Leader trustworthy behavior and organizational trust: the role of the immediate manager for cultivating trust

Drawing from both trust‐building theory and interpersonal trust literature, we investigate how trust between a leader and follower may be leveraged to influence organizational trust. We also explore the mediating mechanisms of this link and test a potential moderator. A cross‐sectional, multifoci design was adopted and participants were 201 employees within a public sector organization. Leader trustworthy behavior was found to predict organizational trust, mediated by trustworthiness perceptions and trust in the leader. Support for the boundary condition was found; namely, when leaders were more senior, the relationship between trustworthy behavior and organizational trust was stronger. The findings suggest that leaders can meaningfully influence organizational trust perceptions through the enactment of trustworthy behavior, although the strength of this effect varied as a function of their position.     

Baptism and the Kingdom: lessons from Luke-Acts for a post-Christendom Church

Attempts to reform baptismal practice are characteristic of both dual-practice and credobaptist churches. Such reforms of baptism are frequently discussed within contours shaped by the concept of sacrament and the discourse it has generated. This article proposes, with reference to Luke-Acts, that the meaning of baptism can be illuminated in alternative ways by reference to its relationship to the kingdom of God. Whilst not an anti-sacramental argument, it proposes that elements of the theology of baptism can be constructively pursued by reference to the explicit and implicit links Luke makes between baptism and the kingdom. By so drawing on Luke-Acts, the agency of the Church (in addition to that of the baptisand and God) can be given particular attention. This leads, in turn, to a proposal for an ecclesial posture of both intentionality and vulnerability to attend baptismal practice.     

Initial Primary Teacher Education Students and Spirituality

In recent years there has begun to be a resurgence of interest in educating the whole child in response to an over emphasis on basic skills teaching. In the study reported in this article, initial primary teacher education students at a regional Australian university were asked to explore and discuss their beliefs about the notion of spirituality. A survey was one of the instruments used and the responses obtained were placed into one of five categories or dimensions of spirituality. These included spirituality and self (reflection); religion; nature (environment/universe); relationships; and major life events (birth/marriage/death). Each of these categories are discussed in relation to a similar study conducted in the United Kingdom. Some implications for teacher educators and their initial primary teacher education students are discussed. These implications are able to help both groups work towards a more spiritually sensitive curriculum which seeks to recognise spiritual development as integral and central for providing a holistic education for all children.     

The relations between maternal behaviors and urban preschool children's internal working models of attachment security

Interviewed 93 African-American, low-income women who had become pregnant as teenagers and their preschool-aged children in their homes. Mothers answered questions regarding their everyday stresses and feelings of depression. Children were assessed for receptive vocabulary ability, then video-taped completing five stories thematically related to attachment experiences with mother and rated on their security of attachment. Mothers and children were also videotaped playing together, and mothers were assessed on their sensitivity to their children's cues. After controlling for children's age and receptive vocabulary ability, mothers' sensitivity significantly predicted children's level of attachment security. The positive association between maternal sensitivity and children's security of attachment, and the strengths and weaknesses of administering the Attachment Story-Completion Task in the home with this population, are discussed. Implications for assessing attachment in the home are considered.     

Development of prospective memory: tasks based on the prefrontal-lobe model.

This study investigated the development of prospective memory using tasks based on the prefrontal-lobe model. Three groups each of 30 children, adolescents, and young adults were compared on prospective-memory performance using ongoing tasks with two levels of cognitive demand (low and high), and two levels of importance (unstressed and stressed) of remembering prospective cues. The Self-Ordered Pointing Task (SOPT), Stroop Color Word Interference Test, and Tower of London were also used to assess relationships between prospective memory and prefrontal-lobe functions. The children remembered fewer prospective cues than either the adolescents or adults, but the adolescents and adults remembered equally well. This trend increased significantly as the cognitive demand of the ongoing tasks increased. However, stressing or not stressing the importance of remembering made no difference to prospective-memory performance. Performance on the SOPT and Stroop Colour Word Interference predicted performance on the high- but not on the low-demand condition. These findings implicate the maturation of the brain's prefrontal region in the development of prospective memory.     

Grammatical gender and linguistic relativity: A systematic review

Psychonomic Bulletin & Review - Many languages assign nouns to a grammatical gender class, such that “bed” might be assigned masculine gender in one language (e.g., Italian) but...     

Action or attention in social inhibition of return?

Psychological Research - When two individuals alternate reaching responses to targets located in a visual display, reaction times are longer when responses are directed to where the co-actor just...     

The distribution of hand preference is discrete: A taxometric examination

The dominant genetic models of human handedness ( Annett, 1985 ; McManus, 1985a ) have contrasting views on its nature. Whereas Annett's model proposes that handedness is distributed continuously (following the distribution of performance asymmetries of the hands), McManus's model proposes that handedness is distributed dichotomously. The aim of this study was to investigate the nature of the underlying distribution. The taxonomy of hand preference was analysed by two independent taxometric procedures, ‘mean‐above–mean‐below‐a‐cut’ and ‘maximum‐eigenvalue’, separately in two geographically, demographically, and culturally distinct samples; one of Australian adults (N=787), and the other of Serbian high school students (N=1,224). The analyses revealed a latent categorical structure in both samples, with estimated mean base‐rates of a right‐handed taxon of 0.80 and 0.94 from the two analyses of the adult sample and of 0.79 and 0.93 from the two analyses of the high school sample. Subsequent analyses showed that the initial right‐handed class could be subdivided into consistent and inconsistent right‐handed subclasses in both samples. A supplementary analysis, including a measure of hand proficiency in a subset of the sample of Australian adults (N=596), also revealed a latent categorical structure, showing evidence for a categorical latent structure from a continuous measure of hand performance. We conclude that the distribution of hand preferences in humans is discrete and not continuous.