Autobiographical memory specificity and affect regulation: an experimental approach

This study investigated J. M. G. Williams's (1996) affect-regulation hypothesis that level of specificity of autobiographical memory (AM) is used to minimize negative affect. It was found that a negative event leads to more reports of subjective stress in high- as compared with low-specific participants. Also, afterward, high-specific participants rated their unprompted memories for the event as more unpleasant. The results indicate that, relative to high specificity, being less specific in the retrieval of AMs is associated with less affective impact of a negative event. Results are discussed within the affect-regulation model. It is suggested that future research take a more functional perspective on AM specificity.     

Revised estimates of dimension and exercise variance components in assessment center postexercise dimension ratings

The authors reanalyzed assessment center (AC) multitrait-multimethod (MTMM) matrices containing correlations among postexercise dimension ratings (PEDRs) reported by F. Lievens and J. M. Conway (2001). Unlike F. Lievens and J. M. Conway, who used a correlated dimension-correlated uniqueness model, we used a different set of confirmatory-factor-analysis-based models (1-dimension-correlated Exercise and 1-dimension-correlated uniqueness models) to estimate dimension and exercise variance components in AC PEDRs. Results of reanalyses suggest that, consistent with previous narrative reviews, exercise variance components dominate over dimension variance components after all. Implications for AC construct validity and possible redirections of research on the validity of ACs are discussed.     

Reactions upon a failed attempt to enter a high status group: an experimental test of the five-stage model

In a replication of Wright, Taylor and Moghaddam (1990a), group openness (open/minimally open/closed) and individual ability (high/low) were manipulated. Participating in their regular class-groups, 114 male teenagers tried to gain access into a high status group. On their subsequent rejection, they indicated their endorsement of five behavioural options, ranging from acceptance to combinations of individual/collective and normative/nonnormative action alternatives. Overall, they preferred normative reactions, both collective and individual, to nonnormative ones. Nonnormative action, especially collective nonnormative action, was only favoured by talented subjects confronted with a completely closed high status group. These subjects were also the only ones who reported negative feelings both about their personal and about their group treatment. These results challenge previous findings and suggest a partial modification of the five-stage model. © 1998 John Wiley & Sons, Ltd.     

Post‐merger identification as a function of pre‐merger identification,relative representation,and pre‐merger status

This experiment examined the impact of pre‐merger identification (low, high), pre‐merger group status (low, high) and relative representation (low, high) upon identification with a new merger group. In the first phase of the study, 156 university students were assigned to a pre‐merger team of ‘inductive’ thinkers. Pre‐merger identification was manipulated by giving the participants feedback about the extent to which they used the inductionist style. Pre‐merger status was manipulated by informing participants that their team had performed worse or better than a deductionist team on a decision‐making task. In the second phase, the two pre‐merger teams were combined into a merger team of analyst thinkers. Relative representation was manipulated by maintaining most or none of the features of the pre‐merger team in this new merger team. The results revealed that high pre‐merger identifiers identified more strongly with the merger group than did low pre‐merger identifiers, but only when the relative representation was high. Pre‐merger status did not influence post‐merger identification. Copyright © 2006 John Wiley & Sons, Ltd.     

Can training improve the quality of inferences made by raters in competency modeling? A quasi-experiment

A quasi-experiment was conducted to investigate the effects of frame-of-reference training on the quality of competency modeling ratings made by consultants. Human resources consultants from a large consulting firm were randomly assigned to either a training or a control condition. The discriminant validity, interrater reliability, and accuracy of the competency ratings were significantly higher in the training group than in the control group. Further, the discriminant validity and interrater reliability of competency inferences were highest among an additional group of trained consultants who also had competency modeling experience. Together, these results suggest that procedural interventions such as rater training can significantly enhance the quality of competency modeling.     

Social Influences on Organizational Attractiveness: Investigating If and When Word of Mouth Matters1

Previous recruitment studies have treated potential applicants as individual decision makers, neglecting informational social influences on organizational attractiveness. The present study investigated if and under what conditions word‐of‐mouth communication matters as a recruitment source. Results (N = 171) indicated that word of mouth had a strong impact on organizational attractiveness, and negative word of mouth interfered with recruitment advertising effects. Word of mouth from a strong tie was perceived as more credible and had a more positive effect on organizational attractiveness. For potential applicants high in self‐monitoring, word of mouth had a stronger effect when presented after recruitment advertising. Finally, the effect of word of mouth on organizational attractiveness was partially mediated by the perceived credibility of recruitment advertising.     

Autobiographical memory specificity and emotional disorder

The authors review research showing that when recalling autobiographical events, many emotionally disturbed patients summarize categories of events rather than retrieving a single episode. The mechanisms underlying such overgeneral memory are examined, with a focus on M. A. Conway and C. W. Pleydell-Pearce's (2000) hierarchical search model of personal event retrieval. An elaboration of this model is proposed to account for overgeneral memory, focusing on how memory search can be affected by (a) capture and rumination processes, when mnemonic information used in retrieval activates ruminative thinking; (b) functional avoidance, when episodic material threatens to cause affective disturbance; and (c) impairment in executive capacity and control that limits an individual's ability to remain focused on retrieval in the face of distraction.     

Reflection as a strategy to enhance task performance after feedback

An unanswered question in employee development is how reflection can be used for improving performance in organizations. Drawing from research and theory on dual-process models, we develop and test a reflection strategy to stimulate deeper learning after feedback. Results of two studies (N = 640 and N = 488) showed that reflection combined with feedback enhanced performance improvement on a web-based work simulation better than feedback alone. Reflection without feedback did not lead to performance improvement. Further analyses indicated that the proposed reflection strategy was less effective for individuals low in learning goal orientation, low in need for cognition, and low in personal importance as they engaged less in reflection. Together, these findings provide a theoretical basis for the future study of reflection in organizations and suggest a practical and cost-effective strategy for facilitating employee development after feedback in organizations.     

Modeling the impact of test anxiety and test familiarity on the criterion-related validity of cognitive ability tests

The assessment of cognitive abilities, whether it is for purposes of basic research or applied decision making, is potentially susceptible to both facilitating and debilitating influences. However, relatively little research has examined the degree to which these factors might moderate the criterion-related validity of cognitive ability tests. To address this gap, we use Classical Test Theory formulas to articulate how test anxiety and test familiarity can influence observed scores, observed score variance, and most importantly, the criterion-related validity of observed scores. The resulting equations reveal that understanding the influence of test anxiety and test familiarity on criterion-related validity coefficients requires the consideration of a number of additional parameters. To elucidate the implications of the model, we present a Monte Carlo simulation. Results show that anxiety and familiarity can have a significant negative effect on the observed criterion-related validity, but also show that this effect is highly variable. In particular, the effect depends heavily upon the relation between these factors and the criterion variable. Additionally, we note that the equations we develop highlight important gaps in the literature; there are few clear empirical estimates of several of the parameters in our formulas. We call for future research to better examine these additional relations.