Anne‐Sophie Deprez‐Sims  Scott B. Morris 《International Journal of Selection & Assessment》2013,21(4):355-367

As the workplace becomes increasingly global, organizations are more likely to employ individuals with non‐native accents. The present study looked at the influence of accents on the evaluation of job applicants during an interview. In addition, a path model was developed to understand the accent condition–hiring recommendation relationship. Participants were asked to evaluate an applicant with one of three accents (Midwestern US, French, Mexican) at two understandability levels (low and high) by listening to an audiofile. The results showed that the applicant with the Midwestern US accent was seen as more hirable than the applicant with the French low understandability accent. The path model indicated that the accent condition–hiring recommendation relationship was mediated by similarity, interpersonal attraction, and understandability.  相似文献   

    

Cynthia Fisher  Yael Gertner  Rose M. Scott  Sylvia Yuan 《Wiley Interdisciplinary Reviews: Cognitive Science》2010,1(2):143-149

Children use syntax to guide verb learning in a process known as syntactic bootstrapping. Recent work explores how syntactic bootstrapping works—how it begins, and how it interacts with progress in syntax acquisition. We review evidence for three claims about the mechanisms and representations underlying syntactic bootstrapping: (1) Learners are biased to represent linguistic knowledge in a usefully abstract mental vocabulary, permitting rapid generalization of newly acquired syntactic knowledge to new verbs. (2) Toddlers collect information about each verb's combinatorial behavior in sentences based on listening experience, before they know anything about the verb's semantic content. (3) Syntactic bootstrapping begins with an unlearned bias to map nouns in sentences one‐to‐one onto the participant roles in events. These lines of evidence point toward a picture of early verb learning in which shallow structural analyses of sentences are intrinsically meaningful to learners, and in which information about verbs' combinatorial behavior pervades the lexicon from very early in development. Copyright © 2010 John Wiley & Sons, Ltd. This article is categorized under:

• Linguistics > Language in Mind and Brain

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What's in a Name? Conceptual Confusion About Death and Consent in Donation After Cardiac Determination of Death     

Mark D. Fox  Rachel Budavich  Scott Gelfand  Michael R. Gomez  Ric T. Munoz  Jan Slater 《The American journal of bioethics : AJOB》2015,15(8):12-14

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Marion Danis  David Wendler  Scott Kim 《The American journal of bioethics : AJOB》2015,15(10):70-71

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Ricky Munoz  Mark Fox  Michael Gomez  Scott Gelfand 《The American journal of bioethics : AJOB》2015,15(10):43-45

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Ginamarie Scott  Lyle E. Leritz  Michael D. Mumford 《创造力研究杂志》2013,25(4):361-388

Over the course of the last half century, numerous training programs intended to develop creativity capacities have been proposed. In this study, a quantitative meta‐analysis of program evaluation efforts was conducted. Based on 70 prior studies, it was found that well‐designed creativity training programs typically induce gains in performance with these effects generalizing across criteria, settings, and target populations. Moreover, these effects held when internal validity considerations were taken into account. An examination of the factors contributing to the relative effectiveness of these training programs indicated that more successful programs were likely to focus on development of cognitive skills and the heuristics involved in skill application, using realistic exercises appropriate to the domain at hand. The implications of these observations for the development of creativity through educational and training interventions are discussed along with directions for future research.  相似文献   

    

Christopher R. Harper  Gabriel P. Kuperminc  Scott R. Weaver  Jim Emshoff  Steve Erickson 《American journal of community psychology》2014,54(3-4):348-357

Most models of community collaboration emphasize the ability of diverse partners to come together to enact systematic changes that improve the health of individuals and communities. The ability of these groups to leverage resources is thought to be an important marker of successful collaboration and eventual improvements in community health. However, there is a paucity of research addressing linkages between systems change activities and leveraged resources. This study used a sample of collaboratives (N = 157) that received technical assistance and funding through the Georgia Family Connection Partnership (GaFCP) between 2006 and 2007. Data were collected from collaborative report of activities and funding, member ratings of collaborative functioning, and characteristics of the communities served by the collaboratives drawn from US Census data. Cross-lagged regression models tested longitudinal associations between systems change activities and leveraged dollars. The results indicated that systems change activities predict increased leveraging of resources from state/federal and private partners. However, there was no evidence that systems changes were linked with leveraging resources from local groups and agencies. These findings have important implications for providing technical assistance and training to health partnerships. Furthermore, future research should consider the relative strength of different systems change activities in relation to the ability of coalitions to leverage resources.  相似文献   

    

Matthew E. Jacovina  Scott R. Hinze  David N. Rapp 《Applied cognitive psychology》2014,28(4):558-568

Readers frequently encounter inaccuracies in texts that contradict what they should know to be true. The current project examined readers' moment‐by‐moment processing of inaccuracies and whether any difficulty with such material is reduced when readers are already familiar with accurate versions of that content. In two experiments, participants read stories that either accurately or inaccurately described the outcome of a well‐known historic event. Preceding story contexts supported accurate outcomes or introduced suspense to create uncertainty about outcome likelihoods. During initial readings, participants took longer to read inaccurate than accurate outcomes. But this difficulty was substantially reduced when suspenseful contexts called into question the likelihood of well‐known outcomes. Similar reading patterns emerged when participants read the exact same material after week‐long and 5‐minute delays. These results indicate that biasing contexts can influence readers' processing of inaccuracies for even familiar events. Rereading proves insufficient for encouraging reliance on accurate prior knowledge. Copyright © 2014 John Wiley & Sons, Ltd.  相似文献   

    

Scott Barry Kaufman 《创造性行为杂志》2013,47(4):233-255

Openness to experience is the broadest personality domain of the Big Five, including a mix of traits relating to intellectual curiosity, intellectual interests, perceived intelligence, imagination, creativity, artistic and aesthetic interests, emotional and fantasy richness, and unconventionality. Likewise, creative achievement is a broad construct, comprising creativity across the arts and sciences. The aim of this study was to clarify the relationship between openness to experience and creative achievement. Toward this aim, I factor analyzed a battery of tests of cognitive ability, working memory, Intellect, Openness, affect, and intuition among a sample of English Sixth Form students (N = 146). Four factors were revealed: explicit cognitive ability, intellectual engagement, affective engagement, and aesthetic engagement. In line with dual‐process theory, each of these four factors showed differential relations with personality, impulsivity, and creative achievement. Affective engagement and aesthetic engagement were associated with creative achievement in the arts, whereas explicit cognitive ability and intellectual engagement were associated with creative achievement in the sciences. The results suggest that the Intellectual and Openness aspects of the broader openness to experience personality domain are related to different modes of information processing and predict different forms of creative achievement.  相似文献   

    

Hunter Gehlbach  Scott Barge 《Basic and applied social psychology》2013,35(5):417-433

Do survey designers bias respondents' answers on attitude/opinion questionnaires through the organization of their survey items? We hypothesize that respondents often employ an anchoring and adjusting strategy in which their response to an initial survey item provides a cognitive anchor from which they insufficiently adjust in answering the subsequent item. Three experiments indicate that respondents often anchor and insufficiently adjust in certain situations. Ultimately, this tendency can affect reliability estimates of scales and the resultant correlations with other measures. In organizing their surveys, researchers may wish to combat this bias by intermixing items designed for different but related constructs.  相似文献