Toward a Shortened Measure of Adaptive Selling

This study investigates the psychometric properties of the adaptive selling scale (ADAPTS) developed by Spiro and Weitz (1990). A multiple industry sample of 1042 salespeople is employed, which provides the ability to more fully explore the dimensions of adaptive selling within a diverse cross-section of sales situations. An assessment utilizing confirmatory factor analysis suggests a shortened version of the scale consisting of five items that represent four of the facets originally proposed by Spiro and Weitz (1990). Based on its psychometric properties and measurement efficiency for business applications, this scale (labeled ADAPTS-SV, for shortened version) is recommended for future applications where appropriate.     

Object salience is transiently represented whereas object presence is not: evidence from temporal order judgment

We investigated the temporal dynamics in the processing of object salience and object presence by using a temporal-order-judgment task. In two experiments, observers were presented with displays containing one or two orientation singletons embedded in a background of homogeneously oriented lines. Observers had the task to indicate the temporal order of two colour changes which occurred either at two singleton locations differing in salience (experiment 1) or at two locations differing in singleton presence (experiment 2). Singleton displays were presented for a short or a long duration prior to the colour changes. The results demonstrated that salience affects the perceived temporal order of two colour changes more strongly after a short than after a long presentation duration (experiment 1). Singleton presence affects the perceived temporal order of two colour changes equally after a short and a long presentation duration (experiment 2). The results suggest that object salience and object presence are differently represented in the visual system.     

The Writing Process: Three First Grade Teachers and Their Students Reflect on What was Learned

The purpose of this study was to describe what three first grade teachers and their students in a Midwestern school learned when engaged in the writing process. The teachers and their students were observed for one year while engaged in the writing process via a workshop environment. Different data sources were collected over time, i.e., individual interviews (teacher and student), student writing samples and anecdotal observational notes. From an analysis of the data, three categories emerged that described what the teachers and students learned: (a) First grade children can and do want to write; (b) Learning is a messy process that takes time; and (c) Empowerment is important for all. This study supported what is known about the importance of professional development that allows for individual learning over time. The teachers had time to reflect on their learning in a collaborative teaching environment. Their successes greatly affected the students' interest and engagement in their writing programs.