Working memory and insight in the nine-dot problem

In the present article, we examine the contribution of working memory (WM) to solution of the nine-dot problem, a classic insight problem. Prior research has generally demonstrated a limited role for WM in the solution of insight problems, which are typically assumed to be solved without conscious planning. However, MacGregor, Ormerod, and Chronicle (2001) proposed an information-processing model that solves the nine-dot problem by relying on a visual WM mechanism, which they term lookahead. In the present research, we examine whether performance on the nine-dot problem is indeed predicted by WM capacity. The results indicated that spatial WM capacity predicted the tendency to draw lines outside the configuration of dots and predicted the solution on a hint-aided version of the problem. Furthermore, within those solving the problem, higher spatial WM capacity was also related to faster solutions. The results support the information-processing model and suggest a more essential role for WM and planning in insight problem solving than has previously been acknowledged.     

The Impact of Misspecifying the Within-Subject Covariance Structure in Multiwave Longitudinal Multilevel Models: A Monte Carlo Study

This Monte Carlo study examined the impact of misspecifying the 𝚺 matrix in longitudinal data analysis under both the multilevel model and mixed model frameworks. Under the multilevel model approach, under-specification and general-misspecification of the 𝚺 matrix usually resulted in overestimation of the variances of the random effects (e.g., τ₀₀, τ_τ11 ) and standard errors of the corresponding growth parameter estimates (e.g., SE_{β 0}, SE_{β 1}). Overestimates of the standard errors led to lower statistical power in tests of the growth parameters. An unstructured 𝚺 matrix under the mixed model framework generally led to underestimates of standard errors of the growth parameter estimates. Underestimates of the standard errors led to inflation of the type I error rate in tests of the growth parameters. Implications of the compensatory relationship between the random effects of the growth parameters and the longitudinal error structure for model specification were discussed.     

Validating a “spurning scale” for nurses in Hong Kong

Based on a model on spumed helpers’ reactions, a spurning scale for nurses was constructed with items to assess the extent to which practicing nurses experience recurrent rejection of their help by patients and colleagues. Three approaches were employed to examine the validity of the scale: the relationship of the spurning scores with job satisfaction and turnover scores; the relationships of the spurning scores with burnout scores; and the relationships of the spurning scores with scores indicative of stress arising from interactions with one's patients, colleagues, and supervisor. Practicing nurses in Hong Kong (N = 212) who were enrolled in a refresher program of studies responded to a questionnaire containing the variables of interest. The results offered promising evidence for the validity of the scale.     

Effects of Spurned Help and Self-Esteem on Self-Protective Reactions of Primary School Teachers

This study examined (a) the extents to which primary school teachers experienced spurning of their help by peer teachers, (b) how spurned teachers reacted, and (c) how teachers’ self-esteem and importance attached to their teaching abilities influenced their reactions. Seven hundred eighty teachers in Guangzhou, China, responded to 3 waves of questionnaires assessing the variables under study. The results showed that the teachers experienced a moderate level of spurning, were seemingly threatened by the spurning, and reacted by disparaging the personal attributes of rejecting peers, with their self-esteem and importance attached to their teaching abilities exerting moderating effects.     

Classroom engagement mediates the effect of teacher–student support on elementary students' peer acceptance: A prospective analysis

Participants were 360 (52.2% male) ethnically diverse and academically at-risk first-grade children attending one of three school districts in southeast and central Texas. Using latent variable structural equation modeling, we tested a theoretical model positing that the quality of the teacher–student relationship in first grade predicts children's peer acceptance the following year, controlling for children's previous externalizing problems and peer acceptance. We also expected that children's classroom engagement would mediate the effect of teacher–student relationship quality on peer acceptance. The hypothesized model provided a good fit to the data. Engagement fully mediated the effect of teacher support on subsequent peer acceptance. Neither ethnicity nor gender moderated the mediation findings.     

Realpolitik versus fair process: moderating effects of group identification on acceptance of political decisions

Three studies examined the effects of perceived procedural justice and the favorability of a group-level outcome on the endorsement of a group-level decision and the evaluation of the authority responsible for the decision. Results showed that, contrary to findings usually seen with individual-level decisions, collective outcome favorability was more important than procedural justice in influencing the endorsement of the decision. Furthermore, increased identification with the group reduced the importance of procedural justice but accentuated the importance of collective outcome favorability. With regard to the evaluation of the authority, the results were similar to those obtained in individual-level decisions: Procedural fairness mattered more than collective outcome favorability.     

The Role of Leader Morality in the Interaction Effect of Procedural Justice and Outcome Favorability

The present research explored the role of leader morality in the interaction effect of procedural justice and outcome favorability, and attempted to connect justice and morality construct in a new direction. Two studies in different settings and using different designs (a scenario experiment and a survey) yielded convergent results. When leader morality was high, the interaction effect of procedural justice and outcome favorability was significant, and fair procedures mitigated the negative effect of low outcome favorability. When leader morality was low, however, the interaction between procedural justice and outcome favorability was absent.