Fostering innovation in functionally diverse teams: The two faces of transformational leadership

Empirical research on the effects of functional diversity on team innovation has yielded largely inconsistent results, showing positive, negative, as well as nonsignificant effects. For capitalizing on the positive potential inherent in functionally diverse teams, opening the black box between cross-functionality and team innovation by analysing mediating and moderating processes thus seems to be highly relevant. In this article, task and relationship conflicts are introduced as mediators of functional diversity and team innovation. Within this framework, transformational leadership is discussed as a moderator. It will become apparent that the role of transformational leadership in fostering the innovativeness of cross-functional teams is rather ambiguous. The discussed mediators and the moderator transformational leadership are integrated into a comprehensive framework and propositions for future research are derived.     

Exercise after work,psychological mediators,and affect: A day-level study

In this diary study, we tested the recovery potential of exercise activities during leisure time and examined the psychological mechanisms underlying the relation between exercise activities and affect. We hypothesized that spending time on exercise activities after work will be related to subsequent affect in the evening, and that psychological detachment from work, sense of belonging, and physical self-perceptions explain why exercise activities are related to subsequent affect. One-hundred and twenty-six participants from diverse occupations completed a diary twice a day over five consecutive work days. Multilevel analyses showed that exercise activities after work were related to positive, but not to negative affect in the evening. As proposed, psychological detachment, sense of belonging, and physical self-perceptions mediated the relation between exercise activities after work and positive affect in the evening.     

The impact of accountability on teachers’ assessments of student performance: a social cognitive analysis

Research on teachers’ judgments of student performance has demonstrated that educational assessments may be biased or may more correctly take the achievements of students into account depending on teachers’ motivations while making the judgment. Building on research on social judgment formation the present investigation examined whether the accountability of teachers has an influence on judgment formation. We predicted that unaccountable teachers would activate social categories and use them for the assessment, whereas accountable teachers’ attention would be directed to individual attributes of students. Using secondary school teachers as participants, three studies investigating teachers’ assessments, inferences and memory for students’ attributes supported these hypotheses. Thus, accountability appears to be a moderator of social information processing and judgment formation in the domain of educational assessments.     

The influence of gender‐stereotyped perfumes on leadership attribution

The classification of perfumes as ‘women's’ and ‘men's’ fragrances is based on certain gender stereotypes. In two experiments, female and male participants were asked to assume the role of a manager. In Experiment 1, they read an application for the position of a junior manager written by a male or female job applicant. Application papers were prepared with a typically masculine perfume, a typically feminine perfume or no perfume at all (control group). In Experiment 2, participants conducted a job interview with a female or male applicant (a confederate) who had applied the respective perfume or no perfume. Persons with a typically masculine perfume were ‘employed’ with a higher degree of certainty compared to persons with a typically feminine perfume. Copyright © 2002 John Wiley & Sons, Ltd.     

Testimony work with Bosnian refugees: living in legal limbo

Mental health professionals working with refugees are often confronted with traumatised survivors who are living in legal limbo. Complicated asylum procedures or provisions of only 'temporary' protection trigger existential fears, reexperiencing of trauma and feelings of hopelessness and deep despair and can actively contribute to further destabilise survivors. Mental health centres have to reconceptualise their provided services for these clients. The paper introduces a testimony project for traumatised Bosnian refugees in Frankfurt, Germany, who were living in legal limbo for many years. The testimony method was used in combination with supportive therapy and informed advocacy to try to reduce the survivors' feelings of humiliation and demoralisation which for them were at the centre of their survival. By giving testimony, survivors benefited psychologically and became better able to cope with the difficult present. Feelings of self-worth and dignity could be regained and a trusting relationship between the survivor and the listener facilitated the therapeutic process. The testimony material documented human rights abuses both in the country of origin and in exile, helped us to perform informed advocacy for this group and informed a larger public on the psychological costs of refugee resettlement policies.     

Die Machtperzeption der UdSSR

Ohne Zusammenfassung     

Die psychologische Bedeutung magischer Bräuche

Ohne Zusammenfassung     

Eine Pseudofovea bei Hemianopikern

Ohne Zusammenfassung     

Development of temporal patterning and vocal hesitations in spontaneous narratives

Narratives were told aloud by 12 boys and 12 girls at each of seven age levels in response to nine cartoon pictures. Speech rate increased with age, due to corresponding decreases in both legnth and frequency of unfilled pauses (UPs), although the two measures were themselves uncorrelated. Parenthetical remarks (PRs) increased with age, while repeats (Rs) decreased. Location of UPs (81% before function words) was stable over age levels. Comparisons with other experiments are made. Interrelationships of speaking and thinking are discussed in terms of the cognitive and linguistic functions of length and frequency of UPs, respectively. Theories that neglect multiple psychological determinants of speech behavior and/or concentrate on only one level or unit of encoding are rejected as inadequate.