Impression management and overclaiming on job applications: Related to future sales performance?

Despite decades of research on the role of socially desirable responding (SDR) in hiring contexts, it remains unclear whether job applicant SDR is related to future employee performance. Drawing on a large sample of 1,084 retail sales employees and their original job application data, this study examined the predictive validity of two operationalizations of SDR: (a) impression management captured using a personality scale and (b) overclaiming familiarity with a list of products that were directly relevant to the job. Neither measure was used to inform the hiring decisions. Results showed that job applicant impression management and overclaiming were unrelated to four indicators of future sales performance as employees. Implications for organizational selection policies involving applicant SDR are discussed.     

Utopias and Comparative Assessments of Justice

When we make public policy choices, is it helpful to know how utopia (that is, the perfectly just institutional design) would look? Amartya Sen argues that it is neither necessary, nor sufficient, nor even contributory. He claims that before making a policy choice one should compare several feasible institutional designs to see which promotes justice most (a “comparative assessment” of justice), and that it is misleading to use the perfect design as a standard in those comparisons. Principles of justice are the proper standard. The present article contends that the perfect design has nevertheless an important role to play in the prior task of identifying and refining our principles of justice. It also shows that the perfect design—in at least one sense of this term—may be a legitimate long‐term goal for present policy choices.     

Native Amazonian children forego egalitarianism in merit‐based tasks when they learn to count

Cooperation often results in a final material resource that must be shared, but deciding how to distribute that resource is not straightforward. A distribution could count as fair if all members receive an equal reward (egalitarian distributions), or if each member's reward is proportional to their merit (merit‐based distributions). Here, we propose that the acquisition of numerical concepts influences how we reason about fairness. We explore this possibility in the Tsimane’, a farming‐foraging group who live in the Bolivian rainforest. The Tsimane’ learn to count in the same way children from industrialized countries do, but at a delayed and more variable timeline, allowing us to de‐confound number knowledge from age and years in school. We find that Tsimane’ children who can count produce merit‐based distributions, while children who cannot count produce both merit‐based and egalitarian distributions. Our findings establish that the ability to count – a non‐universal, language‐dependent, cultural invention – can influence social cognition.     

Near-Death Studies and Modern Physics

The fields of near-death studies and modern physics face common dilemmas: namely, how to account for the corroborative nature of many near-death experiences or of the anthropic disposition of the universe without allowing for some otherworldly existence and/or some guiding intelligence. Extreme efforts in both fields to explain various phenomena by contemporary scientific methods and theories have been largely unsuccessful. This paper exposes some of the principal problem areas and suggests a greater collaboration between the two fields. Specific illustrations are given where collaborative effort might be fruitful. The paper also suggests a broader perspective in performing the research, one that places greater emphasis on an otherworldly thrust in future research.     

Mild Affective Shifts and Creativity: Effects on Idea Generation,Evaluation, and Implementation Planning

This study investigated the impact of mild shifts in affective tone (i.e., pleasant vs. unpleasant) and arousal (i.e., high vs. low) on three creative processes. Undergraduates read short stories designed to induce affective shifts and then were asked to generate solutions to a complex business problem. Shifts in affective tone and arousal interacted to influence idea generation and implementation planning, but not idea evaluation. The strongest creative performance was exhibited by participants who experienced a stable and pleasantly toned, low-arousal (i.e., relaxed) state and by those who shifted to an unpleasantly toned, high-arousal (i.e., angry) state. In contrast, those who shifted to an unpleasantly toned, low-arousal (i.e., sad) state or a pleasantly toned, high-arousal (i.e., happy) state tended to exhibit poorer creative performance. These results demonstrate the need to revisit the popular conception that organizations should promote intense levels of pleasant affect to enhance employee creativity.     

Enhanced divergent thinking and creativity in musicians: a behavioral and near-infrared spectroscopy study

Empirical studies of creativity have focused on the importance of divergent thinking, which supports generating novel solutions to loosely defined problems. The present study examined creativity and frontal cortical activity in an externally-validated group of creative individuals (trained musicians) and demographically matched control participants, using behavioral tasks and near-infrared spectroscopy (NIRS). Experiment 1 examined convergent and divergent thinking with respect to intelligence and personality. Experiment 2 investigated frontal oxygenated and deoxygenated hemoglobin concentration changes during divergent thinking with NIRS. Results of Experiment 1 indicated enhanced creativity in musicians who also showed increased verbal ability and schizotypal personality but their enhanced divergent thinking remained robust after co-varying out these two factors. In Experiment 2, NIRS showed greater bilateral frontal activity in musicians during divergent thinking compared with nonmusicians. Overall, these results suggest that creative individuals are characterized by enhanced divergent thinking, which is supported by increased frontal cortical activity.     

‘Everybody's entitled to their own opinion’: ideological dilemmas of liberal individualism and active citizenship

Conversational interview accounts were used to explore everyday understandings of political participation on the part of young white adults in England. Analysis focussed on dilemmatic tensions within respondents' accounts between values of active citizenship and norms of liberal individualism. Respondents could represent community membership as engendering rights to political participation, whilst also arguing that identification with local or national community militates against the formulation of genuine personal attitudes and rational political judgement. Respondents could represent political participation as a civic responsibility, whilst also casting political campaigning as an illegitimate attempt to impose personal opinions on to others. Formal citizenship education did not appear to promote norms of political engagement but rather lent substance to the argument that political decision-making should be based on the rational application of technical knowledge rather than on public opinion or moral principle. In conclusion we question whether everyday understandings of responsible citizenship necessarily entail injunctions to political action. Copyright © 2007 John Wiley & Sons, Ltd.     

熟悉性对外群体同质性效应的影响

两个实验考查了年龄和性别群体中是否存在外群体同质性效应以及熟悉性对该种效应的影响。结果表明：1．年龄群体中存在明显的外群体同质性效应,这与青年群体和老年群体彼此不够熟悉有关;2．性别群体中不存在外群体同质性效应,这与青年男女群体彼此较为熟悉有关。     

Number gestures predict learning of number words

When asked to explain their solutions to a problem, children often gesture and, at times, these gestures convey information that is different from the information conveyed in speech. Children who produce these gesture‐speech “mismatches” on a particular task have been found to profit from instruction on that task. We have recently found that some children produce gesture‐speech mismatches when identifying numbers at the cusp of their knowledge, for example, a child incorrectly labels a set of two objects with the word “three” and simultaneously holds up two fingers. These mismatches differ from previously studied mismatches (where the information conveyed in gesture has the potential to be integrated with the information conveyed in speech) in that the gestured response contradicts the spoken response. Here, we ask whether these contradictory number mismatches predict which learners will profit from number‐word instruction. We used the Give‐a‐Number task to measure number knowledge in 47 children (M_age = 4.1 years, SD = 0.58), and used the What's on this Card task to assess whether children produced gesture‐speech mismatches above their knower level. Children who were early in their number learning trajectories (“one‐knowers” and “two‐knowers”) were then randomly assigned, within knower level, to one of two training conditions: a Counting condition in which children practiced counting objects; or an Enriched Number Talk condition containing counting, labeling set sizes, spatial alignment of neighboring sets, and comparison of these sets. Controlling for counting ability, we found that children were more likely to learn the meaning of new number words in the Enriched Number Talk condition than in the Counting condition, but only if they had produced gesture‐speech mismatches at pretest. The findings suggest that numerical gesture‐speech mismatches are a reliable signal that a child is ready to profit from rich number instruction and provide evidence, for the first time, that cardinal number gestures have a role to play in number‐learning.