International Applications of Computer-based Testing and Interpretation

The computer has been used to administer, score and interpret psychological tests in a number of countries throughout the world. This paper traces early work in the United States, Great Britain and continental Europe and reviews the current international status of computer-assisted psychological testing. Several problems with transporting existing computer-based psychological testing technology across languages and cultures are discussed.
Les ordinateurs sont utilisés pour administrer, noter et interpréter les tests psychologiques dans un certain nombre de pays du monde entier. Cet article évoque les travaux réalisés aux Etats-Unis, en Grande Bretagne et en Europe Occidentale, et passe en revue les données du courant international en la matière. Plusieurs problèmes technologiques sont soulevés par la diffusion de ces tests, notamment sur les plans du langage et de la culture.     

PERCEIVING PERVASIVE DISCRIMINATION OVER TIME: IMPLICATIONS FOR COPING

This study provides evidence that the effects of perceived pervasive discrimination may be dynamic over time. It was expected that participants who perceived discrimination to be highly pervasive would initially be more likely to engage in inactive coping strategies than those who perceived low pervasiveness; however, those who continued to perceive high pervasiveness over time were expected ultimately to engage in more active strategies than those perceiving low pervasiveness. Using a 28-day diary, women and ethnic minorities described their daily experiences of discrimination and indicated their appraisals of its pervasiveness as well as their coping strategies. Results showed that participants who initially perceived low pervasiveness reported more active coping and religion use as well as less behavioral disengagement than those initially perceiving high pervasiveness. However, this pattern was reversed by the end of the study. Implications for integrating time into the assessment of coping with discrimination are discussed.     

Understanding cross-cultural sales manager–salesperson relationships in the Asia-Pacific Rim region: a grounded theory approach

Abstract

As more organizations implement multinational strategies, sales managers leading sales forces encounter complex cultural challenges that affect relationships, processes, and outcomes. We undertake a qualitative study with the objective of understanding the sales manager–salesperson relationship when the sales manager is leading sales representatives located in other cultures. Because of the significant size and growth of Asian countries, we focus our study on the Asia-Pacific Rim region. In-depth interviews conducted with 21 sales managers working for a large multinational technology firm in our focal region provide the data for our analysis. Using a grounded theory approach, we identify five key themes: building and sustaining cross-cultural relationships, cross-cultural communication effectiveness, acquisition and maintenance of trust across cultures, language, and decision-making. From our findings, research propositions are offered and implications for researchers and practitioners are discussed.     

Children and adults both see ‘pirates’ in ‘parties’: letter‐position effects for developing readers and skilled adult readers

Developing readers often make anagrammatical errors (e.g. misreading pirates as parties), suggesting they use letter position flexibly during word recognition. However, while it is widely assumed that the occurrence of these errors decreases with increases in reading skill, empirical evidence to support this distinction is lacking. Accordingly, we compared the performance of developing child readers (aged 8–10 years) against the end‐state performance of skilled adult readers in a timed naming task, employing anagrams used previously in this area of research. Moreover, to explore the use of letter position by developing readers and skilled adult readers more fully, we used anagrams which, to form another word, required letter transpositions over only interior letter positions, or both interior and exterior letter positions. The patterns of effects across these two anagram types for the two groups of readers were very similar. In particular, both groups showed similarly slowed response times (and developing readers increased errors) for anagrams requiring only interior letter transpositions but not for anagrams that required exterior letter transpositions. This similarity in the naming performance of developing readers and skilled adult readers suggests that the end‐state skilled use of letter position is established earlier during reading development than is widely assumed.