Explaining the Durable Effects of Verbal Person‐Centered Supportive Communication: Indirect Effects or Invisible Support?

Researchers have documented benefits from receiving supportive messages high in verbal person‐centeredness (VPC), but the processes through which such messages produce longitudinal effects remain unclear. This study evaluated two perspectives (i.e., indirect effects and invisible support) that address how supportive messages can produce durable effects and tested sex differences in those effects. 255 dyads completed a laboratory‐based interaction in which level of VPC and sex of the support provider were manipulated. 3 weeks later, support receivers evaluated the conversations and their stressor. Variations in VPC produced durable effects both when messages were positively evaluated initially and when they were evaluated as supportive by providers or third‐party observers but judged low in supportiveness by receivers. Provider sex moderated the results.     

Mobile Persuasion: Can Screen Size and Presentation Mode Make a Difference to Trust?

Guided by the Modality, Agency, Interactivity, and Navigability (MAIN) model of technology effects and the heuristic–systematic model (HSM) of information processing, this study explicates underlying mechanisms by which variations in screen size (large vs. small) and presentation mode (video vs. text) contribute to user perceptions of media content on their smartphones. Results from a between‐subjects experiment (N = 120) indicate that large screen size and video mode promote heuristic processing while small screen size and text mode encourage systematic processing. Heuristic processing leads to greater affective and behavioral trust while systematic processing is associated with cognitive trust. Phantom model analysis reveals the effects of large screen size and video mode on purchase intentions are sequentially mediated by type of information processing and multidimensional trust.     

The Five Factor Model in personnel selection: Measurement equivalence between applicant and non-applicant groups

This study investigates the measurement equivalence of a Five Factor measure of personality between applicant and non-applicant samples. The Big Five Questionnaire-2 was administered in two samples: A group of volunteers (n = 903), who completed the test for research purposes, and a group applying for jobs, who completed the test during hiring procedures (n = 401). Multiple-group confirmatory factor analysis on item composites was conducted to test for the equivalence of factor covariance and mean structures of twenty facets of the Five Factors. Item-level analyses were carried out through analysis of variance to further examine the issue of measurement invariance. Findings suggested that personality facets have the same measurement unit across applicants and non-applicants, while a lack of equivalence was found in the origin of the scales. Similar results were found at the item-level. Implications for personality assessment are advanced and discussed.     

选购两难中折衷效应的发生规律

当人们置身于两难困境时,折衷策略是一个合理的解决方案。研究者分析选购两难中消费者的信息处理与折衷效应的关系。研究发现：选购两难中信息的低精致化处理更易导致折衷效应,产品涉入贡献于精致化处理从而抑制折衷效应,产品的认知相似性和情感抑制精致化处理从而促进折衷效应。研究结果表明,当消费者面对选购两难时,信息的精致化程度和心理水平影响他对于中性产品的选择。     

Learning what from where: Effects of spatial regularity on nonspatial sequence learning and updating

The current study examined the influence of redundant stimulus features on our ability to build and update representations of our environment. We hypothesized that our ability to process redundant spatial features would speed our ability to adapt to changing nonspatial regularities. Using a computerized version of the children's game “rock–paper–scissors”, undergraduates were instructed to win as often as possible against a computer opponent. The computer's plays were repeating sequences of five choices that were presented either with spatial regularity (i.e., “rock” would always appear on the left, “paper” in the middle, and “scissors” on the right) or without spatial regularity (i.e., the items were equally likely to appear in any of the three locations). Once participants learned a sequence, the computer switched to a different sequence without participants being informed that a switch had occurred. Redundant spatial regularity improved a participant's ability both to learn sequences of plays and to update their plays to reflect new computer sequences. Our results suggest that our perceptual system is sensitive to redundant spatial stimulus features and that this information can improve learning and updating.     

Knowledge and man

Collective Intelligence (CI) can be formalized as a specific1 computational process through the use of a molecular model of computations and mathematical logic, in terms of interacting information_molecules, which are chaotically or quasi-chaotically displacing and running natural-based inference processes in their own environment. The formal definition of Collective Intelligence as a property of a social structure of beings of any nature is surprisingly short and abstract (which is astonishing) from definitions of Life. The formal definition of Collective Intelligence proposed by the author in the last few years seems to be valid for the whole spectrum of beings, in human social structures to ants in colonies, and even for bacterial colonies. It has recently been found that the CI definition also has an engineering value. The theory of CI can also be used to better understand Evolution because it allows us to locate and relate Life and Intelligence in Evolution. Moreover, this approach presents Evolution as something more complex than can be concluded from Darwinism. Probably the most surprising fact is that a simple extrapolation of the definition of Collective Intelligence brings us to the conclusion that most probably the first elementary Collective Intelligence emerged on Earth in the "chemical soup of primeval molecules," much before Life emerged. Collective Intelligence can be defined with fewer and weaker conditions than Life requires. Perhaps the emergence of that early elementary Collective Intelligence provided the basic momentum to build Life as we now know it. Thus Evolution caused Intelligence to create Life. Our hypothesis is consistent with biochemistry theories that "primeval biochemical molecules" started to interact, "firing" the Collective Intelligence of their "elementary chemical social structure" for survival. This successful action boosted further growth of complexity in that "elementary social structure," which finally resulted in the emergence of "well-defined Life." Furthermore, it provided a self-propagating cycle of growth of individual and collective Intelligence and individual and collective Life. The Collective Intelligence of ants, wolves, humans, and so forth today is only a higher level of Collective Intelligence development. Thus the present Evolution is a computational process of unidentified complexity where Life, Intelligence, and perhaps other as yet undiscovered components play temporary roles. In this paper we provide formalization and a proposed partial proof for this hypothesis.     

Occupational Stress and Wellness Among Italian Secondary School Teachers

As a part of a larger cross-cultural investigation (Euroteach) which involves 11 European countries and 2 182 secondary school teachers, two were the aims of the present study: (1) to examine the relationship between job conditions and wellness/health outcomes on a group of 169 Italian secondary school teachers, by using the Job Demand-Control-Support (JDCS) Model (Karasek and Theorell, <citeref rid="bib24">1990</citeref>); (2) to analyse the differences with other European countries in the light of specific cultural differences. Controlling for age and gender, results of hierarchical regression indicated that job control and social support combine in different additive patterns with job demands to explain the well-being outcomes (job satisfaction, emotional exhaustion, depersonalisation, somatic complaints). The predictor's linearity check indicated that the job demands variable is curvilinearly associated both with emotional exhaustion ( p<0.005) and with somatic symptoms ( p<0.01). As compared to the average of the other European countries, on the positive side, the Italian teachers manifest both a higher degree of personal accomplishment and a lesser degree of depersonalisation; on the other hand, they claim a lesser degree of social support and a higher degree of somatic complaints.