more likely to describe their learning style as emphasizing feeling rather than thinking (i.e., scored higher on Concrete Experience). Studies 2 (59 females, 39 males) and 3 (56 females, 58 males) found no relationship between Connected or Separate Knowing and formal reasoning and vocabulary or abstract thinking ability, respectively. Suggestions for future research were presented.     

Establishing derived categorical responding in children with disabilities using the PEAK‐E curriculum

The purpose of the study was to evaluate a procedure to generate derived categorical responding by three children with disabilities and to promote the emergence of untrained intraverbal categorical responses. In the study, three 4‐member equivalence classes including three stimuli (A, B, and C) and a category name (D) for each class were trained using a match‐to‐sample procedure. Test probes were conducted for categorical responding, including both a trained (D‐A) and two derived (D‐B, D‐C) relational responses, as well as the emergence of untrained intraverbal categorical responding (D‐A/B/C) throughout the study. Relational training was effective at promoting the emergence of categorical responding, and two of the three participants demonstrated the emergence of additional intraverbal responding without prior training. The results provide further evidence supporting the practical utility of stimulus equivalence as well as the PEAK‐E curriculum.     

A closer look at ability emotional intelligence (EI): What are its component parts,and how do they relate to each other?

In this review, we focus on two key questions about the nature of emotional intelligence (EI). First, we consider what the different parts of EI might be, suggesting a taxonomy that builds on the well‐known hierarchical four‐branch model to include six narrow abilities (emotion perception, emotion expression, emotion attention regulation, emotion understanding, emotion regulation of self, and emotion regulation of others). Second, we review evidence for the interrelations between these six narrow abilities. The interrelationships of the EI narrow abilities are a key criterion for viewing EI as a kind of intelligence, rather than a typical way of behaving. Our review concludes that the six narrow abilities comprising EI are all positively interrelated—the component parts of EI converge to form a whole. In addition, the level of interrelationships shows that emotion expression and emotion perception are clearly separate, with weaker evidence for the separation between emotion regulation of self versus emotion regulation of others. Using the older research tradition of emotion recognition (which predates EI), we present a detailed overview of the relationship between emotion perception and other narrow abilities of EI. We conclude that the narrow facets of EI converge with each other, providing one form of evidence to support the validity of EI as a type of intelligence.