Relative numerousness judgment and summation in young, middle-aged, and older adult orangutans (Pongo pygmaeus abelii and Pongo pygmaeus pygmaeus)

The ability to select the larger of two quantities ranging from 1 to 5 (relative numerousness judgment [RNJ[) and the ability to select the larger of two pairs of quantities with each pair ranging from 1 to 8 (summation) were evaluated in young, middle-aged, and older adult orangutans (7 Pongo pygmaeus abelii and 2 Pongo pygmaeus pygmaeus). Summation accuracy and RNJ were similar to those of previous reports in apes; however, the pattern of age-related differences with regard to these tasks was different from that previously reported in gorillas. Older orangutans were less accurate than the young and middle-aged for RNJ, and summation accuracy was equivalent among age groups. Evidence was found to suggest that the young and middle-aged based their selection of the largest quantity pair on both quantities within each pair during the summation task. These results show a relationship between subject age and the quantitative abilities of adult orangutans.     

Trust-Based Prayer Expectancies and Health Among Older Mexican Americans

This study assesses the health-related effects of trust-based prayer expectancies, which reflect the belief that God answers prayers at the right time and in the best way. The following relationships are evaluated in our conceptual model: (1) older Mexican Americans who attend worship services more often tend to develop a closer relationship with God; (2) people who feel close to God will be more likely to develop trust-based prayer expectancies; (3) people who endorse trust-based prayer expectancies will have greater feelings of self-esteem; and (4) higher self-esteem is associated with better self-rated health. The data support each of these relationships.     

A Network Perspective on the Processes of Empowered Organizations

Organizational empowerment is a multi-faceted concept that involves processes occurring both within and between organizations that facilitate achievement of their goals. This paper takes a closer look at three interorganizational processes that lead to empowered organizations: building alliances, getting the word out, and capturing others’ attention. These processes are located within the broader nomological network of empowerment and organizational empowerment, and are linked to particular patterns of interorganizational relationships that facilitate organizations’ ability to engage in them. A new network-based measure, γ-centrality, is introduced to capture the particular network structure associated with each process to be assessed. It is demonstrated first in a hypothetical organizational network, then applied to take a closer look at organizational empowerment in the context of a coordinating council composed of human service agencies. The paper concludes with a discussion of the implications of relationships between these processes, and the potential for unintended consequences in the empowerment of organizations.     

Reexamining the Nature of Learner Control: Dimensionality and Effects on Learning and Training Reactions

Purpose

The purpose of this study was to advance learner control as a psychological construct by reexamining its dimensionality and effects on learning and reactions in the context of technology-delivered training.

Design/methodology/approach

Learners (n=384) completed a 2-h web-based Microsoft Excel training. The amount of instructional and scheduling control was manipulated in order to introduce variance in control perceptions. Outcome measures included off-task attention, declarative knowledge, and training reactions.

Findings

Learner control is a multidimensional construct with differential effects on training outcomes. By focusing on learners’ perceptions of control, we found that instructional control perceptions decreased learning by increasing off-task attention, while scheduling control perceptions increased learning.

Implications

Though both dimensions of perceived learner control are positively related to training reactions, they differentially predict learning. Combined with factor analytic evidence, our study suggests that learner control research should differentiate between objective and perceived learner control, and between instructional and scheduling control perceptions. Organizations should consider how learner control affects learning prior to designing training.

Originality/value

Scheduling control is an often used but rarely researched form of learner control. We address this gap by expanding the construct domain of learner control to include scheduling control. Further, this study provides the first empirical examination of learner control perceptions. Despite calls for learner control literature to differentiate between objective and perceived control, no study had previously examined control perceptions directly. Our results may be used to inform organizational decisions regarding the amount and type of control included in training.