Tactical Military Leader Requisite Complexity: Toward a Referent Structure

The U.S. Army has focused on developing leader competencies in order to promote adaptability for asymmetric warfare. Expanding leader adaptive capacity, however, requires integrating competencies with deeper knowledge structures and leader identity. We conduct a three-stage exploratory study using semistructured interviews and three separate samples of experienced combat leaders to assess the organization of tactical leader functional roles. We identify the breadth of roles, tasks, skills, and attributes representative of expert tactical military leaders. We hope to take a first step in circumscribing the requisite cognitive and behavioral complexity required of tactical leaders and thereby provide a referent structure for future research on what constitutes requisite complexity for tactical military leaders.     

Relational humility: conceptualizing and measuring humility as a personality judgment

The study of humility has progressed slowly due to measurement problems. We describe a model of relational humility that conceptualizes humility as a personality judgment. In this set of 5 studies, we developed the 16-item Relational Humility Scale (RHS) and offered initial evidence for the theoretical model. In Study 1 (N = 300), we developed the RHS and its subscales--Global Humility, Superiority, and Accurate View of Self. In Study 2, we confirmed the factor structure of the scale in an independent sample (N = 196). In Study 3, we provided initial evidence supporting construct validity using an experimental design (N = 200). In Study 4 (N = 150), we provided additional evidence of construct validity by examining the relationships between humility and empathy, forgiveness, and other virtues. In Study 5 (N = 163), we adduced evidence of discriminant and incremental validity of the RHS compared with the Honesty-Humility subscale of the HEXACO-PI (Lee & Ashton, 2004).     

The locus of the benefits of repetition-lag memory training

The repetition-lag training procedure developed by Jennings and Jacoby (2003 , Neuropsychological Rehabilitation, 14, 417) has been shown to improve older adults' performance in the recognition memory task used for training, and to improve performance in a variety of other memory and executive function tasks ( Jennings, Webster, Kleykamp, & Dagenbach, 2005 , Aging, Neuropsychology, and Cognition, 12, 278). The present study examined the effects of concurrent interference tasks during the study or test phases of training to localize the source of gains. Overall, the results suggest that training is resilient and resistant to interference, but also that the processes used during the test phases of training are more important to the gains seen in the primary task and in the transfer tasks than those used in the study phases.     

Training intraverbal naming to establish equivalence class performances

The purpose of this three‐experiment study was to evaluate whether performance consistent with the formation of equivalence classes could be established after training adults to tact and intraverbally relate the names of visual stimuli. Fourteen participants were exposed to tact training, listener testing, and intraverbal training (A'B’ and B'C’) prior to matching‐to‐sample (MTS) and intraverbal posttests presented in different sequences across experiments. All participants demonstrated emergent MTS and intraverbal relations consistent with equivalence class formation. More importantly, all participants emitted experimentally defined or self‐generated tacts or intraverbally named the correct sample‐comparison pairs at some point during posttests. These results are consistent with the intraverbal naming account (Horne & Lowe, 1996) in that participants who passed novel relations MTS tests also demonstrated emergence of corresponding intraverbal relations. However, verbal reports and latency data suggest that participants did not necessarily have to use intraverbal naming as a problem solving strategy continuously throughout MTS posttests. These results extended previous research by showing that verbal behavior training of baseline relations (A'B’ and B'C’) is sufficient to establish novel conditional relations consistent with equivalence class formation.     

Preparation for speeded action as a psychophysiological concept

Mental preparation aids performance and induces multiple physiological changes that should inform concepts of preparation. To date, however, these changes have been interpreted as being due to a global preparatory process (e.g., attention or alertness). The authors review psychophysiological and performance investigations of preparation. Concepts of the central regulation of action offer an integrative framework for understanding the psychophysiology of preparation. If people process multiple streams of information concurrently, then preparatory processing requires a form of supervisory attention- central regulation to maintain unity of action. This concept is consistent with existing psychophysiological results and links them to current views of information processing. Conversely, psychophysiological measures may provide indices to test concepts within theories of the central regulation of action.     

Social skill in self-assertive strategies of toddlers with depressed and nondepressed mothers

The authors examined the effects of maternal depression on the skillfulness of toddlers' self-assertive strategies in interactions with their mother and with a female examiner. The participants were 110 mothers and their 26-month-old toddlers. Of these mothers, 57 had experienced an episode of clinical depression sometime since their child's birth, and 53 had had no history of depression. Toddlers exposed to maternal depression demonstrated significantly less social skill in their self-assertive strategies and more defiance when interacting with their mothers than did toddlers who were never exposed to maternal depression. The chronicity and severity of toddlers' exposure to maternal depression did not account for more pronounced differences in toddlers' skill in self-assertion toward mothers; however, toddlers exposed to more chronic courses of depression demonstrated less skill in their self-assertion toward the examiner. Toddlers who were exposed to maternal depression with a comorbid anxiety disorder did not exhibit less skill in their self-assertion toward mothers than did toddlers in either the depression-only or nondepressed groups. These findings suggest that exposure to maternal depression may interfere with toddlers' development of socially competent self-assertion strategies and may pose risks for future problems in the mother-toddler relationship.     

Developmental change in feedback processing as reflected by phasic heart rate changes

Heart rate was recorded from 3 age groups (8-10, 12, and 20-26 years) while they performed a probabilistic learning task. Stimuli had to be sorted by pressing a left versus right key, followed by positive or negative feedback. Adult heart rate slowed following negative feedback when stimuli were consistently mapped onto the left or right key (response-dependent condition) but not when responses to stimuli were always followed by negative feedback (uninformative condition). Young children's heart rate showed slowing following both response-dependent and uninformative negative feedback. These findings suggest that the ability to assess the relevance of performance feedback improves with age, resulting in improved adjustment to dynamical changes in the task environment.     

Factor structure of the Reitan-Indiana Neuropsychological Battery for Children

The Reitan-Indiana Neuropsychological Battery (RINB) was administered to a sample of children referred for educational and behavioral problems (N = 130). Subtest scores were standardized by age at 1-year intervals (6, 7, and 8 years). A principal components analysis (PCA) with promax rotation of 18 subtest scores produced a five-factor solution. Factor 1 emphasizes tactile/spatial functions, Factor 2 emphasizes concept formation and visual/spatial abilities, Factor 3 reflects motor strength, Factor 4 emphasizes sensory perception, and Factor 5 reflects motor speed. Principal factor analysis (PFA) of these data was performed to permit comparison with the PCA solutions. The PFA and PCA solutions were similar and major conclusions about factor structure were consistent.     

An aerosol spray alternative to cigarette smoking in the study of the behavioral and physiological effects of nicotine

For studies of the behavioral and physiological effects of nicotine in smokers, delivery of nicotine via cigarette smoking is highly variable and difficult to control. A more precise method of delivery is needed in order to accurately manipulate the amount of nicotine being presented and, thus, to determine its quantitative effects. The objective of the study reported here was to test an aerosol nasal-spray method of delivering measured doses of nicotine. Eleven healthy males were presented 0 mg (placebo), 0.5 mg, 1.0 mg, and 2.0 mg of nicotine over 5 min during four separate sessions, and changes were observed in plasma nicotine concentration and cardiovascular activity. Dose-response relationships were observed between nicotine presented via this method and plasma nicotine, heart rate, systolic blood pressure, and, to a lesser extent, diastolic blood pressure. These results suggest that this aerosol spray method of presenting nicotine provides the measured doses necessary for quantification of nicotine’s effects.