Perspectives on international collaboration in sales research

Abstract

International research collaboration and co-authorship among scholars is always encouraged, yet it comes with its share of difficulties. While globalization brings its own challenges in sales, this special issue focuses on the challenges of fostering international collaboration in sales research. Such perspective is important in today’s academic context for three main reasons. First, international collaboration in research forces scholars to take an international perspective on research problems and thus consider fields of study that may transcend cultural boundaries. Second, with international research collaboration indubitably comes broader exchanges of ideas. Having a breadth of perspectives is at the very essence of scholastic work. Third, international research collaborations can drive intellectual communities to embrace important global challenges confronting modern sales organizations.     

Cognitive correlates of mathematical achievement in children with cerebral palsy and typically developing children

Background . Remarkably few studies have investigated the nature and origin of learning difficulties in children with cerebral palsy (CP). Aims . To investigate math achievement in terms of word‐problem solving ability in children with CP and controls. Because of the potential importance of reading for word‐problem solving, we investigated reading as well. Sample . Children with CP attending either special (n= 41) or mainstream schools (n= 16) and a control group of typically developing children in mainstream schools (n= 16). Method . Group differences in third grade math and reading, controlled for IQ, were tested with analyses of co‐variance (ANCOVAs). Hierarchical regression was used to investigate cognitive correlates of third grade math and reading. Predictors included verbal and non‐verbal IQ measured in first grade, components of working memory (WM) and executive function (EF) measured in second grade, and arithmetic fact fluency and reading measured in third grade. Results . Children with CP in special schools performed significantly worse than their peers on word‐problem solving and reading. There was a trend towards worse performance in children with CP in mainstream schools compared to typically developing children. Conclusions . Impairments of non‐verbal IQ and WM updating predicted future difficulties in both word‐problem solving and reading. Impairments of visuospatial sketchpad and inhibition predicted future word‐problem, but not reading difficulty. Conversely, deficits of phonological loop predicted reading but not word‐problem difficulty. Concurrent arithmetic fact fluency and reading ability were both important for word‐problem solving ability. These results could potentially help to predict which children are likely to develop specific learning difficulties, facilitating early intervention.     

The development of executive functions and early mathematics: A dynamic relationship

Background. The relationship between executive functions and mathematical skills has been studied extensively, but results are inconclusive, and how this relationship evolves longitudinally is largely unknown. Aim. The aim was to investigate the factor structure of executive functions in inhibition, shifting, and updating; the longitudinal development of executive functions and mathematics; and the relation between them. Sample. A total of 211 children in grade 2 (7–8 years old) from 10 schools in the Netherlands. Method. Children were followed in grade 1 and 2 of primary education. Executive functions and mathematics were measured four times. The test battery contained multiple tasks for each executive function: Animal stroop, local global, and Simon task for inhibition; Animal Shifting, Trail Making Test in Colours, and Sorting Task for shifting; and Digit Span Backwards, Odd One Out, and Keep Track for updating. The factor structure of executive functions was assessed and relations with mathematics were investigated using growth modelling. Results. Confirmatory factor analysis (CFA) showed that inhibition and shifting could not be distinguished from each other. Updating was a separate factor, and its development was strongly related to mathematical development while inhibition and shifting did not predict mathematics in the presence of the updating factor. Conclusions. The strong relationship between updating and mathematics suggest that updating skills play a key role in the maths learning process. This makes updating a promising target for future intervention studies.     

A chain-retrieval model for voluntary task switching

To account for the findings obtained in voluntary task switching, this article describes and tests the chain-retrieval model. This model postulates that voluntary task selection involves retrieval of task information from long-term memory, which is then used to guide task selection and task execution. The model assumes that the retrieved information consists of acquired sequences (or chains) of tasks, that selection may be biased towards chains containing more task repetitions and that bottom-up triggered repetitions may overrule the intended task. To test this model, four experiments are reported. In Studies 1 and 2, sequences of task choices and the corresponding transition sequences (task repetitions or switches) were analyzed with the help of dependency statistics. The free parameters of the chain-retrieval model were estimated on the observed task sequences and these estimates were used to predict autocorrelations of tasks and transitions. In Studies 3 and 4, sequences of hand choices and their transitions were analyzed similarly. In all studies, the chain-retrieval model yielded better fits and predictions than statistical models of event choice. In applications to voluntary task switching (Studies 1 and 2), all three parameters of the model were needed to account for the data. When no task switching was required (Studies 3 and 4), the chain-retrieval model could account for the data with one or two parameters clamped to a neutral value. Implications for our understanding of voluntary task selection and broader theoretical implications are discussed.     

Evidence for the automatic evaluation of self-generated actions

The accuracy of simple actions is swiftly determined through specific monitoring brain systems. However, it remains unclear whether this evaluation is accompanied by a rapid and compatible emotional appraisal of the action that allows to mark incorrect actions as negative/bad and conversely correct actions as positive/good. In this study, we used a new method to decode the affective value of simple actions generated by participants during a standard Go/noGo task. Immediately after each Go/noGo action, participants responded to the valence of either a positive or a negative word. Results showed that False Alarms performed during the Go/noGo task led to a faster evaluative categorization of negative words relative to positive words. This action-word evaluative priming effect occurred when the interval between these two events was set to either 300 or 600ms, but not 1000ms. Finally, higher levels of trait anxiety were associated with a reduction of the evaluative priming effect. Our results suggest that simple actions are rapidly evaluated as positive or negative depending on the automatic monitoring of their perceived accuracy.     

Comparative effectiveness of CBT interventions for co-morbid chronic pain & insomnia: A pilot study

IntroductionChronic pain is difficult to treat and often precedes or exacerbates sleep disturbances such as insomnia. Insomnia, in turn, can amplify the pain experience. Both conditions are associated with inflammatory processes, which may be involved in the bi-directional relationship between pain and sleep. Cognitive behavioral therapy (CBT) for pain and CBT for insomnia are evidence based interventions for, respectively, chronic pain and insomnia. The study objectives were to determine the feasibility of combining CBT for pain and for insomnia and to assess the effects of the combined intervention and the stand alone interventions on pain, sleep, and mood outcomes compared to a control condition.MethodsTwenty-one adults with co-occurring chronic pain and chronic insomnia were randomized to either CBT for pain, CBT for insomnia, combined CBT for pain and insomnia, or a wait-list control condition.ResultsThe combined CBT intervention was feasible to deliver and produced significant improvements in sleep, disability from pain, depression and fatigue compared to the control condition. Overall, the combined intervention appeared to have a strong advantage over CBT for pain on most outcomes, modest advantage over both CBT for insomnia in reducing insomnia severity in chronic pain patients.DiscussionCBT for pain and CBT for insomnia may be combined with good results for patients with co-occurring chronic pain and insomnia.     

Self-regulation and milestones of adult development: intimacy and generativity

In 2 separate studies, the idea is tested that the positive association between self-regulatory capacities and well-being is partly explained by the positive effect self-regulation has on the successful resolution of developmental crises in Eriksonian terms. In Study 1, attentional control, intimacy, and subjective well-being are assessed in 177 young adults. Results show that attentional control fosters intimacy, which in turn is beneficial to subjective well-being. Study 2 has a longitudinal design: Action control, generativity, purpose in life, and Machiavellianism are measured in 163 adults with an interval of 18 months between the 2 testing occasions. Action control is found to promote the development of generative concern, which in turn increases purpose in life. The latter association, however, is further qualified by Machiavellian attitudes. Results are discussed with respect to the role of self-regulation in development and to belief in the species, which Erikson postulated to be active in the development of generativity.     

Comparing the teaching interaction procedure to social stories for people with autism

This study compared social stories and the teaching interaction procedure to teach social skills to 6 children and adolescents with an autism spectrum disorder. Researchers taught 18 social skills with social stories and 18 social skills with the teaching interaction procedure within a parallel treatment design. The teaching interaction procedure resulted in mastery of all 18 skills across the 6 participants. Social stories, in the same amount of teaching sessions, resulted in mastery of 4 of the 18 social skills across the 6 participants. Participants also displayed more generalization of social skills taught with the teaching interaction procedure to known adults and peers.