A model of union participation: the impact of perceived union support, union instrumentality, and union loyalty

Perceived union support and union instrumentality have been shown to uniquely predict union loyalty. This study was the first to explicitly examine the relation between perceived union support and union instrumentality. Surveys were completed by 273 union members and 29 union stewards. A comparison of 2 models, 1 based on organizational support theory and 1 based on union participation theories, found that the model based on organizational support theory, in which union instrumentality was an antecedent to perceived union support and led to union loyalty and subsequently union participation, best fit the data. The model based on union participation theories, in which perceived union support was an antecedent of union instrumentality and led to union loyalty and subsequently union participation, was not supported. Union instrumentality was related to union commitment, but the relation was completely mediated by perceived union support.     

One Size Does Not Fit All: Managing Radical and Incremental Creativity

This research extends creativity theory by re‐conceptualizing creativity as a two‐dimensional construct (radical and incremental) and examining the differential effects of intrinsic motivation, extrinsic rewards, and supportive supervision on perceptions of creativity. We hypothesize and find two distinct types of creativity that are associated with different motivational factors. We further consider how combinations of motivational factors are linked to the different types of creativity. Finally, theoretical and managerial implications are discussed.     

Being Young and Strictly Religious: A Review of the Literature on the Religious Identity Development of Strictly Religious Adolescents

Strictly religious adolescents grow up in highly religious contexts with orthodox beliefs and practices that usually contrast with those of pluralist and secularized societies that can be perceived as promoting unhealthy religious identity development. For these adolescents, religious identity development may be a challenge; however, there seems to be a lack of theoretical and empirical understanding of how these adolescents develop their religious identities. To address this, a literature review was conducted, and 15 studies were selected after the application of selection criteria. This review focuses on the characteristics of these studies to understand the religious identity development of strictly religious adolescents. Implications for theory development and further empirical research are discussed.     

Rapid modulation of distributed brain activity by Transcranial Magnetic Stimulation of human motor cortex

This paper reviews the effects of single and repetitive transcranial magnetic stimuli (rTMS) delivered to one cortical area and measured across distributed brain regions using electrophysiological measures (e.g. motor thresholds, motor evoked potentials, paired-pulse stimulation), functional neuroimaging (including EEG, PET and fMRI) and behavioural measures. Discussion is restricted to changes in excitability in the primary motor cortex and behaviour during motor tasks following transcranial magnetic stimulation delivered to primary motor and premotor areas. Trains of rTMS have lasting effects on the excitability of intrinsic and corticofugal neurones, altering the responsiveness of local and remote sites. These effects lead to distributed changes in synaptic activity at rest, and during a range of motor tasks. It is possible to impair or improve performance following rTMS, but for most simple motor tasks performance is unaltered. Changes in distributed activity observed with functional imaging during motor behaviour may represent compensatory activity, enabling maintenance of performance; stimulation of additional cortical areas appears to impair performance. A detailed understanding of the distributed changes in excitability following rTMS may facilitate future attempts to modulate motor behaviour in the healthy brain and for therapeutic purposes.     

Effects of category diversity on learning,memory, and generalization

In this study, we examined the effect of within-category diversity on people's ability to learn perceptual categories, their inclination to generalize categories to novel items, and their ability to distinguish new items from old. After learning to distinguish a control category from an experimental category that was either clustered or diverse, participants performed a test of category generalization or old-new recognition. Diversity made learning more difficult, increased generalization to novel items outside the range of training items, and made it difficult to distinguish such novel items from familiar ones. Regression analyses using the generalized context model suggested that the results could be explained in terms of similarities between old and new items combined with a rescaling of the similarity space that varied according to the diversity of the training items. Participants who learned the diverse category were less sensitive to psychological distance than were the participants who learned a more clustered category.     

Paying attention to meaning

Abstract— Several paradigms show that responses to one event compromise responses to a second event for around 500 ms. Such effects are generally attributed to attentional capacity limitations associated with processing information in the first event. In a task in which targets could be distinguished only by their meaning, we varied the semantic relationship between distractors and targets following at different lags. Semantic relatedness alone produced a classic attentional blink. We conclude by discussing how attention theory might best accommodate these new effects.     

Redintegration and lexicality effects in children: Do they depend upon the demands of the memory task?

The effect of long-term knowledge upon performance in short-term memory tasks was examined for children from 5 to 10 years of age. The emergence of a lexicality effect, in which familiar words were recalled more accurately than unfamiliar words, was found to depend upon the nature of the memory task. Lexicality effects were interpreted as reflecting the use of redintegration, or reconstruction processes, in short-term memory. Redintegration increased with age for tasks requiring spoken item recall and decreased with age when position information but not naming was required. In a second experiment, redintegration was found in a recognition task when some of the foils rhymed with the target. Older children were able to profit from a rhyming foil, whereas younger children were confused by it, suggesting that the older children make use of sublexical phonological information in reconstructing the target. It was proposed that redintegrative processes in their mature form support the reconstruction of detailed phonological knowledge of words.