SELF-MONITORING,REHEARSAL, AND DECEPTIVE COMMUNICATION

This study examined the effects of self-monitoring and rehearsal on the ability of observers to detect deception and on the behavioral correlates of deception. It was hypothesized that observers would be more accurate at detecting deception perpetrated by low self-monitors than by high self-monitors, with the difference particularly pronounced when messages were rehearsed. In addition, low self-monitors communicating spontaneously were expected to display greater rates of verbal and nonverbal responding than high self-monitors who planned their communications. Sixteen high and low self-monitors both lied and told the truth (either spontaneously or after 20-minute rehearsals) regarding their feelings while viewing slides of pleasant landscapes and of disfigured burn victims. Analysis of the responses of the 151 observers who made veracity judgments supported the hypothesis concerning accuracy of deception detection. Coding of 10 verbal and nonverbal behaviors revealed that unrehearsed low self-monitors displayed significantly greater pause and nonfluency rates than rehearsed high self-monitors. Additional findings are reported regarding the effects of self-monitoring, rehearsal, and truthful versus deceptive communication on the behavioral correlates of deception.     

Commuting by car or public transportation? A social dilemma analysis of travel mode judgements

The current paper analyses judgements regarding the decision to commute by car versus public transportation in terms of a conflict between immediate self-interest and long-term collective interest (i.e. social dilemma). Extending traditional formulations of rational choice theory, the present study revealed that preferences for public transportation (i.e. the presumed cooperative option) in a standard commuting situation were enhanced not only by the belief that public transportation provided a shorter average travel time than car (i.e. the presumed noncooperative option), but also by the belief that public transportation was at least as reliable (i.e. an equal or lower variability in travel time compared to car). Moreover, paralleling prior research on experimental social dilemmas, preferences were found to be affected by a pro-social concern—the belief regarding the impact of cars on the level of environmental pollution. Our findings indicated that any combination of two such considerations (i.e. travel time, variability, and impact of cars on pollution) was m ore effective in promoting public transportation preferences than the sum of their separate effects. Finally, we obtained evidence that commuter preferences were also shaped by individual differences in social value orientations (i.e. preferences for patterns of outcomes for self and others) in that, relative to pro-self commuters, pro-social commuters exhibited greater preference for public transportation.     

DEVELOPMENT OF A GLOBAL MEASURE OF PERSONALITY

A common practice among practitioners and researchers doing cross-cultural work is to transport personality inventories developed in one country to another country of interest. This transport process is done with varying degrees of rigor and success. This paper describes the development of the Global Personality Inventory (GPI). The development process involved cross-cultural input from psychologists around the world following best practices that have been identified to date for each step of the development of a cross-cultural measure of personality. Construct validity studies including data from 11 countries and 10 languages are reported. Initial criterion-related validity evidence for inferences made from the GPI about job performance is presented. Examples of challenges and best practices are illustrated in the areas of construct development, item writing, item selection, translation, and data analysis.     

Communicating Distressful Information: A Video Training Program in a Special Education Setting

The authors developed and evaluated a videotape training program on teaching process and problem-solving skills specifically related to issues associated with the Education for All Handicapped Children Act of 1975. Results indicated that exposure to the training program reduced anxiety specific to the targeted issues. Feedback about the program was positive. Development and evaluation issues are discussed.     

The Use of Positive Reframing in the Context of Supervision

This article describes the use of positive reframing in the context of supervision. Supervisors encountering resistance from their supervisees can use positive reframing as a way to reduce threat and promote growth. A rationale is developed for using reframing with supervisees. The positive reframes are designed with an emphasis on the supervisee's experience of personal power and self-esteem. The supervisor capitalizes on the experience by modeling for the supervisee how to resolve the situation. Examples are presented and limitations are outlined.     

THE PERCEPTIONS AND USAGE OF STATISTICAL POWER IN APPLIED PSYCHOLOGY AND MANAGEMENT RESEARCH

We first assess the current level of statistical power across articles in seven leading journals that represent a broad sample of applied psychology and management research. We next survey the authors of these articles to examine their perceptions and usage of statistical power analysis. Finally, we examine the perceptions and usage of power analysis in a survey of authors of regression-based research appearing in leading journals. Findings from the assessment of power and surveys of researchers indicate that power analyses are not typically conducted, researchers perceive little need for statistical power, and power in published research is low. We conclude by discussing implications of low power for the field and recommending avenues for improving researchers' awareness and usage of statistical power.     

Helping Students Think

This article outlines a conceptual framework describing predictable differences in the intellectual development of college students and suggests applications leading to sound counseling and educational intervention.