Digital communities of practice: Investigation of actionable knowledge for local information networks

The article explores integration of knowledge-enabling digital technology into community functions through the development of local Digital Communities of Practice. This analysis includes both general considerations—in terms of domain, community, and practice dimensions—as well as results from an exploratory research project in Minnesota. The domain is described as integrated deployment of virtual services (education, human services, government) in local communities; the community is comprised of the local stakeholders and residents that would use or benefit from such services; and the practice is considered as a decision-making processes for designing and deploying these services. The paper concludes with research and policy considerations for providing an enduring source of knowledge about local virtual services, needs, and solutions. His research focuses on the evaluation of information technologies as they are planned and deployed in infrastructures, organizations and community systems. This research has been reported in Information Systems Frontiers, Communications of the ACM, Journal of Urban Technology, and Policy Studies Journal. Dr. Horan has also written two books, Digital Places (2000) and Digital Infrastructures (2004, co-edited with Rae Zimmerman). He has both his Masters and Doctorate degrees from the Claremont Graduate University and has held visiting scholar positions at MIT, Harvard, UCLA, and University of Minnesota. Kimberly Wells is an organizational psychologist currently working as an independent consultant. Since 1996 her research and work have converged upon issues involved with assessing the influence of technology in organizational and community settings. Ms. Wells is presently completing her doctorate at Claremont Graduate University, California. Her dissertation explores processes for improving the knowledge-creating capacity of virtual teams. Ms. Wells has a Masters degree in Organizational Behavior, Claremont Graduate University, and a Masters degree in Anthropology from the College of William and Mary, Virginia.     

Family Peer Advocates: A Pilot Study of the Content and Process of Service Provision

Professional family peer advocates are increasingly employed by public mental health systems to deliver family-to-family support that reduces barriers families face in accessing children’s mental health care. These services, however, are neither uniformly available nor standardized. This pilot study describes the process, content and context of family-to-family support services. Simulating a parent seeking services, a trained standardized parent participated as a client in meetings with advocates in four programs and collected data through structured observations, a structured survey, and session audiotapes. The “walk-through” process was determined to be feasible and acceptable to family peer advocates as a way of evaluating services. Four family peer advocates provided an average of 25 services during each 2-session simulation with the standardized parent, including the following: information and educational support, instruction and skills development, emotional and affirmational support, instrumental support, and advocacy. Findings also revealed variability in the range of services provided and identified challenges in aspects of service provision, such as boundaries of advocate roles, availability of confidential service environments, and addressing crises and parent concerns about child safety. This paper provides the first in-depth look at services provided by this emerging workforce.     

Using confirmatory factor analysis to understand executive control in preschool children: sources of variation in emergent mathematic achievement

Latent variable modeling methods have demonstrated utility for understanding the structure of executive control (EC) across development. These methods are utilized to better characterize the relation between EC and mathematics achievement in the preschool period, and to understand contributing sources of individual variation. Using the sample and battery of laboratory tasks described in Wiebe, Espy and Charak (2008), latent EC was related strongly to emergent mathematics achievement in preschool, and was robust after controlling for crystallized intellectual skills. The relation between crystallized skills and emergent mathematics differed between girls and boys, although the predictive association between EC and mathematics did not. Two dimensions of the child ’s social environment contributed to mathematics achievement: social network support through its relation to EC and environmental stressors through its relation with crystallized skills. These findings underscore the need to examine the dimensions, mechanisms, and individual pathways that influence the development of early competence in basic cognitive processes that underpin early academic achievement.     

Late maturation of auditory perceptual learning

Adults can improve their performance on many perceptual tasks with training, but when does the response to training become mature? To investigate this question, we trained 11‐year‐olds, 14‐year‐olds and adults on a basic auditory task (temporal‐interval discrimination) using a multiple‐session training regimen known to be effective for adults. The adolescents all began with performance in the adult range. However, while all of the adults improved across sessions, none of the 11‐year‐olds and only half of the 14‐year‐olds did. The adolescents who failed to learn did so even though the 10‐session training regimen provided twice the number of sessions required by adults to reach asymptotic performance. Further, over the course of each session, the performance of the adults was stable but that of the adolescents, including those who learned, deteriorated. These results demonstrate that the processes that underlie perceptual learning can continue to develop well into adolescence.     

The structure of executive function in 3-year-olds

Although the structure of executive function (EF) during adulthood is characterized by both unity and diversity, recent evidence suggests that preschool EF may be best described by a single factor. The latent structure of EF was examined in 228 3-year-olds using confirmatory factor analysis. Children completed a battery of executive tasks that differed in format and response requirements and in putative working memory and inhibitory control demands. Tasks appeared to be age appropriate, with adequate sensitivity across the range of performance and without floor or ceiling effects. Tests of the relative fit of several alternative models supported a single latent EF construct. Measurement invariance testing revealed less proficient EF in children at higher sociodemographic risk relative to those at lower risk and no differences between boys and girls. At 3 years of age, when EF skills are emerging, EF appears to be a unitary, more domain-general process.     

A license to speak up: Outgroup minorities and opinion expression

Four studies examined the relationship between outgroup minority status, defined as both belonging to a different social category and holding a different opinion than other group members, and opinion expression. Specifically, it was hypothesized - and results confirmed - that outgroup minorities would be more willing to express their opinions on an issue when their social category membership granted them psychological standing (i.e., a subjective sense of entitlement to act) than when it did not. Implications for the roles of social category membership and psychological standing in opinion expression, and for how to encourage diverse viewpoints to emerge in group contexts, are discussed.     

Yet another dark side of chivalry: Benevolent sexism undermines and hostile sexism motivates collective action for social change

The current research tests a model for understanding how benevolent sexism undermines, whereas hostile sexism promotes, social change. Study 1 (N = 99) and Study 2 (N = 92) demonstrate that exposing women to benevolent sexism decreases their engagement in collective action, whereas exposure to hostile sexism increases it. Both effects were mediated by gender-specific system justification and perceived advantages of being a woman. In Study 2, positive and negative affect also mediated these relationships. Results from Studies 3 and 4 (N = 68 and N = 37) support the causal chain described in the mediational models tested in Studies 1 and 2. Manipulations that increased gender-specific system justification (Study 3) and perceived advantages of being a woman (Study 4) reduced intentions to participate in collective action.     

“White” or “European American”? Self-identifying labels influence majority group members' interethnic attitudes

Multiculturalism (i.e., the recognition and celebration of cultural differences) has many potential benefits for society, including reduced prejudice among nonminorities and increased psychological well-being among ethnic minorities. Yet nonminorities generally tend to resist multiculturalism more than do minorities and believe that it is irrelevant to them. Two studies were conducted to examine why and under what conditions this is the case. In both studies, nonminority participants were randomly assigned to mark their race/ethnicity as either “White” or “European American” on a demographic survey, before answering questions about their interethnic attitudes. Results demonstrated that nonminorities primed to think of themselves as White (versus European American) were subsequently less supportive of multiculturalism and more racially prejudiced, due to decreases in identification with ethnic minorities. Implications for how to improve nonminorities' attitudes toward multiculturalism are discussed.     

Development of personality and the remission and onset of personality pathology

The current study used the Longitudinal Study of Personality Disorders data set (Lenzenweger, 1999) to examine the development of personality traits in the context of the remission and onset of personality disorder (PD) symptoms. Despite high levels of stability, past research on the development of basic personality traits has also found a mean trend toward increased maturity and that individuals vary in their trajectories of trait development. Research on PD change has shown a similar pattern. We employed individual growth curve modeling to examine the relationship between personality trait development and PD symptom course. We found that both are indeed related and that remission in PD symptoms is associated with patterns of trait development associated with more rapid maturity. In contrast, deviating from the mean of trait development either through no change (i.e., stagnation) or change in the opposite direction (i.e., regression) was associated with developing PD symptoms over the course of the study.