Challenges of organizational learning: perpetuation of discrimination against employees with disabilities

This article examines why organizations struggle with learning how to prevent discrimination against their employees with disabilities. To explore this issue, qualitative archival data were collected and analyzed from 53 Americans with Disabilities Act (ADA) lawsuits filed against 44 organizations. Theoretical analysis of the qualitative data suggests that several organizationally based learning theories explain the difficulty organizations have with creating a disability-friendly work environment. These barriers to learning are embedded in complex defense mechanisms and discriminatory organizational routines. Furthermore, organizations have difficulties engaging in higher-order and vicarious learning. We conclude the article with examples of successful learning practices as they relate to barriers identified in the qualitative analysis.     

Critical Reflections on the Body and Related Sociocultural Discourses at the Midlife Transition: An Interpretive Study of Women's Experiences

The present study explored how European American women in midlife transition think about their changing bodies and related sociocultural discourses. The work was informed by theory that illuminates a process in which middle-aged individuals critically evaluate the meaning structures used to make sense of the world and self and transform these schemes for personal relevance. In-depth interviews were conducted with 20 women transitioning into their middle-aged years. Data were analyzed using constant comparison processes. Analyses revealed two major ideological adjustments in participants' thinking, including (a) the shift from an emphasis upon external to internal aspects of the self and (b) the questioning of dominant social discourses about the female body. Although these ideological shifts seemingly contributed to participants' acceptance of their bodies at midlife, participants also expressed ambivalence about their appearances and related social discourses.     

Infants use meter to categorize rhythms and melodies: implications for musical structure learning

Little is known about whether infants perceive meter, the underlying temporal structure of music. We employed a habituation paradigm to examine whether 7-month-old infants could categorize rhythmic and melodic patterns on the basis of the underlying meter, which was implied from event and accent frequency of occurrence. In Experiment 1, infants discriminated duple and triple classes of rhythm on the basis of implied meter. Experiment 2 replicated this result while controlling for rhythmic grouping structure, confirming that infants perceived metrical structure despite occasional ambiguities and conflicting group structure. In Experiment 3, infants categorized melodies on the basis of contingencies between metrical position and pitch. Infants presented with metrical melodies detected reversals of pitch/meter contingencies, while infants presented with non-metrical melodies showed no preference. Results indicate that infants can infer meter from rhythmic patterns, and that they may use this metrical structure to bootstrap their knowledge acquisition in music learning.     

Acquiring new spatial intuitions: learning to reason about rotations

There are certain simple rotations of objects that most people cannot reason about accurately. Reliable gaps in the understanding of a fundamental physical domain raise the question of how learning to reason in that domain might proceed. Using virtual reality techniques, this project investigated the nature of learning to reason across the domain of simple rotations. Learning consisted of the acquisition of spatial intuitions: there was encoding of useful spatiotemporal information in specific problem types and a gradual accumulation of this understanding across the domain. This pattern of learning through the accumulation of intuitions is especially interesting for rotational motion, in which an elegant domain-wide kinematics is available to support insightful learning. Individual ability to reason about rotations correlated highly with mastery motivation, skill in fluid reasoning, and skill in reasoning about spatial transformations. Thus, general cognitive advantages aided the understanding of individual rotations without guaranteeing immediate generalization across the domain.     

Analysis of response repetition as an error-correction strategy during sight-word reading

A great deal is known about the effects of positive reinforcement on response acquisition; by contrast, much less research has been conducted on contingencies applied to errors. We examined the effects of response repetition as an error-correction procedure on the sight-word reading performance of 11 adults with developmental disabilities. Study 1 compared single-response (SR) repetition and multiple-response (MR) repetition, and results showed that all 6 participants acquired more sight words with the MR procedure. Study 2 compared MR error correction following every incorrect response (continuous) and following one third of incorrect responses (intermittent), and results showed that all 6 participants acquired more sight words when error correction was continuous. Study 3 compared MR error correction in which errors required practice of the training word (relevant) versus a different word (irrelevant), and results showed that 3 of 9 participants showed better performance under the relevant condition; however, all participants showed improvement even under the irrelevant condition. Findings are discussed in terms of the behavioral processes by which error correction may enhance performance during acquisition.     

An age-related deficit in prefrontal cortical function associated with refreshing information

Older adults are slower than young adults to think of an item they just saw, that is, to engage or execute (or both) the simple reflective operation of refreshing just-activated information. In addition, they derive less long-term memory benefit from refreshing information. Using functional magnetic resonance imaging (fMRI), we found that relative to young adults, older adults showed reduced refresh-related activity in an area of dorsolateral prefrontal cortex (left middle frontal gyrus, Brodmann's Area 9), but not in other refresh-related areas. This provides strong evidence that a frontal component of the circuit that subserves this basic cognitive process is especially vulnerable to aging. Such a refresh deficit could contribute to poorer performance of older than young adults on a wide range of cognitive tasks.     

Categorization influences illusory conjunctions

Illusory conjunctions (ICs) provide evidence for a binding problem that must be resolved in vision. Objects that are perceptually grouped are more likely to have their features erroneously conjoined. We examined whether semantic grouping, determined by category membership (letter vs. number), also influences illusory conjunction rates. Participants were instructed to detect an “L” or a “7” among briefly presented character strings and to report its color. Despite high shape discrimination accuracy, participants often made color conjunction errors, reporting instead the color of a distractor character, “O”. This distractor could be ambiguously interpreted as a letter or a number. The status of the “O” was determined by other noncolored flanker characters, which were either letters or numbers. When both the target and flankers were of the same category, participants made more ICs than when the target and flankers were of different categories. This finding demonstrates that alphanumeric categorization can precede and subsequently influence binding.     

Infants' attribution of a goal to a morphologically unfamiliar agent

How do infants identify the psychological actors in their environments? Three groups of 12‐month‐old infants were tested for their willingness to encode a simple approach behavior as goal‐directed as a function of whether it was performed by (1) a human hand, (2) a morphologically unfamiliar green object that interacted with a confederate and behaved intentionally, or (3) the same unfamiliar green object that behaved in a matched, but apparently random manner. Using a visual habituation technique, only infants in the first two conditions were found to encode the approach behavior as goal‐directed. Thus infants appear able to attribute goals to non‐human, even unfamiliar agents. These results imply that by the end of the first year of life infants have a broad notion of what counts as an agent that cannot easily be reduced to humans, objects that are perceptually similar to humans, or objects that display self‐propulsion.     

Preserved spatial memory over brief intervals in older adults

Two studies compared young and older adults' memory for location information after brief intervals. Experiment 1 found that accuracy of intentional spatial memory for individual locations was similar in young and older participants for set sizes of 3 and 6. Both groups also encoded individual locations in relation to the larger configuration of locations. Experiment 2 showed that like young adults, older adults' latency to respond to a test probe in a letter working memory task was negatively influenced by spatial information that was irrelevant to the task. This interference effect indicated preserved incidental memory for spatial information in older adults. Together, these data suggest that initial encoding of spatial information for relatively small numbers of items is largely preserved in healthy older adults and that representations of spatial information persist over short intervals.     

Childhood maltreatment associated with adult personality disorders: findings from the Collaborative Longitudinal Personality Disorders Study

Adverse childhood experiences such as abuse and neglect are frequently implicated in the development of personality disorders (PDs); however, research on the childhood histories of most PD groups remains limited. In this multisite investigation, we assessed self-reported history of abuse and neglect experiences among 600 patients diagnosed with either a PD (borderline, schizotypal, avoidant, or obsessive-compulsive) or major depressive disorder without PD. Results indicate that rates of childhood maltreatment among individuals with PDs are generally high (73% reporting abuse; 82% reporting neglect). As expected, borderline PD was more consistently associated with childhood abuse and neglect than other PD diagnoses. However, even when controlling for the effect of borderline PD, other PD diagnoses were associated with specific types of maltreatment.