When Does 360-Degree Feedback Create Behavior Change? And How Would We Know It When It Does?

360-degree feedback has great promise as a method for creating both behavior change and organization change, yet research demonstrating results to this effect has been mixed. The mixed results are, at least in part, because of the high degree of variation in design features across 360 processes. We identify four characteristics of a 360 process that are required to successfully create organization change, (1) relevant content, (2) credible data, (3) accountability, and (4) census participation, and cite the important research issues in each of those areas relative to design decisions. In addition, when behavior change is created, the data must be sufficiently reliable to detect it, and we highlight current and needed research in the measurement domain, using response scale research as a prime example.     

Grouping and binding in visual short-term memory

Findings of 2 experiments are reported that challenge the current understanding of visual short-term memory (VSTM). In both experiments, a single study display, containing 6 colored shapes, was presented briefly and then probed with a single colored shape. At stake is how VSTM retains a record of different objects that share common features: In the 1st experiment, 2 study items sometimes shared a common feature (either a shape or a color). The data revealed a color sharing effect, in which memory was much better for items that shared a common color than for items that did not. The 2nd experiment showed that the size of the color sharing effect depended on whether a single pair of items shared a common color or whether 2 pairs of items were so defined-memory for all items improved when 2 color groups were presented. In explaining performance, an account is advanced in which items compete for a fixed number of slots, but then memory recall for any given stored item is prone to error. A critical assumption is that items that share a common color are stored together in a slot as a chunk. The evidence provides further support for the idea that principles of perceptual organization may determine the manner in which items are stored in VSTM. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Perspectives on prediction: Does third-person imagery improve task completion estimates?

People typically underestimate the time necessary to complete their tasks. According to the planning fallacy model of optimistic time predictions, this underestimation occurs because people focus on developing a specific plan for the current task and neglect the implications of past failures to meet similar deadlines. We extend the classic planning fallacy model by proposing that a phenomenal quality of mental imagery – the visual perspective that is adopted – may moderate the optimistic prediction bias. Consistent with this proposal, participants in four studies predicted longer completion times, and thus were less prone to bias, when they imagined an upcoming task from the third-person rather than first-person perspective. Third-person imagery reduced people’s focus on optimistic plans, increased their focus on potential obstacles, and decreased the impact of task-relevant motives on prediction. The findings suggest that third-person imagery helps individuals generate more realistic predictions by reducing cognitive and motivational processes that typically contribute to bias.     

Language and Literacy in a Developmental Perspective

Snow et al. have provided an unusually comprehensive, even-handed, and thoughtful review of research on early reading development. Here we expand on an important theme—the value of a developmental and transactional perspective. Using results from studies of verbally precocious children and children with language impairments, we illustrate the qualitatively changing nature of the task of learning to read, and its connection to oral language development. We also discuss the bidirectional influence of adults and children on each other. This perspective has implications for what, when, and how to teach reading.     

Genetic and environmental origins of verbal and performance components of cognitive delay in 2-year-olds.

The authors investigated the etiology of several measures of cognitive delay. Verbal (V) and performance (P) abilities were assessed in over 3,000 pairs of 2-year-old twins. Group-differences heritability for general delay (the lowest 5% of the V and P composite) was 35%. However, V and P delays considered independently showed large differences in group heritability (77% for V vs. 40% for P). Specific delays with comorbid cases eliminated showed an even greater difference in group heritability (78% vs. 22%, respectively). The small sample comorbid for both V and P delay also yielded high group heritability for both V (77%) and P (93%) scores. Shared environmental factors also differed in magnitude for V (20%) and P (41%) delays. Because the genetic and environmental origins of V and P delays in infancy differ, they are better considered separately rather than combined into a composite measure of general cognitive delay.