Task context changes: teams’ maladaptive responses to unanticipated change

Understanding how teams are affected by and adapt to unexpected change is critical to maximizing team effectiveness. We explore the perspective that rather than being adaptive, how teams experience relativistic adjustments in pacing can actually undermine team creative processes and performance. We test our hypotheses in two experimental studies. Study 1 considers how teams experience change in the time available to complete the task, while Study 2 employs a change in workload. Results support that the deviating patterns of task pacing exhibited by teams responding to an unexpected exogenous change undermines effective team creative processes, leading to lower levels of creative performance. In addition, their effects differ by when the change occurs in the teams’ work process (i.e., earlier, midpoint, or later).     

Miraculous Meaning: Threatened Meaning Increases Belief in Miracles

For many, religious belief is a source of meaning and a resource for coping with life stressors that have the potential to undercut meaning. In the present study, we sought to further probe the connection between religion and meaning by focusing on the potential for threatened meaning to inspire belief in miraculous testimonials. We threatened meaning with a meaninglessness manipulation and then had participants read testimonials in which people described miraculous experiences involving supernatural agents and rate the extent to which they believed these testimonials to be credible and true. Meaning threat, relative to a control condition, increased belief in miraculous stories.     

CAREGIVER–CHILD INTERACTION,CAREGIVER TRANSITIONS,AND GROUP SIZE AS MEDIATORS BETWEEN INTERVENTION CONDITION AND ATTACHMENT AND PHYSICAL GROWTH OUTCOMES IN INSTITUTIONALIZED CHILDREN

This report describes a secondary analysis of data from a comprehensive intervention project which included training and structural changes in three Baby Homes in St. Petersburg, Russian Federation. Multiple mediator models were tested according to the R.M. Baron and D.A. Kenny ( 1986 ) causal‐steps approach to examine whether caregiver–child interaction quality, number of caregiver transitions, and group size mediated the effects of the intervention on children's attachment behaviors and physical growth. The study utilized a subsample of 163 children from the original Russian Baby Home project, who were between 11 and 19 months at the time of assessment. Results from comparisons of the training and structural changes versus no intervention conditions are presented. Caregiver–child interaction quality and number of caregiver transitions fully mediated the association between intervention condition and attachment behavior. No other mediation was found. Results suggest that the quality of interaction between caregivers and children in institutional care is of primary importance to children's development, but relationship context may play a less direct mediational role, supporting caregiver–child interactions.     

Effects of Tier I Differentiation and Reading Intervention on Reading Fluency,Comprehension, and High Stakes Measures

This quasi-experimental study examined differences in student reading outcomes. Participants were third grade non-struggling readers. Intervention classrooms included core curriculum instruction plus evidence-based reading comprehension instruction and differentiated repeated readings. Comparison classrooms provided core curriculum instruction only. Significant group mean differences were found on four fluency-related measures, but not for three other measures. Non-significant mean score differences had moderate effect sizes in the direction of improved reading outcomes for the intervention group, including a statewide high stakes test (Hedges g = .41). Results suggest that the addition of evidence-based differentiated reading instruction is beneficial for Tier I.     

The Specificity of Sound Symbolic Correspondences in Spoken Language

Although language has long been regarded as a primarily arbitrary system, sound symbolism, or non‐arbitrary correspondences between the sound of a word and its meaning, also exists in natural language. Previous research suggests that listeners are sensitive to sound symbolism. However, little is known about the specificity of these mappings. This study investigated whether sound symbolic properties correspond to specific meanings, or whether these properties generalize across semantic dimensions. In three experiments, native English‐speaking adults heard sound symbolic foreign words for dimensional adjective pairs (big/small, round/pointy, fast/slow, moving/still) and for each foreign word, selected a translation among English antonyms that either matched or mismatched with the correct meaning dimension. Listeners agreed more reliably on the English translation for matched relative to mismatched dimensions, though reliable cross‐dimensional mappings did occur. These findings suggest that although sound symbolic properties generalize to meanings that may share overlapping semantic features, sound symbolic mappings offer semantic specificity.     

Cheating on college examinations

The aim of this study was to investigate the influence of contexts on cheating attitudes and behavior among Brazilian undergraduates. Participants were 77 Previous Choice Engineering and 70 Late Choice Engineering students. Previous Choice students enter the desired field chosen by examination, whereas Late Choice students' grades during the two first college years give them preference to choose the field. Their self-reported attitudes and behaviors were compared with those of 82 chemistry undergraduates from two universities (UNI-C and USP-C). The Late Choice students reported significant negative opinion about cheating, whereas Previous Choice students, especially women, reported significant favorable opinion. Furthermore, Previous Choice students reported colleagues more frequently gave them answers on examinations than Late Choice students. The two university groups in chemistry had intermediate scores. Deterrents of cheating strongly embedded in the student culture were found among Late Choice engineering undergraduates which may be explained by social learning theory.     

Person–Group Dissimilarity in Involvement in Bullying and Its Relation with Social Status

This study tested a person-group dissimilarity model for the relation between peer preference on the one hand, and bullying and victimization on the other. This model accounts for both individual and group (i.e., classroom) factors and postulates that children will be rejected by their peers when they display behaviors that deviate from the group norm. We tested the model in a sample of 2,578 early adolescents in 109 middle school classrooms. Multilevel analysis was used to account for our nested data when examining individual and group effects simultaneously in cross-level interaction terms. The results supported our hypotheses based on the dissimilarity model. Classroom norms of behavior appeared to affect the relation between involvement in bullying and peer preference, in that early adolescents who bullied were more likely to be rejected by their peers in a classroom where bullying was non-normative. In classrooms where bullying was normative, adolescents who bullied were less likely to be rejected or were even liked by their peers (i.e., positive scores on peer preference). The same was true for victimization, although victims still had low scores on peer preference even when victimization was normative. Theoretical and practical implications of these results are discussed in terms of directions for future research and intervention in bullying.     

Validity rates of the Personality Assessment Inventory and the Minnesota Multiphasic Personality Inventory-2 in a VA Medical Center Setting

In this study, we compared protocol validity rates between the MMPI-2 (Butcher, Dahlstrom, Graham, Tellegen, & Kaemmer, 1989) and the Personality Assessment Inventory (PAI; Morey, 1991) in a veteran population. Veterans (N=472) were administered both instruments as part of routine psychological evaluations. Profile validity was based on previously published criteria. When applying primary validity indicators, inpatients produced significantly fewer invalid PAI profiles (37%) than MMPI-2 profiles (63%). We found similar results among outpatients for which we considered 47% of MMPI-2 profiles invalid compared to only 21% of PAI profiles. When applying both primary and supplementary validity indicators, both inpatients and outpatients continued to produce fewer invalid PAI profiles than MMPI-2 profiles. We discuss factors that may be related to the differences in validity rates.     

Types of food aversions: animal, vegetable, and texture

Despite a growing body of research investigating the origins and effects of food aversions, few research instruments have been developed to measure aversions to specific types or categories of food. Undergraduates (N = 209) responded to a series of food aversion questionnaires. The results suggest that people tend to be averse to 2 types of foods (vegetables and meats or fats) and to the texture and taste of certain foods (e.g., oysters). Aversions were slightly more prevalent among women than among men and were correlated with lower educational levels. The authors provide a means of advancing future research on this problem by reliably identifying 3 categories of food aversions. Future researchers should evaluate additional food categories and expand the focus on food aversions beyond the current concern with learned avoidance of specific food items.