Table of criterion values (β) used in signal detection theory

A table of criterion values for use with the theory of signal detection (TSD) is presented. Criterion values (β) are presented for varying proportions of hits and false alarms. A brief explanation of signal detection theory is given, and the measures for sensory sensitivity (d′) and response criterion (β) are described.     

Support at work and home: The path to satisfaction through balance

This study examines social support (from both coworkers and partners) and its path to satisfaction through work–family balance. This study fills a gap by explaining how support impacts satisfaction in the same domain, across domains, and how it crosses over to impact the partner's domain. Using a matched dataset of 270 job incumbents and their partners, the findings reveal that work–family balance plays a mediating role in assisting social support's contribution to both job and family satisfaction. Evidence indicates that employees experience heightened work–family balance due to social support from partners and coworkers and that support and balance impact satisfaction in both the work and family domains. Implications of these findings and avenues for future research are discussed.     

Child, family, and childcare predictors of delayed school entry and kindergarten retention among linguistically and ethnically diverse children

Concern about kindergarten retention is on the rise within the current climate of high-stakes testing and escalating kindergarten expectations. Kindergarten retention has been linked in previous research to various risk factors such as poverty, low maternal education, single parent status, minority status, English language learner (ELL) status, and male gender. However, these factors are also associated with poor school readiness and low kindergarten performance--the very reasons children are retained in the 1st place. This study teases apart unique and combined predictors of delayed entry into kindergarten and kindergarten retention with a large (n = 13,191) ethnically diverse, at-risk sample of children. Delayed kindergarten entry was rare for this sample but more likely among boys, native English speakers, those with poorer school readiness, less maternal education, and greater resources, and those who attended childcare rather than public school prekindergarten (pre-K) at age 4 years. Boys were more likely to be retained in kindergarten, but only because of their poorer school readiness. After strong effects for age 4 school readiness were controlled, only poverty, ELL status, and preschool program attendance predicted retention. ELL students were less likely to be retained than were native speakers, and those who attended public school pre-K programs were less likely to be retained, compared with those in childcare at age 4 years. After controlling for children's actual performance in kindergarten their 1st time, Caucasian children and children with lower language and social skills at age 4 years were more likely to repeat kindergarten.     

Jumping to conclusions, a lack of belief flexibility and delusional conviction in psychosis: a longitudinal investigation of the structure, frequency, and relatedness of reasoning biases

Two reasoning biases, jumping to conclusions (JTC) and belief inflexibility, have been found to be associated with delusions. We examined these biases and their relationship with delusional conviction in a longitudinal cohort of people with schizophrenia-spectrum psychosis. We hypothesized that JTC, lack of belief flexibility, and delusional conviction would form distinct factors, and that JTC and lack of belief flexibility would predict less change in delusional conviction over time. Two hundred seventy-three patients with delusions were assessed over twelve months of a treatment trial (Garety et al., 2008). Forty-one percent of the sample had 100% conviction in their delusions, 50% showed a JTC bias, and 50%-75% showed a lack of belief flexibility. Delusional conviction, JTC, and belief flexibility formed distinct factors although conviction was negatively correlated with belief flexibility. Conviction declined slightly over the year in this established psychosis group, whereas the reasoning biases were stable. There was little evidence that reasoning predicted the slight decline in conviction. The degree to which people believe their delusions, their ability to think that they may be mistaken and to consider alternative explanations, and their hastiness in decision making are three distinct processes although belief flexibility and conviction are related. In this established psychosis sample, reasoning biases changed little in response to medication or psychological therapy. Required now is examination of these processes in psychosis groups where there is greater change in delusion conviction, as well as tests of the effects on delusions when these reasoning biases are specifically targeted.     

CEO Servant Leadership: Exploring Executive Characteristics and Firm Performance

This study offers an examination of the relationships between chief executive officer (CEO) servant leadership, the executive characteristics of narcissism, founder status, and organizational identification, and firm performance in a sample of 126 CEOs in technology organizations. Analysis of data gathered over multiple periods revealed a negative relationship between CEO narcissism and servant leadership, and a positive relationship between founder status (i.e., founder or nonfounder) and servant leadership. Furthermore, CEO organizational identification served as a partial mediating mechanism linking narcissism and founder status to servant leadership. In turn, CEO servant leadership predicted subsequent firm performance (measured as return on assets). The results of this study have implications for researchers interested in better understanding the predictors and consequences of servant leadership and for practitioners concerned with combating negative or selfish executive leadership behaviors and employing servant leadership for the organization's benefit.     

Mental states inside out: Switching costs for emotional and nonemotional sentences that differ in internal and external focus

Mental states—such as thinking, remembering, or feeling angry, happy, or dizzy—have a clear internal component. We feel a certain way when we are in these states. These internal experiences may be simulated when people understand conceptual references to mental states. However, mental states can also be described from an “external” perspective, for example when referring to “smiling.” In those cases, simulation of visible outside features may be more relevant for understanding. In a switching costs paradigm, we presented semantically unrelated sentences describing emotional and nonemotional mental states while manipulating their internal or external focus. The results show that switching costs occur when participants shift between sentences with an internal and an external focus. This suggests that different forms of simulation underlie understanding these sentences. In addition, these effects occurred for emotional and nonemotional mental states, suggesting that they are grounded in a similar way—through the process of simulation.     

Teachers With Linguistically Informed Knowledge of Reading Subskills are Associated with a Matthew Effect in Reading Comprehension for Monolingual and Bilingual Students

A longitudinal investigation determined the growth of reading comprehension from third to fifth grades in a cohort of students who received Language Enrichment (LE), an Orton-Gillingham–based literacy program, during first and second grades. The LE instruction was provided by regular education teachers who received comprehensive training in linguistically informed content pertaining to reading subskills. All students were traditionally instructed in kindergarten, third, fourth, and fifth grades. Hierarchical linear modeling (HLM) confirmed that mono- and bilingual students had significantly advantaged individual growth in reading comprehension as measured on the state-mandated Texas Assessment of Academic Skills (TAAS) when their teachers had more experience implementing LE over students whose teachers had less experience implementing LE, or students whose teachers had no LE training. Findings showed a fan-shaped spread in achievement from third to fifth grades for all students in the cohort. The significance of the spread was confirmed by reliable covariance between the initial reading level and the growth in reading across grade levels. This fan-shaped growth pattern is often referred to as a Matthew effect in reading comprehension (Stanovich, 1986 Stanovich, K. E. 1986. Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4): 360–407. [Crossref], [Web of Science ®] , [Google Scholar]). These results provide evidence that the Matthew effect may be associated with specific teaching pedagogies, especially early direct implementation of multisensory linguistically informed language arts instruction. LE instruction emphasizes phonemic awareness, symbol–sound correspondences, morphology, and vocabulary to develop phonological decoding strategies, word recognition accuracy, and comprehension of words in text.     

School Uniforms: A Qualitative Analysis of Aims and Accomplishments at Two Christian Schools

Employing rigorous qualitative research methodology, we studied the implementation of two schools' uniform policies. Their primary intents were to eliminate competition, teach young people to dress appropriately, decrease nonacademic distractions, and lower the parental clothing costs. The young people differed with adults regarding whether or not the objectives relating to competition and distractions were met. Both adults and young people agreed that the goal of learning to dress more appropriately was met, yet they differed on how accomplishment was achieved—and also on how they understood appropriate dress. Data from both schools was generally comparable, with four notable differences.     

Age-Related Changes in Children's and Adults’ Explanations of Interpersonal Actions

We investigated the content of children's and adults’ explanations of interpersonal actions. Participants were 5-, 7-, and 9-year-old children, as well as adults, who were presented with 8 stories containing either prosocial or antisocial target actions, and asked to explain why each actor performed that action. In half of the stories, an interpersonal event preceded the action. Children and adults provided situational and mental-state explanations, but mental-state explanations were especially common for antisocial actions not preceded by an interpersonal event. With increasing age, participants explained prosocial actions by referring to the actor's goals, but referred to the actor's emotions and beliefs to explain antisocial actions. Finally, adults were most likely to mention psychological goals. These results suggest that (a) elementary school children provide a variety of explanations for interpersonal events; (b) children use different types of explanations flexibly, depending on the context and nature of the target action; (c) the frequency of different types of explanations for interpersonal actions changes during childhood; and (d) between middle childhood and adulthood, the recognition of psychological goals increases greatly.