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Bryan?J.?PestaEmail author Darrin?S.?Kass Kenneth?J.?Dunegan 《Journal of business and psychology》2005,19(3):341-360
ABSTRACT: The authors tested the predictions of image theory [Beach, 1990 Image theory: Decision-making in personal and organizational contexts. Chicester, England: Wiley] by examining the decision making processes underlying performance evaluation. Across three experiments, over 400 participants evaluated the performance of a book store employee with varying degrees of good and bad performance behaviors. Results indicated that: (1) performance judgments were linearly related to the number of good and bad behaviors present in the scenarios, (2) promotion decisions initially followed image theorys screening process, as participants focused only on the employees bad behaviors, and (3) the introduction of a contrast manipulation (Experiment 2) resulted in participants abandoning the screening process for the promotion decision, until we included instructions against comparing employees (Experiment 3). Consistent with image theory, but moderated by contrast effects, promotion decisions relied on screening based solely on the employees bad behaviors, whereas performance judgments involved compensatory use of both the employees good and bad behaviors. We argue that how participants perceive the decision making scenario influences whether or not they will screen decisions. 相似文献
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Rhoda Au Philip Joung Marjorie Nicholas Loraine K. Obler Robin Kass Martin L. Albert 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2013,20(4):300-311
Abstract Longitudinal performance on the Boston Naming Test (BNT) was evaluated in 53 normal subjects aged 30 to 79 who were each tested three times over a 7-year span. Naming performance showed a significant decline over time that was greatest for the oldest subjects. These results confirm that decline in naming is a real phenomenon in normal aging that cannot be attributable primarily to cohort effects. We conclude that the changes in naming ability across the life span reflect more than simply a breakdown in lexical retrieval and that perceptual and semantic processing may be implicated. 相似文献
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A qualitative case study design was used to explore educational risk factors that may contribute to psychological truancy in a Lesotho secondary school. Purposively sampled teachers (n = 4, females = 50%) and pupils (n = 4, females = 75%), who have experience of psychological truancy, took part in a focus group and individual interviews. Inductive content analysis was used to analyse data emanating from the interviews. The findings indicate that pupil–teacher relationships, the use of English as medium of instruction and a lack of resources may be educational risk factors contributing to psychological truancy. Positive pupil–teacher relationships and active classroom engagement are prerequisites for successful and active learning. 相似文献
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Melanie C. Green Sheryl Kass Jana Carrey Benjamin Herzig Ryan Feeney John Sabini 《Media Psychology》2013,16(4):512-539
“Transportation into a narrative world” is a state of immersion into a story (Green & Brock, 2000). Transportation entails imagery, emotional response, and attentional focus. Two studies investigated whether transportation was affected by the medium of story presentation, especially when the narrative was experienced for a second time (e.g., watching the movie version of a previously read story). Study 1 (N = 88) showed that people who read a novel before viewing the film version were more transported into the film compared to nonreaders. In Study 2 (N = 71) participants came to the lab on two separate occasions to either read a passage or watch a movie clip. Reading followed by watching provided the greatest transportation. Furthermore, high need for cognition individuals were more transported when reading, whereas low need for cognition individuals were more transported when watching a narrative. 相似文献
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Dr. K Daniel O'Leary Ronald S. Drabman Ruth E. Kass 《Journal of abnormal child psychology》1973,1(2):127-138
Following a baseline period, a token reinforcement program was instituted in three resource-room classes for very disruptive children where the children spent 1 hour per day. The only reinforcers used in the token program were those available to any classroom teacher, viz., free time in an activity area. The effects of the token program were evaluated in the three resource-room classes as well as in the homerooms of all students participating in the resource-room program. Following 4 months of the token program, a return to baseline was made in one resource classroom. As assessed by standard classroom observations, the token program was effective in reducing disruptive behavior in all three resource-room classes; and when it was withdrawn in one resource-room class, the disruptive behavior remained at a very low level in the resource room. Ratings by teachers in the homerooms showed a significant reduction in disruptive behavior, but recordings by homeroom observers showed no such reduction. Possible reasons for maintenance of low rates of disruptive behavior after withdrawal of tokens were discussed in terms of the type of reinforcers used. 相似文献
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The role of drive level was investigated as it bears upon the process mechanism(s) involved in systematic desensitization. Drive was defined by subjects' performance on a pre-BAT. High and Low Drive subjects were randomly assigned to a systematic desensitization, a reward. an extinction, and a control condition. The results indicated that systematic desensitization was the most effective condition for both high and low drive subjects. However, there were indications that both the extinction and reward conditions may be effective with further trials. The suggestion was that systematic desensitization might be the more efficient, but not the sole effective treatment. If so, the process mechanism involved is likely to be extinction rather than reciprocal inhibition. The role of relaxation, then, would be one of an incentive that permits the subject to maintain exposure to the feared stimuli, thus facilitating extinction. 相似文献
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Philip A. Morse Jonathan E. Kass Rubens Turkienicz 《Attention, perception & psychophysics》1976,19(2):137-143
Two experiments investigating the selective adaptation of vowels examined changes in listeners’ identification functions for the vowel continuum [i-I-∈] as a function of the adapting stimulus. In Experiment I, the adapting stimuli were [i], [I], and [∈]. Both the [i] and [∈] stimuli produced significant shifts in the neighboringand distant phonetic boundaries, whereas [I] did not result in any adaptation effects. In order to explore the phonetic nature of feature adaptation in vowels, a second experiment was conducted using the adapting stimuli [gig] and [g ∈ g], which differed acoustically from the [i] and [∈] vowels on the identification continuum. Only [gig] yielded reliable adaptation effects. The results of these experiments were interpreted as suggesting arelative rather than a stableauditory mode of feature analysis in vowels and a possibly more complex auditory feature analysis for the vowel [i]. 相似文献