Employee identification before and after an internal merger: A longitudinal analysis

Earlier studies have shown that perceived external prestige (PEP) and communication climate influence employees' overall organizational identification. This paper presents the results of a longitudinal study into the determinants of organizational identification at two organizational levels during an internal merger. Data were collected in a university where four divisions merged into two new divisions. Respondents filled out a questionnaire on organizational identification, PEP and communication climate 4 months before the merger (T1) and 2 years after the merger (T2). Results indicate that pre‐merger identification primarily influences post‐merger identification at the same organizational level. Furthermore, the determinants of employees' overall organizational identification differ from the determinants of employees' division identification. Internal communication climate is particularly important for employees' identification with their division. PEP affects employees' identification with the overall organization. Management implications are discussed for monitoring employee identification both in times of (internal) mergers and in general.     

A Study on Journal Self-Citations and Intra-Citing within the Subject Category of Multidisciplinary Sciences

For academic research outcomes, there is an increasing emphasis on the bibliometric scorings like the journal impact factor and citations when the assessment of the scientific merits of research or researchers is required. Currently, no known study has been conducted to explore the bibliographical trends of the subject category of multidisciplinary sciences as indexed by the annual Journal Citation Reports of the Thomson Scientific. The effect of journal self-citations and intra-citing within a discipline to the bibliometric data computation can be confounding. In this study, six journals were selected from the multidisciplinary sciences subject category where the trend of self-citations and intra-citing were analysed. These journals were chosen as they published more than 450 citable articles in the year 2007 and had available bibliometric data for a 10-year period. The results showed that self-citations rose as much as +23.98% while intra-citing declined up to ?5.80% over the observed period. The retrospective impacts and influences of these observations were also discussed in this study.     

BEHAVIOR ANALYSIS AND ECOLOGICAL PSYCHOLOGY: PAST,PRESENT, AND FUTURE. A REVIEW OF HARRY HEFT'S ECOLOGICAL PSYCHOLOGY IN CONTEXT

Relations between behavior analysis and ecological psychology have been strained for years, notwithstanding the occasional comment on their affinities. Harry Heft's (2001) Ecological Psychology in Context provides an occasion for reviewing anew those relations and affinities. It describes the genesis of ecological psychology in James's radical empiricism; addresses Holt's neorealism and Gestalt psychology; and synthesizes Gibson's ecological psychology and Barker's ecobehavioral science as a means for understanding everyday human behavior. Although behavior analysis is excluded from this account, Heft's book warrants a review nonetheless: It describes ecological psychology in ways that are congruent and complementary with behavior analysis (e.g., nonmediational theorizing; the provinces of natural history and natural science). After introducing modern ecological psychology, I comment on (a) Heft's admirable, albeit selective, historiography; (b) his ecological psychology—past and present—as it relates to Skinner's science and system (e.g., affordances, molar behavior); (c) his misunderstandings of Skinner's behaviorism (e.g., reductionistic, mechanistic, molecular); and (d) the theoretical status of Heft's cognitive terms and talk (i.e., in ontology, epistemology, syntax). I conclude by considering the alliance and integration of ecological psychology and behavior analysis, and their implications for unifying and transforming psychology as a life science, albeit more for the future than at present.     

How Distinctive are ADHD and RD? Results of a Double Dissociation Study

The nature of the comorbidity between Attention-Deficit/Hyperactivity Disorder (ADHD) and Reading Disability (RD) was examined using a double dissociation design. Children were between 8 and 12 years of age and entered into four groups: ADHD only (n = 24), ADHD+RD (n = 29), RD only (n = 41) and normal controls (n = 26). In total, 120 children participated in the study; 38 girls and 82 boys. Both ADHD and RD were associated with impairments in inhibition and lexical decision, although inhibition and lexical decision were more severely impaired in RD than in ADHD. Visuospatial working memory deficits were specific to children with only ADHD. It is concluded that there was overlap on lexical decision and to a lesser extent on inhibition between ADHD and RD. In ADHD, impairments were dependent on IQ, which suggest that the overlap in lexical decision and inhibition is different in origin for ADHD and RD. The ADHD only group was specifically characterized by deficits in visuospatial working memory. Hence, no double dissociation between ADHD and RD was found on executive functioning and lexical decision.     

Impaired color word processing at an unattended location: Evidence from a Stroop task combined with inhibition of return

A Stroop task with separate color bar and color word stimuli was combined with an inhibition-of-return procedure to examine whether visual attention modulates color word processing. In Experiment 1, the color bar was presented at the cued location and the color word at the uncued location, or vice versa, with a 100- or 1,050-msec stimulus onset asynchrony (SOA) between cue and Stroop stimuli. In Experiment 2, on Stroop trials, the color bar was presented at a central fixated location and the color word at a cued or uncued location above or below the color bar. In both experiments, with a 100-msec SOA, the Stroop effect was numerically larger when the color word was displayed at the cued location than when it was displayed at the uncued location, but with the 1,050-msec SOA, this relation between Stroop effect magnitude and location was reversed. These results provide evidence that processing of the color word in the Stroop task is modulated by the location to which visual attention is directed.     

Blushing May Signify Guilt: Revealing Effects of Blushing in Ambiguous Social Situations

Although blushing after a social infraction can function as a remedial gesture, people generally consider blushing as an undesirable response. To address this apparent inconsistency, we tested the idea that blushing has remedial properties after clear-cut antecedent behaviors, but can undermine the actor's image in ambiguous situations. In Experiment 1, participants (N = 49) read vignettes referring to prototypical mishaps, transgressions, and ambiguous situations. In Experiment 2 (N = 58), we specifically varied the actor's intentionality while keeping the actor's behavior constant. In support of its alleged face-saving properties, blushing had remedial effects after obvious mishaps and voluntary transgressions. However, in ambiguous social situations and after transgressions that are ambiguous with respect to the actor's intentionality, blushing undermined the actor's trustworthiness.     

Blushing after a moral transgression in a prisoner's dilemma game: appeasing or revealing?

This study investigated the alleged remedial effects of blushing in the context of real‐time interactions. Therefore, 30 pairs of prosocial individuals participated in a prisoner's dilemma ‘game’. The experiment was framed as an objective test of moral behaviour. To elicit a shameful moral transgression, one individual of each pair was instructed to select the non‐habitual cheat‐option on a pre‐defined target trial. Supporting the idea that violation of shared rules elicits blushing, the defectors displayed a blush on the target trial. Yet, unexpectedly, there was a negative relationship between the observed blush intensity and the trustworthiness attributed to the defectors. One explanation might be that the ‘victims’ used the blush response to deduce and interpret the defector's motive. As the antecedent behaviour involved in the present context was not completely unambiguous with respect to the perpetrators' motive (e.g. innocent playing around vs. maximizing outcomes) the observers might have interpreted blushing as signaling that the situation should be interpreted as an intentional violation of a social standard. Together the available evidence suggests that only in the context of unambiguous antecedent behaviours blushing has remedial effects, whereas in ambiguous situations blushing has undesirable revealing effects. Copyright © 2002 John Wiley & Sons, Ltd.     

Fear reactivity and effortful control in overt and relational bullying: a six-month longitudinal study

This study examined the roles of fear reactivity and emotional regulatory abilities in overt and relational bullying behaviors. Survey data were collected from 124 middle school students (mean age=10.3 years, 47% males, 61% Caucasian) and their teachers in the fall and spring of a school year. Surveys included teacher- and self-rated measures of students' overt and relational bullying along with self-reported fear reactivity and effortful control. Findings show that low levels of fear reactivity and effortful control predict higher future levels of overt bullying, but not relational bullying. These results suggest that despite high correlations between overt and relational bullying, these two forms of aggression develop through different processes. The findings from this investigation are discussed with respect to their implications for theory on the development of aggression as well as prevention and intervention programming for youth aggression.     

Sidney w. Bijou: the illinois years, 1965-1975

Sidney W. Bijou is among the founders of behavior analysis, but the record of his contributions is incomplete. It has not systematically described his contributions beyond his tenure at the University of Washington (1948-1965). The purpose of this paper is to describe his contributions over the course of the next decade-his years at the University of Illinois (1965-1975). I begin by reviewing his education and training, contributions at Washington, and why he left and moved to Illinois. Then, I describe his Illinois years: his appointments, colleagues, and service; the Child Behavior Laboratory; grant funding and publications; further service, awards, and recognition; and influence on his colleagues, students, classroom teachers and research supervisors, and visiting scholars. Bijou is modest about his contributions at Illinois, but he advanced the field in many ways over the course of the decade, especially the careers of his colleagues and students.