有效的领导者及其权力的行使

本文在大量关于领导与权力的研究基础上 ,深入阐述了领导者的权力的本质及其基础 ,并区分了领导者的职权与个人权力 ,认为一味地依靠职权作为领导的基础只能产生各种消极的组织行为 ,而有效的领导者往往依靠个人权力来影响职工 ,激励职工。最后 ,本文也讨论形成个人权力的途径以及个人权力行使方法和注意的问题。     

Trait anxiety,visuospatial processing,and working memory

This experiment assessed the components of Baddeley's working memory system impaired by anxiety during performance of the Corsi Blocks Test. The Corsi task was performed concurrently with different secondary tasks (i.e., articulatory suppression; counting backwards; spatial tapping; simple tapping). Results showed Corsi performance depended mainly on the central executive and visuospatial sketchpad components of working memory. Adverse effects of trait anxiety on the Corsi task were observed on the central executive but not on the phonological loop or the visuospatial sketchpad. These effects were not mediated by state anxiety. The findings indicate for the first time that trait anxiety impairs central executive functioning on a nonverbal task, and that anxiety does not impair functioning of the “slave” systems (i.e., phonological loop; visuospatial sketchpad). Theoretical implications of these findings are discussed.     

Perceptual prioritization of self-associated voices

Information associated with the self is prioritized relative to information associated with others and is therefore processed more quickly and accurately. Across three experiments, we examined whether a new externally-generated voice could become associated with the self and thus be prioritized in perception. In the first experiment, participants learned associations between three unfamiliar voices and three identities (self, friend, stranger). Participants then made speeded judgements of whether voice-identity pairs were correctly matched, or not. A clear self-prioritization effect was found, with participants showing quicker and more accurate responses to the newly self-associated voice relative to either the friend- or stranger- voice. In two further experiments, we tested whether this prioritization effect increased if the self-voice was gender-matched to the identity of the participant (Experiment 2) or if the self-voice was chosen by the participant (Experiment 3). Gender-matching did not significantly influence prioritization; the self-voice was similarly prioritized when it matched the gender identity of the listener as when it did not. However, we observed that choosing the self-voice did interact with prioritization (Experiment 3); the self-voice became more prominent, via lesser prioritization of the other identities, when the self-voice was chosen relative to when it was not. Our findings have implications for the design and selection of individuated synthetic voices used for assistive communication devices, suggesting that agency in choosing a new vocal identity may modulate the distinctiveness of that voice relative to others.     

Anxiety and depression: Past,present, and future events

This article focuses on differences between anxiety and depression. The first study is concerned with the timing (past, present, future) of negative events associated with high levels of anxiety and depression in normal participants. Depression was associated more with past events than future events, whereas the opposite was the case with anxiety. These findings are consistent with those reported in several studies on clinical samples. In a second study, participants provided their emotional reactions to scenarios referring to negative events lying in the past or in the future with the future events being either uncertain or probable. Past events were associated with more depression and less anxiety than future events whether uncertain or probable. Probable future events were associated with more anxiety and depression than uncertain ones. Theoretical implications of these findings are discussed.     

Communal schools and teacher victimization

Despite data showing that teacher victimization is at least as great a problem as student victimization, far less research exists regarding teacher victimization than student victimization and overall school crime, particularly with regard to the application of criminological theory to explain the victimization of teachers. We address this gap by examining the hierarchical relationship between communal school organization and teacher victimization in a nationally representative sample of 37,497 teachers from 7,488 public schools in the United States. Results showed that teacher experienced less victimization in schools that were more communally organized. We discuss these findings and present implications for school-based delinquency prevention.     

Algebra Mal-Rules and Cognitive Accounts of Error

We report an empirical study of elementary algebra errors, conducted in three separate schools. The errors are diagnosed using mal-rules, as proposed by Sleeman (1984, 1,985). Our analysis uncovers the following properties of algebra mal-rules: The frequency of mal-rules is severely skewed, there are many infrequent mal-rules and few frequent ones; mal-rules are very unstable, students typically use mal-rules very irregularly; different mal-rules have explanatory power in different schools (many of our most powerful mal-rules are previously unreported); mal-rule diagnosis Is more successful with more skilled students; students' confidence ratings do not partition the total set of mal-rules, every mal-rule we find is associated with high confidence ratings by at least one student. The Implications of our data for cognitive theories of error generation are discussed. Contrary to commonplace assumptions, we argue that It is impossible to make a clear distinction between slips and mistakes; most errors depend on properties of the knowledge base and the cognitive architecture. Errors In a procedural skill cannot be assumed to be purely syntactic In orgin.