Are Dishonest Extraverts More Harmful than Dishonest Introverts? The Interaction Effects of Honesty‐Humility and Extraversion in Predicting Workplace Deviance

Honesty‐Humility, one of the six major personality dimensions included in the HEXACO model of personality structure, has previously been found to show negative correlations with workplace deviance. In this study, we hypothesised that Extraversion would moderate the relationship between Honesty‐Humility and workplace deviance. In particular, we posited that the relation between Honesty‐Humility and workplace deviance would be stronger among employees who are high on Extraversion than among those low on Extraversion. The hypothesis was tested using three different samples across Australia, Canada, and the Netherlands. It was found in two of the three samples that high levels of Extraversion did indeed amplify the relationship between (low) Honesty‐Humility and workplace deviance. Results suggest a potentially important role for multiplicative effects of personality variables on workplace criteria.     

The function and role of forgiveness in working with couples and families: clearing the ground

Until recently, forgiveness has been a neglected concept in the family therapy literature. This is puzzling since conflict and its therapeutic management as it occurs in families and within couple relationships has been much discussed. On the other hand, forgiveness has been a foundational construct within religious and theological thought. This paper examines some of the dilemmas for the therapist about using forgiveness as a tool in family therapy. Definitions and meanings of forgiveness are discussed; a typology of different kinds of forgiveness is offered, and this is linked to an understanding of families in terms of their developmental progress as systems through a life cycle.     

GENERALITY AND SIDE EFFECTS OF OVERCORRECTION1

The effects and side effects of overcorrection for self-stimulatory behaviors of two children in a specialized day-care program were evaluated. For one child, a “hand” overcorrection procedure involving arm and hand exercises was introduced contingent upon inappropriate hand movements and later contingent upon inappropriate foot movements. After “hand” overcorrection was withdrawn for inappropriate foot movements, a “foot” overcorrection procedure involving foot and leg exercises was introduced contingent upon inappropriate foot movements. For a second child, the “hand” overcorrection procedure was introduced contingent upon inappropriate hand movements during a free-play period, and later contingent upon inappropriate vocalizations at naptime. “Hand” overcorrection was withdrawn and then re-introduced sequentially for both behaviors. Several concurrent behaviors were measured to assess multiple effects of treatment. Results for both children indicated the “hand” overcorrection procedure suppressed inappropriate hand movements and inappropriate behaviors that were topographically dissimilar. In addition, inverse relationships were observed between the second child's inappropriate hand movements and appropriate toy usage during free play and between his inappropriate vocalizations and inappropriate foot movements during naptime. Results suggest that overcorrection procedures that are effective for one behavior can be used to reduce the frequency of topographically different behaviors. This finding is discussed in terms of its practical implications for therapists.     

Baby X

The present study investigated adult behavior while interacting with a three-month-old infant under conditions in which the child was introduced as a boy, as a girl, or with no gender information given. Gender labels did not elicit simple effects, but rather interacted significantly with the sex of the subject on both toy usage and physical contact measures. There was a stronger tendency for both male and female adults to utilize sex-stereotyped toys when the child was introduced as a girl. Most of the findings, however, reflected a differential response of men and women to the absence of gender information. In this condition, male subjects employed a neutral toy most frequently and handled the child least; in contrast, females used more stereotyped toys and handled the child more. All subjects attempted to guess the gender of the child (with “boy” guesses more frequent, although the child was actually female) and all justified their guess on the basis of stereotyped behavioral or physical cues like strength or softness.     

Post-retinal storage? Some further observations on Parks’ camel as seen through the eye of a needle

Parks recently reported observations with an apparatus in which successive slices of a stimulus figure could be entered on the same retinal locus. He reported that when this was done, a visual percept of the figure appeared, but one that appeared condensed in length. From this he argued that the slices, differing only in time of arrival, must be stored post-retinally and then reconstructed spatially to form the coherent figure again. In attempting to replicate this important conclusion, we found, contrary to Parks, that the appearance of the percept occurred only when the slices were spread out over the retina, and not when they were entered on the same spot. Thus, the percept is probably due to much more understandable poor temporal resolution, rather than spatial integration. Shape distortions were found corresponding to Parks’ reports, but only in the absence of any visual percepts. In spite of the failure to support all of Parks’ conclusions, the effects are seen as very intriguing ones, and may have critical theoretical ramifications.     

Effective list length and part-whole transfer in first-graders' multitrial free recall

First-gradens' multitrial free recall shows an effective list-length (ELL) effect: an initial recall gain followed by a constant output level that fluctuates in item content. The part-whole transfer paradigm was used to investigate ELL. The ELL effect occurred in whole-list learning regardless of whether the prior task consisted of relevant practice, irrelevant practice, or an unrelated task. Relevant part-list learning resulted in positive transfer which declined from a high to a marginal level over the course of whole-list learning. Other analyses indicated a general deficit in the use of strategies. A response-strength model was used to explain the ELL effect and the transfer results.