Power that Builds Others and Power that Breaks: Effects of Power and Humility on Altruism and Incivility in Female Employees

Building on the approach/inhibition theory of power and the situated focus theory of power, we examine the roles of positional and personal power on altruism and incivility in workplace dyads. Results from a field study in daycare centers showed that legitimate power (a dimension of positional power) was positively associated with incivility. In contrast, personal power—referent power and expert power—was positively associated altruism and was negatively associated with incivility. Referent power was a stronger predictor of both altruism and incivility for individuals with low humility than those with high humility. Coercive power was a stronger predictor of incivility for individuals with high humility than those with low humility.     

Dividing Attention Between Tasks: Testing Whether Explicit Payoff Functions Elicit Optimal Dual‐Task Performance

We test people's ability to optimize performance across two concurrent tasks. Participants performed a number entry task while controlling a randomly moving cursor with a joystick. Participants received explicit feedback on their performance on these tasks in the form of a single combined score. This payoff function was varied between conditions to change the value of one task relative to the other. We found that participants adapted their strategy for interleaving the two tasks, by varying how long they spent on one task before switching to the other, in order to achieve the near maximum payoff available in each condition. In a second experiment, we show that this behavior is learned quickly (within 2–3 min over several discrete trials) and remained stable for as long as the payoff function did not change. The results of this work show that people are adaptive and flexible in how they prioritize and allocate attention in a dual‐task setting. However, it also demonstrates some of the limits regarding people's ability to optimize payoff functions.     

Organizational Moral Identity Centrality: Relationships with Citizenship Behaviors and Unethical Prosocial Behaviors

This article examines the influence of both individual and organizational moral identity centrality on prosocial behaviors. Furthermore, we hypothesize that the centrality of these two offer a substitute effect on these behavioral outcomes. Validated measures of organizational moral identity centrality and unethical prosocial behavior are introduced. Data were collected via two separate samples, University Greek Life organization members (n = 499) and restaurant workers (n = 137). Regression results supporting that individuals who claim centrality of moral identity and see their organizations to also embrace the centrality are more likely to engage in citizenship behaviors and less likely to commit unethical prosocial acts. Furthermore, results support that both forms of centrality of moral identity were substitutes in terms of affecting these two outcomes. Research that contributes to understanding how individuals within an organization consciously choose to act on behalf of the organization even when these very actions conflict with generally accepted morals of right and wrong within their society is valuable to academics and practitioners alike. This study contributes to this body of knowledge. Despite extensive attention to topics of ethics and identity, previous studies have largely overlooked the impact of an organizational moral identity. Our results provide a framework for understanding the role of moral identity and the prediction of organizational citizenship and unethical prosocial behaviors.     

Social status and aggressive and disruptive behavior in girls: Individual, group, and classroom influences

Recent studies have found distinct subtypes of aggressive youth, marked by either high social status or social marginalization, and that various measures of status differentially associate with aggression. The majority of these studies, however, focused on boys, adolescents, and/or relational aggression in girls. The current research examined how the kind of status measured and the social ecology affect the association between overt aggression and social status in a sample of 187 3rd grade girls. Cluster analysis uncovered aggressive-popular, aggressive-unpopular, and prosocial-popular configurations. Although likeability was related solely to prosocial behavior, other measures of status co-occurred with both prosocial and aggressive behavior. Peer-group behavior complemented that of individuals, though peer-group and classroom acceptance of aggression were not related to cluster prevalence.     

A psychometric evaluation of the revised Temperament and Character Inventory (TCI-R) and the TCI-140

The psychometric properties of the newest version of the Temperament and Character Inventory (the TCI-R) were evaluated in a large (n = 727) community sample, as was the TCI-140, a short inventory derivative. Facets-to-scale confirmatory and exploratory factor analyses of the TCI-R did not support the organization of temperament and character facet scales within their superordinate domains. Five of the 29 facet scales also displayed relatively low internal consistency (a < .70). Factor analyses of the TCI-140 item set yielded only limited support for hypothesized item-to-scale memberships. Harm Avoidance, Novelty Seeking, and Self-Directedness items, in particular, were not well differentiated. Although psychometrically comparable, the TCI-R and the TCI-140 demonstrate many of the limitations of earlier inventory versions. Implications associated with the use of the TCI-R and TCI-140 and C. R. Cloninger's theory of personality are discussed.     

Social preference,social prominence,and group membership in late elementary school: homophilic concentration and peer affiliation configurations

This study investigated the social preference and social prominence of 622 5th graders (290 boys, 332 girls) in relation to peer group membership. The sample was recruited from 11 elementary schools in a southeastern state. The ethnicity of participants was 55% European American, 41% African American, and 4% other. Peer groups were classified on each of three domains (academic, aggression, popular) by the proportion of group members who were high on the characteristic of interest. Participants’ peer affiliations were also classified with cluster analytic techniques that yielded distinct configurations of aggression, popularity, and academic competence. Social preference and social prominence were each related to popular peer group type for both boys and girls and differentially related to aggressive and academic group types. Social prominence, but not social preference, was related to peer group configurations for both girls and boys. Implications for the development of social contextual interventions to support students’ adjustment and academic engagement during late elementary school are discussed.     

The evidence for a temporal processing deficit linked to dyslexia: A review

The existence of a phonemic deficit that is predictive of, and probably causal to, many cases of reading difficulty is well established. Tallal (1984) has suggested that this phonemic deficit is in fact a symptom of an underlying auditory temporal processing deficit. Our purpose in this paper is to evaluate the plausibility of this hypothesis. The various components that might constitute sequential (or temporal) processing are described. Our review of the literature reveals considerable evidence for a deficit in dyslexics in stimulus individuation tasks (e.g., gap detection) and temporal order judgments in both the auditory and visual modalities. The possibility that a general temporal processing deficit is associated with dyslexia, as suggested by Tallal (1984), is explored, and possible etiologies for such a deficit are discussed. The possibility of a causal link between temporal processing deficits and some reading disabilities is demonstrated, and converging evidence from morphological studies is reviewed. It is concluded that a temporal processing deficit does appear to be present in many developmental dyslexics, and strategies are suggested for further research aimed at evaluating the hypothesis that this deficit may be the root cause of a number of cases of dyslexia itself.     

SOCIOEMOTIONAL AND BEHAVIORAL PROBLEMS IN TODDLERS WITH LANGUAGE DELAY

Toddlers with language delay are at risk for persistent developmental and behavioral difficulties; however, the association between socioemotional/behavior problems and language in young children is not well understood. This study explored socioemotional/behavior problems in a unique sample of toddlers with language delays using a measure developed explicitly for this age group. Toddlers identified by 18 months with receptive and expressive language delay (LD; n = 30) or typical development (TD; n = 61) were evaluated at 18 and 24 months of age using the Infant‐Toddler Social and Emotional Assessment (ITSEA) and the Mullen Scales of Early Learning. Compared to toddlers who had TD, toddlers with LD had significantly more concerning scores at 18 and 24 months on all ITSEA domains. The rate of “clinical concern” on most domains was not high in either group, except that >60% of LD toddlers were in the clinical concern range on the Competence domain. Socioemotional/behavioral problems were dimensionally related to receptive and expressive language, with greater language delay associated with more concerning ITSEA scores. Socioemotional and behavioral problems are related to receptive and expressive language abilities in 18‐ and 24‐month‐olds, indicating the need for screening of both types of concerns in toddlers identified with potential language delays.