Extrarelationship Involvement Among Heterosexual Males: An Explanation Based on the Theory of Planned Behavior, Relationship Quality, and Past Behavior

The present study investigated the reasons why males in relationships engage in extrarelationship involvements (ERls). The theory of planned behavior was used as the basis for a decision-making model for ERI. The contribution of relationship factors and past behavior to explain ERI was also investigated. A division of perceived behavioral control into individual components of self-efficacy, control, and planning was also tested. Different sets of factors were associated with intention and behavior. ERI intentions were predicted by attitudes toward ERI, planning, game-playing love, and positive experience of past ERI. Present ERI behavior was predicted by ERI behavior in the past 6 months. Results generally supported the theory of planned behavior, especially for the prediction of intention.     

Culture in the context of intercultural negotiation.

This study explores culture's effect on behaviors and outcomes in intercultural negotiation and examines how those effects are moderated by role. Eighty U.S. and international students took part in a previously developed negotiation task (Pruitt, 1981) and completed Hui and Triandis's (1986) individualism‐collectivism (INDCOL) scale. Negotiation interactions were coded for information sharing, offers, and distributive tactics. Findings show that a negotiation dyad's collectivism is positively associated with higher joint profit. The effects of culture on both communication behaviors and joint outcomes, however, differ by role of the negotiator. In particular, seller collectivism has larger and more consistent effects on communication behavior and joint profit than buyer collectivism. Results support a ‘culture in context’ perspective of negotiation that takes into account negotiator qualities, contextual and structural features of the negotiation, and mediating processes in addition to cultural values.     

The Engineering and Science Issues Test (ESIT): A Discipline-Specific Approach to Assessing Moral Judgment

To assess ethics pedagogy in science and engineering, we developed a new tool called the Engineering and Science Issues Test (ESIT). ESIT measures moral judgment in a manner similar to the Defining Issues Test, second edition, but is built around technical dilemmas in science and engineering. We used a quasi-experimental approach with pre- and post-tests, and we compared the results to those of a control group with no overt ethics instruction. Our findings are that several (but not all) stand-alone classes showed a significant improvement compared to the control group when the metric includes multiple stages of moral development. We also found that the written test had a higher response rate and sensitivity to pedagogy than the electronic version. We do not find significant differences on pre-test scores with respect to age, education level, gender or political leanings, but we do on whether subjects were native English speakers. We did not find significant differences on pre-test scores based on whether subjects had previous ethics instruction; this could suggest a lack of a long-term effect from the instruction.     

Age,Emotion Regulation Strategies,Temperament, Creative Drama,and Preschoolers' Creativity

Based on Yeh's (2004) Ecological Systems Model of Creativity Development, this study investigated the effects that age, the use of emotion regulation strategies, temperament, and exposure to creative drama instruction have on the development of creativity among preschool children. Participants were 1164‐ to 6‐year‐old preschool children. This study categorized the emotion regulation strategies used by preschool children and developed a creativity test which includes the measurement of usefulness, an indicator of creativity that has, until now, been ignored. The main findings are that (a) 6‐year‐olds outperform 4‐ and 5‐year‐olds in terms of creativity; (b) emotion regulation strategies as well as a positive temperament have positive effects on children's creativity; (c) creative drama instruction contributes to children's creativity; and (d) age group, emotion regulation strategies, temperament, and creative drama instruction can collectively predict children's creativity.     

Instructional effects on performance in a matching-to-sample study

Conducting studies using an undergraduate participant pool is fraught with difficulties. Among them are problems with adequately motivating subjects both to come to the study, and once there, to actively engage the experimental task. Thirty-one college students participated in a matching-to-sample (MTS) study involving substantial training, testing, retraining, and retesting of conditional discriminations and equivalence relations among four 4-member classes of nonsensical words. The study was conducted during the end of the semester, when performance often had been observed to be poorer than at other points in the semester. Eleven of the participants, in addition to standard instructions about the task, received additional instructions specifying molar consequences for high rates of "correct" responses throughout the procedure. This subset of participants displayed markedly improved performance as compared to those who did not receive the additional instructions. Results suggest that specification of molar contingencies improves participants' sensitivity to molecular contingencies within the study. Instructions that specify and increase the consequential functions of feedback provided during MTS trials may be one means of reducing unwanted variability in human MTS performance.     

Impact of school sense of community within a faith-based university: administrative and academic staff perceptions on institutional mission and values

Academic staff (n = 305) and administrative staff (n = 595) at a large urban, Catholic, and religious order teaching university completed on-line school sense of community, social desirability, and mission-identity plus mission-driven activity measures. Partial correlates (controlling for social desirability) indicated that for both faculty and staff a sense of community with co-workers and with administrators were significantly related to mission-identity characteristics of the university. Moreover, regression analyses found that for faculty and staff significant predictors of school sense of community variables were perceptions that the university was innovative and inclusive of pragmatic and risk-taking ideas. For staff but not for faculty, a feeling of Catholic pluralism on campus was a significant predictor of a sense of community with co-workers. These outcomes suggest that employees at faith-based universities may strengthen their school sense of community by institutional practices and programs that foster creating a setting for innovative, inclusive, pragmatic, and risk-taking policies, but not necessarily religious practices on campus.     

Perceptual organization of complex auditory sequences: effect of number of simultaneous subsequences and frequency separation

Previous findings on streaming are generalized to sequences composed of more than 2 subsequences. A new paradigm identified whether listeners perceive complex sequences as a single unit (integrative listening) or segregate them into 2 (or more) perceptual units (stream segregation). Listeners heard 2 complex sequences, each composed of 1, 2, 3, or 4 subsequences. Their task was to detect a temporal irregularity within 1 subsequence. In Experiment 1, the smallest frequency separation under which listeners were able to focus on 1 subsequence was unaffected by the number of co-occurring subsequences; nonfocused sounds were not perceptually organized into streams. In Experiment 2, detection improved progressively, not abruptly, as the frequency separation between subsequences increased from 0.25 to 6 auditory filters. The authors propose a model of perceptual organization of complex auditory sequences.