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231.
We examined whether linear or non-linear LMX–job tension relationships existed, and if these effects were consistent across levels of negative (NA) and positive (PA) affect. Results indicated that NA and PA moderated the non-linear LMX–job tension relationship. Specifically, the LMX–job tension association was best depicted by an inverted-U form for high NAs. Tension was highest when LMX was moderate and lowest when LMX was either low or high. Tension increased minimally for low NAs across levels of LMX. For high PAs, the relationship was linear and inverse. Conversely, a U-shaped form best represented the LMX–job tension relationship for low PAs. Implications, strengths and limitations, and directions for future research are discussed. 相似文献
232.
Rosemary?FlanaganEmail author Korrie?Allen 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》2005,23(3):263-273
A review and critique of the Children’s Inventory of Anger (ChIA) is presented. The ChIA is a 39-item measure that operationalizes
anger according to the conceptualization set forth by Ellis in Rational Emotive Behavior Therapy. The ChIA consists of four
subscales (Frustration, Physical Aggression, Peer Relationships, and Authority Relations) which provide information regarding
situations that are commonly associated with the experience of anger. Preliminary validity studies demonstrate that the ChIA
has excellent reliability and high face validity. The forms are user friendly and easily scored, with norms tables conveniently
located within the form. A computer-scoring program is available which significantly reduces clerical errors. The application
of the instrument in practice is discussed. Due to the fact that the ChIA attempts to link assessment and intervention it
should be useful in advancing the field in regard to treatment evaluation and substantiation of treatment validity. It is
also expected to have considerable research utility. 相似文献
233.
Summary In spite of several attempts to explicate the relationship between a scientific hypothesis and evidence, the issue still cries for a satisfactory solution. Logical approaches to confirmation, such as the hypothetico-deductive method and the positive instance account of confirmation, are problematic because of their neglect of the semantic dimension of hypothesis confirmation. Probabilistic accounts of confirmation are no better than logical approaches in this regard. An outstanding probabilistic account of confirmation, the Bayesian approach, for instance, is found to be defective in that it treats evidence as a formal entity and this creates the problem of relevance of evidence to the hypothesis at issue, in addition to the difficulties arising from the subjective interpretation of probabilities. This essay purports to satisfy the need for a successful account of hypothesis confirmation by offering an original formulation based on the notion of instantiation of the relation urged by an hypothesis. 相似文献
234.
The Toulmin diagram layout is very familiar and widely used, particularly in the teaching of critical thinking skills. The
conventional box-and-arrow diagram is equally familiar and widespread. Translation between the two throws up a number of interesting
challenges. Some of these challenges (such as the relationship between Toulmin warrants and their counterparts in traditional
diagrams) represent slightly different ways of looking at old and deep theoretical questions. Others (such as how to allow
Toulmin diagrams to be recursive) are diagrammatic versions of questions that have already been addressed in artificial intelligence
models of argument. But there are further questions (such as the relationships between refutations, rebuttals and undercutters,
and the roles of multiple warrants) that are posed as a specific result of examining the diagram inter-translation problem.
These three classes of problems are discussed. To the first class are addressed solutions based on engineering pragmatism;
to the second class, are addressed solutions drawn from the appropriate literature; and to the third class, fuller exploration
is offered justifying the approaches taken in developing solutions that offer both pragmatic utility and theoretical interest.
Finally, these solutions are explored briefly in the context of the Araucaria system, showing the ways in which analysts can tackle arguments either using one diagrammatic style or another, or even a
combination of the two. 相似文献
235.
The paper proposes an analysis and a formalisation of factor-based reasoning. After examining the relevance of factors in
legal reasoning, binary and scalable factors (dimensions) are distinguished and the relations between them are discussed.
An account of a fortiori reasoning with both types of factors is developed.
This article reports ideas which are discussed and developed in Sartor (2005). We refer to the latter work for the theoretical
framework in which our analysis of factors is embedded. 相似文献
236.
237.
Kathleen?M.?RospendaEmail author Judith?A.?Richman Jennifer?L.?Z.?Ehmke Kenneth?W.?Zlatoper 《Journal of business and psychology》2005,20(1):95-110
We examined cross-sectional and lagged effects of sexual harassment (SH) and generalized workplace harassment (GWH) on incidence of self-reported illness, injury, or assault in a sample of over 1,500 university employees. SH and GWH, but not other job stressors, were related to increased odds of illness, injury, or assault. This was true when SH, GWH, and illness, injury, or assault were measured at the same time point, as well as when SH and GWH were measured in year prior to illness, injury, or assault.The data presented here are part of an ongoing longitudinal study of workplace harassment conducted at the Department of Psychiatry of the University of Illinois at Chicago. This research was supported by the National Institute on Alcohol Abuse and Alcoholism (grants AA09989 and AA13332). Portions of this paper were presented at the annual meeting of the Society for Industrial and Organizational Psychology, April 2004, Chicago, Illinois. The data were collected by the Survey Research Laboratory at the University of Illinois at Chicago. 相似文献
238.
239.
Marie-Pascale No?l 《Child neuropsychology》2005,11(5):413-430
This paper aimed to test the specificity of predicting power of finger gnosia on later numerical abilities in school-age children and to contribute to the understanding of this effect. Forty-one children were tested in the beginning of Grade 1 on finger gnosia, left-right orientation (another sign of the Gerstmann "syndrome"), and global development. Fifteen months later, numerical and reading abilities were assessed. Analyses of the results indicated that, contrary to the general measures of cognitive development, performance in the finger gnosia test was a good predictor of numerical skills 1 year later but not of reading skills, which proves the specificity of that predictor. The same conclusion was also true for the left-right orientation. However, finger gnosia could equally predict performance in numerical tasks that do or do not rely heavily on finger representation or on magnitude representation. Results are discussed in terms of the localizationist and the functional hypotheses. 相似文献
240.
Robert?L.?WilliamsEmail author Erin?Carroll Briana?Hautau 《Journal of Behavioral Education》2005,14(3):167-188
Over a three-semester period in a large undergraduate human development course, students were assigned to 5–7 member groups to work together in preparing for an exam in one of the five content units in the course. Their exam performance was tracked over three units: a baseline unit in which students worked only individually, a unit in which they worked in cooperative teams, and a follow-up unit in which the formal cooperative team structure was removed. Three different bonus-credit contingencies were used in the cooperative learning unit across the three semesters: (a) awarding full bonus credit to each individual in the group if the group as a whole improved its exam performance by the specified amount, (b) awarding partial bonus credit to each individual in the group if the group as a whole improved it exam performance by the specified amount and full bonus credit to each individual who also improved by the specified amount, and (c) awarding full bonus credit to an individual in the group if both the group and the individual improved exam performance by the specified amount. The three contingencies produced somewhat similar patterns of change for low and average performers, but the high performers fared better under the last two contingencies than under the group-only contingency. 相似文献