Capitalising on Positive Work Events by Sharing them at Home

The authors integrate existing theory on work–family integration and interpersonal capitalisation on positive work events by examining the effects of sharing positive work events with one's spouse on employee life satisfaction. A field study was conducted with 131 employees of a large Midwestern university, who completed surveys online. Participants provided accounts of their most important positive event during the prior week and indicated whether they had shared this event with their spouse. They also retrospectively rated their positive affect and life satisfaction over the course of the study. Results based on hierarchical regression analysis indicated that having shared that event with one's spouse was positively associated with positive affect and life satisfaction after controlling for personality and event characteristics. These results were corroborated in a subsample of 99 employees whose spouses provided independent reports of whether the event was shared with them. This research reveals that sharing positive events with others has unique and significant contributions to positive affect and life satisfaction. More importantly, these findings show that the interpersonal act of sharing is effective when conducted cross‐domain: the act of sharing positive work events with family members increases positive affect and life satisfaction.     

Perspectives on Systems Change Among Local Change Agents: A Comparative Study

Community organizers and activists draw on multiple traditions of community building and collective action in attempts to galvanize change. The diversity of perspectives on social change processes indicates corresponding differences in perspectives on systems and what is required to change them. Twenty‐two in‐depth interviews with community organizers and activists in the Midwestern USA were conducted to identify differences in perspectives on systems change efforts. Four models used by organizers were identified: action/issue‐centric, identity‐centric, relationship‐centric, and organizing‐development. Strategies for recruitment, issue selection, leadership determination, and action were compared across models. Analyses revealed that some models might be better suited to action on certain issues (e.g. identity‐centric models when organizing around homelessness), whereas others may have advantages for use in certain settings (e.g. relationship‐centric models in congregations). These findings suggest that practitioners and scholars should pay close attention to contextual factors and focal issues when determining strategies for creating systems change. Copyright © 2014 John Wiley & Sons, Ltd.     

Working while studying at university: The relationship between work benefits and demands and engagement and well-being

We tested a role-conflict, depletion, and enrichment model, in which work-based benefits (enabling resources, psychological rewards, and psychological involvement) and work-based demands (time-, strain-, and behaviour-based demands, and hours worked) were antecedents to work–university conflict and work–university facilitation, which, in turn, were antecedent to students' academic engagement (dedication and vigour) and well-being (general and context-specific feelings about university). We also tested whether conflict and facilitation acted as mediators in the relationships between benefits and demands and the outcomes of engagement and well-being. The hypotheses were tested using 185 university students (77% female; mean age = 22.7 years) who were working while studying. Work-based benefits (enabling resources, rewards, and involvement) were associated with higher work–university facilitation; more time demands and fewer psychological rewards were associated with more work–university conflict; facilitation was associated with more engagement (dedication) and general well-being; and conflict was associated with more negative feelings towards the university. There were no mediation effects. Working while studying is related to students' engagement and well-being, although modest effects were explained by role-conflict theory.     

A bilateral advantage for maintaining objects in visual short term memory

Research has shown that attentional pre-cues can subsequently influence the transfer of information into visual short term memory (VSTM) (Schmidt, B., Vogel, E., Woodman, G., & Luck, S. (2002). Voluntary and automatic attentional control of visual working memory. Perception & Psychophysics, 64(5), 754–763). However, studies also suggest that those effects are constrained by the hemifield alignment of the pre-cues (Holt, J. L., & Delvenne, J.-F. (2014). A bilateral advantage in controlling access to visual short-term memory. Experimental Psychology, 61(2), 127–133), revealing better recall when distributed across hemifields relative to within a single hemifield (otherwise known as a bilateral field advantage). By manipulating the duration of the retention interval in a colour change detection task (1 s, 3 s), we investigated whether selective pre-cues can also influence how information is later maintained in VSTM. The results revealed that the pre-cues influenced the maintenance of the colours in VSTM, promoting consistent performance across retention intervals (Experiments 1 & 4). However, those effects were only shown when the pre-cues were directed to stimuli displayed across hemifields relative to stimuli within a single hemifield. Importantly, the results were not replicated when participants were required to memorise colours (Experiment 2) or locations (Experiment 3) in the absence of spatial pre-cues. Those findings strongly suggest that attentional pre-cues have a strong influence on both the transfer of information in VSTM and its subsequent maintenance, allowing bilateral items to better survive decay.     

Spatial updating relies on an egocentric representation of space: Effects of the number of objects

Models of spatial updating attempt to explain how representations of spatial relationships between the actor and objects in the environment change as the actor moves. In allocentric models, object locations are encoded in an external reference frame, and only the actor’s position and orientation in that reference frame need to be updated. Thus, spatial updating should be independent of the number of objects in the environment (set size). In egocentric updating models, object locations are encoded relative to the actor, so the location of each object relative to the actor must be updated as the actor moves. Thus, spatial updating efficiency should depend on set size. We examined which model better accounts for human spatial updating by having people reconstruct the locations of varying numbers of virtual objects either from the original study position or from a changed viewing position. In consistency with the egocentric updating model, object localization following a viewpoint change was affected by the number of objects in the environment.     

Reasons to attend college among ethnically diverse college students

A survey of 713 ethnically diverse university freshmen (463 Latino, 167 Asian American, 54 African American, 29 European American) assessed reasons for attending college, ethnic identity, family interdependence, and college adjustment. Results revealed three reasons for attending college not reported in previous research: to help one's family, to prove one's self-worth, and because of encouragement. Attending college to help the family was stronger among students from lower socioeconomic status backgrounds. Ethnic identity and family interdependence contributed positively to some reasons for attending college, but did not mediate ethnic differences; with cultural factors and socioeconomic status included as predictors, ethnic minority students still gave greater importance to family oriented motives than did European Americans. Career/personal and humanitarian motives contributed positively to college adjustment.     

Infants' use of category knowledge and object attributes when segregating objects at 8.5 months of age

The current research investigates infants' perception of a novel object from a category that is familiar to young infants: key rings. We ask whether experiences obtained outside the lab would allow young infants to parse the visible portions of a partly occluded key ring display into one single unit, presumably as a result of having categorized it as a key ring. This categorization was marked by infants' perception of the keys and ring as a single unit that should move together, despite their attribute differences. We showed infants a novel key ring display in which the keys and ring moved together as one rigid unit (Move-together event) or the ring moved but the keys remained stationary throughout the event (Move-apart event). Our results showed that 8.5-month-old infants perceived the keys and ring as connected despite their attribute differences, and that their perception of object unity was eliminated as the distinctive attributes of the key ring were removed. When all of the distinctive attributes of the key ring were removed, the 8.5-month-old infants perceived the display as two separate units, which is how younger infants (7-month-old) perceived the key ring display with all its distinctive attributes unaltered. These results suggest that on the basis of extensive experience with an object category, infants come to identify novel members of that category and expect them to possess the attributes typical of that category.