Effectiveness of training in organizations: a meta-analysis of design and evaluation features

The authors used meta-analytic procedures to examine the relationship between specified training design and evaluation features and the effectiveness of training in organizations. Results of the meta-analysis revealed training effectiveness sample-weighted mean ds of 0.60 (k = 15, N = 936) for reaction criteria, 0.63 (k = 234, N = 15,014) for learning criteria, 0.62 (k = 122, N = 15,627) for behavioral criteria, and 0.62 (k = 26, N = 1,748) for results criteria. These results suggest a medium to large effect size for organizational training. In addition, the training method used, the skill or task characteristic trained, and the choice of evaluation criteria were related to the effectiveness of training programs. Limitations of the study along with suggestions for future research are discussed.     

Context effects: the proportional difference model and the reflection of preference

The reflection effect (D. Kahneman & A. Tversky, 1979) was investigated using the stochastic model of choice developed by C. Gonzalez-Vallejo (2002). The model assumes that individuals make trade-offs among attribute values by relying on a difference variable. The model also specifies a threshold representing individual proclivities to reach to attribute differences. Two experiments demonstrated that changes in risk attitudes, from a gain to a loss situation, depended on the stimuli as well as on individuals' thresholds. Thresholds were generally lower in losses than in gains, indicating a risk-taking tendency. Thresholds were also lower when participants were endowed with greater savings. Model testing revealed better fits for the stochastic model than cumulative prospect theory (A. Tversky &. D. Kahneman, 1992).     

Race matters: the relation between race and general campus climate

This study examined students' perceptions of racial and academic climate as possible mediators of racial differences in the perception of the university's general campus climate (GCC). African American (n = 182), Latino (n = 212), Asian American (n = 358), and White (n = 671) students evaluated their perception of racial, academic, and general campus climates. As expected, racial minority students, particularly African Americans, perceived more negative general campus, racial, and academic climates than White students. Somewhat contrary to prediction, results indicated that racial differences in the perception of GCC were more closely related to perceptions of the academic than racial climate for members of all racial groups at all educational levels. Students' academic and racial experiences were the best predictors of their perception of GCC.     

Perception of coherent motion in random dot displays by pigeons and humans.

Pigeons and humans were required to discriminate coherent from random motion in dynamic random dot displays. Coherence and velocity thresholds were determined for both species, and both thresholds were found to be substantially higher for pigeons than for humans. The results are discussed with reference to differences in motion processing in mammals and birds. It is suggested that the inferior motion sensitivity of pigeons can be attributed to poorer spatiotemporal motion integration.     

A Longitudinal Study of Mothers' Overreactive Discipline and Toddlers' Externalizing Behavior

The association between children's externalizing behavior problems and mothers' overreactive discipline was examined in a longitudinally assessed sample of toddlers and their mothers. Path analyses indicated that mothers' overreactive discipline and children's externalizing behaviors were significantly and similarly stable over a 2 1/2-year period. No evidence of a cross-time influence of either variable on the other was observed. Mothers' overreactive discipline at Time 2 had a significant effect on Time 2 externalizing behavior. No significant effects of children's behavior on mothers' discipline were found. Mothers' depressive symptomatology and marital discord predicted initial overreactivity and were related to externalizing problems through their relations to overreactivity. The results support the appropriateness of implementing parenting interventions for externalizing problems before age 2 years.     

Long-term memory,forgetting, and deferred imitation in 12-month-old infants

Long-term recall memory, as indexed by deferred imitation, was assessed in 12-month-old infants. Independent groups of infants were tested after retention intervals of 3 min, 1 week and 4 weeks. Deferred imitation was assessed using the ‘observation-only’ procedure in which infants were not allowed motor practice on the tasks before the delay was imposed. Thus, the memory could not have been based on re-accessing a motor habit, because none was formed in the first place. After the delay, memory was assessed either in the same or a different environmental context from the one in which the adult had originally demonstrated the acts. In Experiments 1 and 3, infants observed the target acts while in an unusual environment (an orange and white polka-dot tent), and recall memory was tested in an ordinary room. In Experiment 2, infants observed the target acts in their homes and were tested for memory in a university room. The results showed recall memory after all retention intervals, including the 4 week delay, with no effect of context change. Interestingly, the forgetting function showed that the bulk of the forgetting occurred during the first week. The findings of recall memory without motor practice support the view that infants as young as 12 months old use a declarative (nonprocedural) memory system to span delay intervals as long as 4 weeks.     

Women's Reactions to Rape Victims: Motivational Processes Associated With Blame and Social Support1

A study was conducted with 128 female college students to test the hypothesis that when observers feel vulnerable to rape, they are more likely to blame a rape victim³ and are less willing to offer social support. Similarity and empathy were expected to moderate the effects of perceived vulnerability on blame and predict greater social support. Assumptions about the world were predicted to be associated with greater blame. A multivariate model was tested with structural equation modeling techniques. Perceived vulnerability did not directly or indirectly predict blame. However, similarity directly predicted less blame and indirectly predicted greater social support through associations with blame, perceived vulnerability, and empathy. World assumptions directly predicted greater blame and indirectly predicted less social support through blame. These findings suggest that blame and social support are interrelated processes which are associated with social observers' perceptions of the victim and their basic assumptions about the world.     

Clinical Assessment of Adult Abuse and Trauma

This article examines several measures used in the assessment of adult abuse and trauma. These measures include structured clinical interviews, self report measures, screening inventories, symptom checklists, and some measures that include decision-making properties. Specific conditions in the assessment of adult victims of psychological trauma and implications for clinical practice are explored.     

Assessing Culturally Different Students for Attention Deficit Hyperactivity Disorder Using Behavior Rating Scales

Behavior rating scales are commonly used in the assessment of attention deficit-hyperactivity disorder (ADHD). However, there is little information available concerning the extent to which scales are valid with culturally different students. This study explored the use of the ADHD-IV Rating Scale School Version with male Caucasian (CA) and African American (AA) students from ages 5 to 18 years. Teachers rated AA students higher on all symptoms across all age groups. LISREL analysis indicated that scale does not perform identically across groups. This was supported by the results of multidimensional scaling with suggested that there is a different relation between items across groups. Implications for research and practice are discussed.