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221.
A multilevel model was developed to examine how and when a focal individual's leader–member exchange (LMX) relative to the LMXs of coworkers within the team (relative LMX, or RLMX) influences individual in‐role performance, organizational citizenship behavior (OCB), and job satisfaction. Results, based on a sample of 275 leader–member dyads within 35 teams of a beverage company, largely supported the hypotheses. Specifically, using multilevel polynomial regression analyses, the results showed that self‐efficacy partially mediated the relationship between RLMX and in‐role performance and job satisfaction, and fully mediated the relationship between RLMX and OCB. Furthermore, the results demonstrated that team identification attenuated RLMX's direct effect on self‐efficacy, and indirect effects on in‐role performance and OCB and team supportive behavior attenuated RLMX's direct effect on self‐efficacy and indirect effect on in‐role performance. 相似文献
222.
Christopher R. Wolfe Colin L. Widmer Valerie F. Reyna Xiangen Hu Elizabeth M. Cedillos Christopher R. Fisher Priscilla G. Brust-Renck Triana C. Williams Isabella Damas Vannucchi Audrey M. Weil 《Behavior research methods》2013,45(3):623-636
The goal of intelligent tutoring systems (ITS) that interact in natural language is to emulate the benefits that a well-trained human tutor provides to students, by interpreting student answers and appropriately responding in order to encourage elaboration. BRCA Gist is an ITS developed using AutoTutor Lite, a Web-based version of AutoTutor. Fuzzy-trace theory theoretically motivated the development of BRCA Gist, which engages people in tutorial dialogues to teach them about genetic breast cancer risk. We describe an empirical method to create tutorial dialogues and fine-tune the calibration of BRCA Gist’s semantic processing engine without a team of computer scientists. We created five interactive dialogues centered on pedagogic questions such as “What should someone do if she receives a positive result for genetic risk of breast cancer?” This method involved an iterative refinement process of repeated testing with different texts and successively making adjustments to the tutor’s expectations and settings in order to improve performance. The goal of this method was to enable BRCA Gist to interpret and respond to answers in a manner that best facilitated learning. We developed a method to analyze the efficacy of the tutor’s dialogues. We found that BRCA Gist’s assessment of participants’ answers was highly correlated with the quality of the answers found by trained human judges using a reliable rubric. The dialogue quality between users and BRCA Gist predicted performance on a breast cancer risk knowledge test completed after exposure to the tutor. The appropriateness of BRCA Gist’s feedback also predicted the quality of answers and breast cancer risk knowledge test scores. 相似文献
223.
224.
The microstructural features of M23C6 carbide in a long-term aged heat- and corrosion-resistant Ni-based superalloy have been investigated in detail using various kinds of transmission electron microscope (TEM) techniques. It is found that TEM contrast, which is related to structural and chemical inhomogeneities inside the grains, always exists in the interior of grains in the alloy. The structure of these inhomogeneous regions has been determined to be the same as that of the γ′ and t-M23C6 phases, where t-M23C6 indicates a transitional and metastable phase. Although possessing the same structure as the M23C6 phase, the chemical composition of the t-M23C6 is different from that of the M23C6 phase. Compared with M23C6, t-M23C6 is richer in Ni, Co, Al and Ti but poorer in W, Mo and Cr. This phenomenon of structural and chemical inhomogeneity demonstrates that pristine M23C6 carbide (p-M23C6) precipitated in standard heat-treated samples is unstable. Therefore, upon long-term ageing treatment, Ni, Co, Al and Ti may locally enrich inside the p-M23C6 phase, finally forming the γ′ phase, which can be described by the decomposition reaction p-M23C6 → M23C6 + γ′. 相似文献
225.
Xiaofeng Li Te Hu Bin Liu Congzhang Qiu Zhanyong Zhao 《Philosophical Magazine Letters》2017,97(12):469-475
Rare-earth (RE) elements are helpful in improving the mechanical properties of cemented carbides. In this work, the formation of Y2O3 in functionally graded cemented carbides is investigated using transmission electron microscopy. The results indicate that Y2O3 can stabilize the Co phase with the face-centred cubic structure (α-Co), since it has a cubic structure similar to the high-temperature Co phase. The α-Co phase has a higher plasticity than ε-Co, and this suggests a possible mechanism for the role of RE elements in toughening cemented carbides. 相似文献
226.
Many studies have found the font size of to-be-remembered words has a significant influence on judgments of learning (JOLs). However, few studies have investigated whether JOLs are affected by the mental imagery size of to-be-remembered words, even when the font sizes themselves are kept identical in study materials. This study investigated whether the visual mental imagery size influences the participants’ JOLs and what the underlying mechanisms are. In Experiments 1 and 2, participants learned words with identical font sizes, mentally generated large or small imageries and then made JOLs. We found that JOLs under the large imagery condition were significantly higher than those under the small imagery condition, but actual recall performance exhibited no significant difference. In Experiment 3, participants pressed a button immediately after mental imagery generation and showed that it took significantly longer to generate large imageries than to generate small imageries, and the difference in JOLs between two conditions was no longer significant. In Experiment 4, we used a questionnaire to investigate the contribution of beliefs and found that participants believed large imageries were easier to remember. These findings indicate that imagery size has a significant impact on JOLs, in which beliefs may play a leading role. 相似文献
227.
Weiping Hu Philip Adey Xiaojuan Jia Jia Liu Lei Zhang Jing Li Xiaomei Dong 《The British journal of educational psychology》2011,81(4):531-557
Background. Methods for teaching thinking may be described as out‐of‐context or infusion. Both approaches have potential to raise students’ general cognitive processing ability and so raise academic achievement, but each has disadvantages. Aims. To describe and evaluate a theory‐based learn to think (LTT) curriculum for primary school students, which draws on the strengths of both out‐of‐context and infusion approaches. Sample. One‐hundred and sixty‐six students in three classes of Grade 1 (6+ years old), Grade 2 (7+ years old), and Grade 3 (8+ years old) in a primary school in Shanxi province, China, randomly ascribed to experimental (90) and control (76) groups. Methods. All students were pre‐tested for non‐verbal intelligence and academic achievement. Experimental students followed the LTT curriculum (one activity every 2 weeks) for 4 school years. All were post‐tested on three occasions for thinking ability and four times for academic achievement. Results. Grade 1 and Grade 2 students showed effects of LTT from 1 year after their start and increasing: on thinking ability d= .78–1.45; on Chinese d= .68–1.07; on maths .58–.87. Grade 3 students showed effects from 6 months after their start: on thinking ability .90–1.37; Chinese .77–1.32; maths .65–1.29. The effects were concentrated in students in the middle band of initial ability. Conclusions. A curriculum for teaching thinking based on a structured theoretical model that combines elements of out‐of‐context and infusion methods has been shown to have long‐term far transfer effects on students’ thinking ability and academic achievement. More work is needed to meet the needs of a wider range of abilities. 相似文献
228.
Inhibition of return (IOR) occurs when a target is preceded by an irrelevant stimulus (cue) at the same location: Target detection is slowed, relative to uncued locations. In the present study, we used relatively complex displays to examine the effect of repetition of nonspatial attributes. For both color and shape, attribute repetition produced a robust inhibitory effect that followed a time course similar to that for location-based IOR. However, the effect only occurred when the target shared both the feature (i.e., color or shape) and location with the cue; this constraint implicates a primary role for location. The data are consistent with the idea that the system integrates consecutive stimuli into a single object file when attributes repeat, hindering detection of the second stimulus. The results are also consistent with an interpretation of IOR as a form of habituation, with greater habituation occurring with increasing featural overlap of a repeated stimulus. Critically, both of these interpretations bring the IOR effect within more general approaches to attention and perception, rather than requiring a specialized process with a limited function. In this view, there is no process specifically designed to inhibit return, suggesting that IOR may be the wrong framing of inhibitory repetition effects. Instead, we suggest that repetition of stimulus properties can interfere with the ability to focus attention on the aspects of a complex display that are needed to detect the occurrence of the target stimulus; this is a failure of activation, not an inhibition of processing. 相似文献
229.
This study aimed to examine the relationship of two types of behavioral inhibition, social inhibition and nonsocial inhibition, to effortful control and attention in 7–9-year olds. Social and nonsocial inhibition and effortful control were assessed by questionnaires. The child version of the Attention Network Task was used to measure attention including alerting, orienting and executive attention. Results indicated that in girls, social inhibition was negatively related to effortful control and alerting, while nonsocial inhibition was positively related to orienting; there was an interaction between social and nonsocial inhibition in predicting executive attention in boys. Thus, it is of great significance to differentiate social and nonsocial inhibition when examining the association between behavioral inhibition and effortful control and attention in school-age children. 相似文献
230.
Past research has demonstrated differential recognition of emotion on faces of different races. This paper reports the first study to explore differential emotion attribution to neutral faces of different races. Chinese and Caucasian adults viewed a series of Chinese and Caucasian neutral faces and judged their outward facial expression: neutral, positive, or negative. The results showed that both Chinese and Caucasian viewers perceived more Chinese faces than Caucasian faces as neutral. Nevertheless, Chinese viewers attributed positive emotion to Caucasian faces more than to Chinese faces, whereas Caucasian viewers attributed negative emotion to Caucasian faces more than to Chinese faces. Moreover, Chinese viewers attributed negative and neutral emotion to the faces of both races without significant difference in frequency, whereas Caucasian viewers mostly attributed neutral emotion to the faces. These differences between Chinese and Caucasian viewers may be due to differential visual experience, culture, racial stereotype, or expectation of the experiment. We also used eye tracking among the Chinese participants to explore the relationship between face-processing strategy and emotion attribution to neutral faces. The results showed that the interaction between emotion attribution and face race was significant on face-processing strategy, such as fixation proportion on eyes and saccade amplitude. Additionally, pupil size during processing Caucasian faces was larger than during processing Chinese faces. 相似文献