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831.
A Controlled Trial Using Natural Language Processing to Examine the Language of Suicidal Adolescents in the Emergency Department 下载免费PDF全文
832.
833.
Prior research on the effects of office redesign on work-related outcomes has been largely atheoretical and yielded mixed and conflicting findings. Expanding on individual reactions to office design changes as specified by social interference theory, we propose that office redesign affects organizational commitment and this relationship is mediated by employee perceptions of the broader work environment. This conceptual model is tested using 121 financial services employees who experience office redesign and 136 who do not. Results indicate that perceptions of innovation and collaboration mediate the effects of office redesign over and above negative personal reactions such that affective organizational commitment is enhanced among those experiencing reconfigured offices. Findings provide support for an expanded rendition of social interference theory that provides for favorable (as well as unfavorable) employee reactions to office redesign. Such a theoretical explanation is asserted to increase understanding of how the physical environment influences employee attitudes. 相似文献
834.
835.
The purpose of this study was to explore individual patterns of strengths and weaknesses in children's mathematical knowledge about common fractions. Tasks that primarily measure either conceptual or procedural aspects of mathematical knowledge were assessed with the same children in their fourth- and fifth-grade years (N=181, 56% female and 44% male). Procedural knowledge was regressed on levels of conceptual knowledge, and vice versa, to obtain residual scores. Residual scores capture variability in each kind of math knowledge that is not shared with the other type of knowledge. Cluster analysis using residuals indicated four distinct knowledge profiles in fourth graders: (a) higher than expected conceptual knowledge and relatively lower procedural knowledge, (b) relatively lower conceptual knowledge and higher procedural knowledge, (c) lower concepts but expected levels of procedural knowledge, and (d) relatively higher than expected levels of both procedural and conceptual knowledge. In fifth grade, another cluster emerged that showed lower procedures but expected levels of conceptual knowledge. In general, students with relatively lower than expected conceptual knowledge showed poorer accuracy on measures used to form the clusters and also word problem setups and estimation of sums. Implications for explaining seemingly conflicting results from prior work across studies are discussed. 相似文献
836.
Despite a growing interest in the question of tool-use development in infants, no study so far has systematically investigated how learning to use a tool to retrieve an out-of-reach object progresses with age. This was the first aim of this study, in which 60 infants, aged 14, 16, 18, 20, and 22months, were presented with an attractive toy and a rake-like tool. There were five conditions of spatial relationships between the toy and the tool, going from the toy and tool being connected to there being a large spatial gap between them. A second aim of the study was to evaluate at what age infants who spontaneously fail the task can learn this complex skill by being given a demonstration from an adult. Results show that even some of the youngest infants could spontaneously retrieve the toy when it was presented inside and touching the top part of the tool. In contrast, in conditions with a spatial gap, the first spontaneous successes were observed at 18months, suggesting that a true understanding of the use of the tool has not been fully acquired before that age. Interestingly, it is also at 18months that infants began to benefit from the demonstration in the conditions with a spatial gap. The developmental steps for tool use observed here are discussed in terms of changes in infants' ability to attend to more than one item in the environment. The work provides insight into the progressive understanding of tool use during infancy and into how observational learning improves with age. 相似文献
837.
Angela N. FellnerGerald Matthews Kevin D. ShockleyJoel S. Warm Moshe ZeidnerLisa Karlov Richard D. Roberts 《Journal of research in personality》2012,46(3):239-247
Individuals may differ in their ability to learn the significance of emotional cues within a specific context. If so, trait emotional intelligence (EI) may be associated with faster cue learning. This study (N = 180) tested whether trait EI predicts faster learning of a critical cue for discriminating “terrorists” from “non-terrorists”, using virtual-reality heads as stimuli. The critical cue was either facial emotion (positive or negative), or a neutral feature (hat size). Cognitive ability and subjective state were also assessed. Participants were faster to learn with an emotive cue. Surprisingly, high trait EI was correlated with poorer performance, especially early in learning. Subjective distress was also associated with impaired learning to emotive cues. 相似文献
838.
Here, we demonstrate that the decision to conform to another person’s memory involves a strategic trade-off that balances
the accuracy of one’s own memory against that of another person. We showed participants three household scenes, one for 30 s,
one for 60 s, and one for 120 s. Half were told that they would encode each scene for half as long as their virtual partner,
and half were told that they would encode each scene for twice as long as their virtual partner. On a subsequent two-alternative-forced
choice (2AFC) memory test, the simulated answer of the partner (accurate, errant, or no response) was shown before participants
responded. Conformity to the partner’s responses was significantly enhanced for the 30-s versus the 60- and 120-s scenes.
This pattern, however, was present only in the group who believed that they had encoded each scene for half as long as their
partner, even though the short-duration scene had the lowest baseline 2AFC accuracy in both groups and was also subjectively
rated as the least memorable by both groups. Our reliance on other people’s memory is therefore dynamically and strategically
adjusted according to knowledge of the conditions under which we and other people have acquired different memories. 相似文献
839.
Decades of research demonstrate that the extent to which one believes the world is just can have important interpersonal consequences. Unfortunately, most of the commonly studied consequences are negative in nature. Guided by previous research demonstrating the buffering effect of just‐world beliefs and anger, the present research explores how belief in a just world (BJW) may mitigate anger in the domain of driving anger and examines the limiting conditions of this effect. Study 1 demonstrated the expected negative relation between common measures of BJW and anger expression in a driving context. Study 2 found that the buffering effects of just‐world beliefs and driver aggression were greater when BJW was violated (vs. not). Study 3 replicated the effects on aggression and anger and established a mediational role of anger on the buffering effects of just‐world beliefs on thoughts and driver aggression. Aggr. Behav. 38:389‐402, 2012. © 2012 Wiley Periodicals, Inc. 相似文献