Unlocking the black box: exploring the link between high-performance work systems and performance

With a growing body of literature linking systems of high-performance work practices to organizational performance outcomes, recent research has pushed for examinations of the underlying mechanisms that enable this connection. In this study, based on a large sample of Welsh public-sector employees, we explored the role of several individual-level attitudinal factors--job satisfaction, organizational commitment, and psychological empowerment--as well as organizational citizenship behaviors that have the potential to provide insights into how human resource systems influence the performance of organizational units. The results support a unit-level path model, such that department-level, high-performance work system utilization is associated with enhanced levels of job satisfaction, organizational commitment, and psychological empowerment. In turn, these attitudinal variables were found to be positively linked to enhanced organizational citizenship behaviors, which are further related to a second-order construct measuring departmental performance.     

Treating Couples Raising Children on the Autism Spectrum: A Marriage-Friendly Approach

Available research demonstrates that autism spectrum disorders (ASDs) affect couples in a variety of different ways. Some partners draw closer to one another through the experience of caring for a child on the autism spectrum while others experience relationship dissatisfaction, separation, and divorce. Yet other research reveals that many couples raising children with ASDs may experience an initial dip in relationship satisfaction but, after adjusting to a new way of life and developing new expectations for their children, are later able to bond in novel ways. Thus, a marriage-friendly approach to therapy, which focuses on helping partners remain committed to each other through the trials and tribulations of life, may allow these couples to work through the difficulties of raising children on the autism spectrum without resorting to separation or divorce. Ethical implications of a marriage-friendly approach to therapy with couples raising children with ASDs are also considered.     

Spontaneous Focusing on Quantitative Relations in the Development of Children's Fraction Knowledge

While preschool-aged children display some skills with quantitative relations, later learning of related fraction concepts is difficult for many students. We present two studies that investigate young children's tendency of Spontaneous Focusing On quantitative Relations (SFOR), which may help explain individual differences in the development of fraction knowledge. In the first study, a cross-sectional sample of 84 kindergarteners to third graders completed tasks measuring their spontaneous recognition and use of quantitative relations and then completed the tasks again with explicit guidance to focus on quantitative relations. Findings suggest that SFOR is a measure of the spontaneous focusing of attention on quantitative relations and the use of these relations in reasoning. In the second (longitudinal) study, 25 first graders completed measures of SFOR tendency and a measure of fraction knowledge three years later. SFOR tendency was found to predict fraction knowledge, suggesting that it plays a role in the development of fraction knowledge.     

Divine Hiddenness: Would More Miracles Solve the Problem?

This article addresses the question of whether God's existence would be obvious to everyone if God performed more miracles. I conclude that it would not be so. I look at cases where people have been confronted with what they believe to be miracles and have either not come to believe in God, or have come to intellectual belief in God but declined to follow him. God's existence could be made undeniable not by spectacular signs, but only by God impressing his existence upon us in a direct, non‐propositional way.     

The impact of stress on neutral and emotional aspects of episodic memory

The present experiment demonstrates that exposure to a significant psychological stressor (administered before watching a slide show) preserves or even enhances memory for emotional aspects of an event, and simultaneously disrupts memory for non-emotional aspects of the same event. Stress exposure also disrupted memory for information that was visually and thematically central to the event depicted in the slide show. Memory for peripheral information, on the other hand, was unaffected by stress. These results are consistent with theories invoking differential effects of stress on brain systems responsible for encoding and retrieving emotional memories (the amygdala) and non-emotional memories (e.g., the hippocampal formation), and inconsistent with the view that memories formed under high levels of stress are qualitatively the same as those formed under ordinary emotional circumstances. These data, which are also consistent with results obtained in a number of studies using animals and humans, have implications for the traumatic memory debate and theories regarding human memory.     

Grandparent-grandchild contact and attitudes toward older adults: moderator and mediator effects

Two studies tested the intergroup contact hypothesis in the context of the grandparent-grandchild relationship. The hypothesis suggests that contact with an out-group member has more influence on attitudes toward the out-group when group memberships are salient. In Study 1, the predicted link was found but only for grandparents with whom the grandchild had more frequent contact. The second study examined only the most frequent grandparent relationship and replicated the effect. This study also investigated the role of various mediators of the link between quality of contact and attitudes, as well as quality of contact and perceived out-group variability. Perspective taking, anxiety, and accommodation mediated the effects of contact on attitudes, whereas individuation and self-disclosure mediated the effects of contact on perceived out-group variability. Moderated mediational analysis indicated that the moderating effect of group salience occurs between quality of contact and the mediator, not between the mediator and attitudes.     

A model of pavlovian conditioning: Variations in representations of the unconditional stimulus

We present a model of Pavlovian excitatory conditioning in which associative strength and malleable central representations of unconditional stimuli determine the strength of conditional responding. Presentation of a conditioned stimulus acts through an experientially determined associative bond to activate a representation of the unconditional stimulus. The activation of the representation produces a conditioned response. A striking feature of the model is its ability to describe changes in conditioned response magnitude in terms of alterations of representations of the unconditional stimulus. Another is its acknowledgement of the capacity of associative bonds to survive behavioral extinction. The model describes much of the data reported from excitatory conditioning experiments and predicts counterintuitive phenomena. This work was supported by Natural Sciences and Engineering Research Council grant #U0262 awarded to the first author.     

The effects of experimentally induced stress on false recognition.

The fallibility of memory has become an issue of considerable practical and theoretical importance. Here we studied the impact of experimentally induced stress on the ability of human participants to accurately recognise words presented on a list. We found that stress selectively disrupted participants' ability to distinguish words that were presented for study from critical lure words that were semantically related, but not presented for study. This finding indicates that stress, possibly through its impact on the hippocampus and prefrontal cortex, can potentiate false memories.