Cognitive Style as an Antecedent to Adaptiveness,Customer Orientation,and Self-Perceived Selling Performance

Data from 396 real estate salespeople offer structural model evidence of the antecedence of salesperson cognitive style (Jung, 1971) to adaptive selling behavior, and to sales orientation-customer orientation and self-perceived selling performance. Four hypotheses were supported: Salespeople who prefer information intake by intuiting (rather than sensing) and information processing/decision-making by thinking (rather than feeling) were found to be more likely to practice adaptive selling; the more adaptive selling was practiced, the greater customer orientation became; and the greater the customer orientation, the better the self-perceived selling performance. Implications exist for salesperson training, management, and motivation research.     

Separation anxiety and the inhibition of aggression in preschool children

The anxiety, aggression, and affiliation responses of 10 high- and 10 low-separation-anxious 3-year-old children were observed under a control and a frustrating condition to test the hypothesis that separation anxiety is associated with the inhibition of aggression. High-separation-anxious Ss manifested significantly less (p < .01) increased aggression to frustration than did low-separation-anxious Ss; there were no group differences in state anxiety arousal or affiliation responses. The results were discussed in terms of the concept of anxiety as a drive having both cue and response-enhancing functions.This study was funded by a college research grant from the New York State College of Human Ecology at Cornell University. Special thanks are due to James Cox, Lisa Fremont, and Sharon McNulty for their help in carrying out this study and to the staffs and children of the Ithaca preschool programs who made this research possible.     

Individual differences in preschool object play: The influences of anxiety proneness and peer affiliation

Individual differences in anxiety and peer affiliation were investigated as factors influencing variability of object play among preschoolers. Eighteen three-year-olds were divided into high- and low-anxious groups on the bases of separation anxiety and general anxiety scales. Their mature and immature object play, their peer affiliation, and their peer-watching behaviors were observed in preschools. Low-anxious children played more, showed more mature play, and watched peers less when they were alone; high-anxious children showed no play increases but watched peers more when alone. Separation anxiety scores predicted preschool differences more sensitively than general anxiety scores. It was theorized that separation anxiety related mechanisms hinder children's ability to fully profit from preschool experiences.     

Span of apprehension in hyperactive boys

The spans of apprehension of hyperactive and normal boys were compared with a forced-choice letter-recognition task developed by Estes (1965). This task provides an estimate of the span which is relatively insensitive to either memory or motivational influences. The span size was the same for both groups when visual noise was absent. In the presence of noise, span size for the hyperactive boys decreased. Moreover, as the number of noise letters increased, the reduction in span size observed for the hyperactive boys increased. It is argued that this increasing reduction in span size represents a true deficit in attention.     

Alleviating women’s mathematics stereotype threat through salience of group achievements

Stereotype threat impairs performance in situations where a stereotype holds that one’s group will perform poorly. Two experiments investigated whether reminding women of other women’s achievements might alleviate women’s mathematics stereotype threat. In Experiment 1, college women performed significantly better on a difficult mathematics test when they were first told that women in general make better participants than men in psychology experiments. In Experiment 2, college women performed significantly better on a difficult mathematics test when they first read about four individual women who had succeeded in architecture, law, medicine, and invention. The results are seen as having implications for theories of stereotype threat, self-evaluation, and performance expectations.     

Treatment integrity of school-based interventions with children in the journal of applied behavior analysis 1991-2005

We reviewed all school-based experimental studies with individuals 0 to 18 years published in the Journal of Applied Behavior Analysis (JABA) between 1991 and 2005. A total of 142 articles (152 studies) that met review criteria were included. Nearly all (95%) of these experiments provided an operational definition of the independent variable, but only 30% of the studies provided treatment integrity data. Nearly half of studies (45%) were judged to be at high risk for treatment inaccuracies. Treatment integrity data were more likely to be included in studies that used teachers, multiple treatment agents, or both. Although there was a substantial increase in reporting operational definitions of independent variables, results suggest that there was only a modest improvement in reported integrity over the past 30 years of JABA studies. Recommendations for research and practice are discussed.     

The perception of visually presented yaw and pitch turns: assessing the contribution of motion, static, and cognitive cues

Terrestrial gravity restricts human locomotion to surfaces in which turns involve rotationsaround the body axis. Because observers are usually upright, one might expect the effects of gravity to induce differences in the processing of vertical versus horizontal turns. Subjects observed visual scenes of bending tunnels, either statically or dynamically, as if they were moving passively through the visual scene and were then asked to reproduce the turn deviation of the tunnel with a trackball. In order to disentangle inertia-related (earth-centered) from vision-related (body-centered) factors, the subjects were either upright or lying on their right side during the observations. Furthermore, the availability of continuous optic flow, geometrical cues, and eye movement were manipulated in three experiments. The results allowed us to characterize the factors' contributions as follows. Forward turns (pitch down) with all cues were largely overestimated, as compared with backward turns (pitch up). First, eye movements known to be irregular for vertical stimulation were largely responsible for this asymmetry. Second, geometry-based estimations are, to some extent, asymmetrical. Third, a cognitive effect corresponding to the evaluation of navigability for upward and downward turns was found (i.e.,top-down influences, such as the fear of falling often reported), which tended to increase the estimation of turns in the direction of gravity.