Acquisition and automatization of a complex task: an examination of three-ball cascade juggling

The learning patterns of 3-ball cascade juggling from acquisition until automaticity were examined in 10 participants. On the basis of outcome measures derived from 26 practice sessions and 4 periodic probe sessions, the authors differentiated participants into 3 distinct learning types: a proficient group, an emerging group, and a single late learner. The proficient group was distinguished by how rapidly they learned and automatized performance. Most interesting, an inverse response cost (i.e., performance boost) on the secondary task was found in the majority of proficient group members during the dual-task condition. The present results are discussed in relation to the P. L. Ackerman model (1987, 1988) of complex skill acquisition as is the significance of the inverse response cost finding.     

Memory markers: How consumers recall the duration of experiences

In the present article, we propose a three-stage memory marker model of memory for experience. The human mind generates and encodes “memory markers” of specific episodes, stores them in memory, and after a temporal delay retrieves these markers to reconstruct the experience and make relevant judgments. Rich experiences characterized by vivid stimuli seem to pass by quickly, yet feel longer when recalled after a period of time because the number of retrieved memory markers is large. We also examine situations in which key predictions of the memory marker model can be moderated. A field study and five laboratory experiments were conducted to test various aspects of the memory marker model and provide process support.     

Modeling Rater Disagreement for ADHD: Are Parents or Teachers Biased?

The present study is the first to utilize twin modeling to examine whether parent-teacher disagreement for ADHD ratings is due to parent or teacher bias, or due to raters observing different but valid ADHD behaviors. A joint analysis was conducted with 106 twin pairs, including twins selected for ADHD and control twin pairs. Total ADHD scores were analyzed using multiple rater models that estimate genetic and environmental contributions common to both raters and unique to each rater. Results suggest that 1) disagreement in ADHD ratings is strongly due to parents and teachers observing different ADHD behaviors, some of which is valid and some of which is due to bias, and 2) parents may be more biased than teachers in their ADHD ratings.     

Dual pathways of emotional competence towards incremental and radical creativity: resource caravans through feedback-seeking frequency and breadth

ABSTRACT

This study examined how employees’ emotional competence predicts feedback-seeking behaviour (FSB) and consequently incremental and radical creativity on the basis of conservation of resource (COR) theory. We posit that emotional competence enhances the two types of creativity by generating resource caravans through distinct patterns of FSB. Our analysis based on the data collected from 206 employees from 85 work teams revealed that emotional competence has a significant indirect effect on the incremental creativity of team members, as rated by leaders, through frequent feedback seeking. Emotional competence also exhibited a considerable direct effect on radical creativity. In addition, emotional competence predicted source variety, namely, feedback-seeking breadth, which in turn contributed to radical creativity. This study offers new and useful theoretical and practical insights regarding the different types of creativity in the workplace by employing COR theory and the resource caravan perspective.     

The relational self: Closeness to ingroups depends on who they are, culture, and the type of closeness

Cultural differences in individualism and collectivism (I-C) describe important variations in how the self relates to others, but existing scales may be too broad-band to precisely measure this aspect of I-C. They also do not distinguish among particular ingroups and types of interdependence with them. The Circles of Closeness scale addresses these limitations. Initial results from Euro-American, Asian-American, Dutch, Turkish, and Japanese samples of college students are presented. The scales have high alpha reliability. Different results were obtained for three ingroups – immediate family, relatives, and friends – and six closeness types – emotional, supportive, identity, reputational, similarity, and harmony. These factors significantly interacted with each other, arguing for a more differentiated view of I-C.     

Why do we resolve marital conflicts the way we do? Self‐construals,marital conflict resolution strategies,and marital satisfaction in Japan and South Korea

In this article, the research targeted middle‐aged wives who had been reported to be most dissatisfied with their marriage lives in the entire sex/generation groups in Japan and South Korea. As an exploratory study, the relationships between self‐construals (subjective, objective, and autonomous selves) and marital conflict resolution strategies (avoiding, dominating, yielding, and integrating) and those between the strategies and marital satisfaction were investigated. The model across the variables (taking the obliging and dominating strategies only) was constructed as well. Several important findings were revealed. First, subjective self and autonomous self were strongly and positively correlated and stronger in South Korea. Second, the Japanese had out‐of‐speculation relationships between self‐construals and marital resolution strategies. Third, the positive associations of integrating/obliging and marital satisfaction and the negative association of avoiding and marital satisfaction were validated in Japan and South Korea.     

The Creativity Crisis: The Decrease in Creative Thinking Scores on the Torrance Tests of Creative Thinking

The Torrance Tests of Creative Thinking (TTCT) was developed in 1966 and renormed five times: in 1974, 1984, 1990, 1998, and 2008. The total sample for all six normative samples included 272,599 kindergarten through 12th grade students and adults. Analysis of the normative data showed that creative thinking scores remained static or decreased, starting at sixth grade. Results also indicated that since 1990, even as IQ scores have risen, creative thinking scores have significantly decreased. The decrease for kindergartners through third graders was the most significant.