Managing job seekers' organizational image beliefs: the role of media richness and media credibility

In this article, the authors assessed job seekers' organizational image beliefs before and after they experienced 3 recruitment media. The authors examined whether perceptions of media richness and credibility were related to improvements in the correspondence between job seekers' image beliefs and firms' projected images. Both media richness and credibility perceptions were associated with correspondence between job seekers' image beliefs and firms' projected images. However, results revealed that richness and credibility perceptions were likely to enhance job seekers' initial beliefs about firms' images when their beliefs were positive but did not diminish job seekers' beliefs about firms' images when their initial impressions were too positive.     

Neuropsychological findings of extrapontine myelinolysis without central pontine myelinolysis

Central pontine myelinolysis (CPM) and extrapontine myelinolysis (EPM) are well recognized syndromes related to the rapid correction of hyponatremia, which are reported to show brain stem signs and various movement disorders. Cognitive dysfunction and neuropsychological findings, however, have seldom been reported. Cognitive manifestations in osmotic myelinolysis may have been underestimated due to the prominent brain stem symptoms and movement disorders. We report a case of EPM without CPM and describe the neuropsychological findings of EPM. The absence of CPM in this case made it possible to test neuropsychological function in the acute stage. Neuropsychological testing showed severe impairment of attention, verbal and visual memory, visuospatial function, and frontal/executive function. Language and language-related functions were normal except naming.     

Social transmission of disinhibition in young children

The present study examined whether young children's behaviors in the Dimensional Change Card Sorting task can be influenced by their observation of another person performing the task. Experiment 1 showed that after children watched an adult sorting cards according to one rule, although the children were instructed to sort the cards according to a new rule, most 3-year-olds made perseverative errors and used the observed, old rule to sort the cards instead of the new rule. However, only some 4-year-olds and few 5-year-olds made the same mistake. Experiments 2, 3 and 4 showed that the younger children took into consideration social pragmatic information displayed by the adult model when deciding to use the old rule or the new rule. When the model appeared to know that she sorted the cards incorrectly (Experiments 2 and 3), or was uncertain whether she sorted cards correctly (Experiment 4), most 3-year-olds no longer committed perseverative errors. When the adult model was confident about her sorting or oblivious to her sorting errors, most 3-year-olds made perseverative errors. These results taken together suggest that social observation can lead to disinhibitions. In other words, disinhibition can be transmitted socially from one person to another.     

Social grooming in the kindergarten: the emergence of flattery behavior

The present study examined the emergence of flattery behavior in young children and factors that might affect whether and how it is displayed. Preschool children between the ages of 3 and 6 years were asked to rate drawings produced by either a present or absent adult stranger (Experiments 1 and 2), child stranger (Experiments 2 and 3), classmate, or the children's own teacher (Experiment 3). Young preschoolers gave consistent ratings to the same drawing by the person regardless of whether the person was absent or present. In contrast, many older preschoolers gave more flattering ratings to the drawing when the person was present than in the person's absence. Also, older preschoolers displayed flattery regardless of whether the recipient was an adult or a child. However, they displayed flattery to a greater extent towards familiar individuals than unfamiliar ones, demonstrating an emerging sensitivity to social contexts in which flattery is used. These findings suggest that preschoolers have already learned not to articulate bluntly their true feelings and thoughts about others. Rather, they are able to manipulate their communications according to social context.     

Immediate emotion-enhanced memory dependent on arousal and valence: The role of automatic and controlled processing

The phenomenon that emotional stimuli are better remembered than neutral ones is called emotion-enhanced memory (EEM). Previous studies have shown that both valence and arousal of stimuli contributed to EEM. Kensinger and Corkin (2004) proposed that the EEM dependent on arousal was associated with automatic encoding processes, whereas the EEM dependent on valence was associated with controlled encoding processes. Their experiment with negative words provided some evidence for this associative pattern. However, it is unclear whether the observed association that occurred with negative emotional stimuli could be replicated with positive emotional stimuli. To further examine this issue, two experiments were conducted to investigate the immediate EEM of emotional words in three different attention conditions using a divided attention (DA) paradigm. Results indicated that the immediate EEM dependent on valence was associated with controlled processing, while the immediate EEM dependent on arousal was not always associated with automatic processing. The immediate EEM dependent on arousal for negative stimuli was associated with automatic processing, whereas the immediate EEM dependent on arousal for positive stimuli was associated with controlled processing. Therefore, the immediate EEM dependent on arousal, whether it is associated with automatic or controlled processing, is moderated by the valence of stimuli.     

Retrieval practice over the long term: Should spacing be expanding or equal-interval?

If multiple opportunities are available to review to-be-learned material, should a review occur soon after initial study and recur at progressively expanding intervals, or should the reviews occur at equal intervals? Landauer and Bjork (1978) argued for the superiority of expanding intervals, whereas more recent research has often failed to find any advantage. However, these prior studies have generally compared expanding versus equal-interval training within a single session, and have assessed effects only upon a single final test. We argue that a more generally important goal would be to maintain high average performance over a considerable period of training. For the learning of foreign vocabulary spread over four weeks, we found that expanding retrieval practice (i.e., sessions separated by increasing numbers of days) produced recall equivalent to that from equal-interval practice on a final test given eight weeks after training. However, the expanding schedule yielded much higher average recallability over the whole training period.     

Ecumenical Hermeneutics through a Study of Missiological Typologies

This paper focuses on the hermeneutical recognition that happens during the cross‐cultural transmission of the gospel. The dynamics of mission are traced from hermeneutic through communication and the understanding of the Other, to action, and to the realization of gospel in community.     

Quality of Life and Depression in the General Korean Population: Normative Data and Associations of the 12-Item Short Form Health Survey (SF-12) and the McGill Quality of Life Questionnaire (MQOL) with Depression (Patient Health Questionnaire-9) and Socioeconomic Status

Applied Research in Quality of Life - This study aimed to present normative data of Quality of life (QoL) and to evaluate the relationship between sociodemographic factors, multidimensional QoL and...     

Inter‐Relationships among Different Types of Person–Environment Fit and Job Satisfaction

This paper investigates how different types of person–environment (P–E) fit work together to influence job satisfaction. One field study and a re‐analysis of Cable and DeRue's (2002) data were conducted to investigate the inter‐relationships linking different types of fit perceptions and job satisfaction. An employment relationship model describing how person–organisation values congruence (OVC), demands–abilities (D–A), and needs–supplies (N–S) fit perceptions relate to each other and job satisfaction is proposed and tested. Results support a model where N–S fit mediated the impact of both OVC and D–A fit on job satisfaction. Furthermore, OVC was related also to satisfaction both directly and indirectly, whereas D–A fit was only related to satisfaction via N?S fit.