When a Lot of Knowledge Is a Dangerous Thing The Debilitating Effects of Plan Complexity on Verbal Fluency

Three experiments examined the relationships among plan complexity, access to planned actions, and verbal fluency while pursuing a persuasion goal. Consistent with theoretical expectations, complex planners were less fluent than less complex planners under high access conditions. Persons whose access was raised were less fluent than those whose access was not raised. A second experiment showed that reduced fluency was not induced by lowering of self-confidence. The third experiment replicated the findings of the second experiment and demonstrated that the questioning procedure used to raise access in the first two experiments produced increases in plan complexity as suggested by theory. These findings are discussed in terms of their implications for the study of strategic communication.     

The Convergent Validity of Four Burnout Measures in a Chinese Sample: A Confirmatory Factor‐Analytic Approach

The purpose of this paper is to study the convergent validity of the four most widely used burnout measures in a sample of Chinese nurses (N= 717). First, Structural Equation Modeling was used to investigate the factor structure of scores produced by the Maslach Burnout Inventory‐General Survey (MBI‐GS), the Burnout Measure (BM), the Shirom‐Melamed Burnout Measure (SMBM), and the Oldenburg Burnout Inventory (OLBI). Next, several competing models were tested to investigate the convergent validity of these four burnout instruments. The final results suggest that burnout is best conceived of as a multidimensional construct consisting of exhaustion and withdrawal, which are two related but conceptually distinct aspects. In addition, positively phrased items should be dropped from burnout measures for they constitute a separate factor that is considered to be an artifact.     

Perceptual learning in maze discriminations

In Experiment 1, rats were trained on a discrimination between rubber- and sandpaper-covered arms of a maze after one group had been pre-exposed to these intra-maze cues. Pre-exposure facilitated subsequent discrimination learning, unless the discrimination was made easier by adding further discriminative stimuli, when it now significantly retarded learning. In Experiment 2, rats were trained on an extra-maze spatial discrimination, again after one group, but not another, had been pre-exposed to the extra-maze landmarks. Here too, pre-exposure facilitated subsequent discrimination learning, unless the discrimination was made substantially easier by arranging that the two arms between which rats had to choose were always separated by 135°. The results of both experiments can be explained by supposing that perceptual learning depends on the presence of features common to S+ and S-.