The Relationship between Workplace Incivility and Helping Behavior: Roles of Job Dissatisfaction and Political Skill

This article investigates the mediating role of job dissatisfaction in the relationship between employees’ perceptions of workplace incivility and their helping behavior, as well as the buffering role of political skill in this process. Three-wave, time-lagged data collected from employees and their supervisors revealed that employees’ exposure to workplace incivility diminished their helping behavior through their sense of job dissatisfaction. This mediating role of job dissatisfaction was less salient, however, to the extent that employees were equipped with political skill. For organizations, this study accordingly pinpoints a key mechanism—namely, unhappiness about their job situation—through which rude coworker treatment links to lower voluntary workplace behaviors among employees, and it reveals how this mechanism can be better contained in the presence of political skill.     

中小学教师心理授权的测量

本研究旨在编制适合我国实际教育情境的中小学教师心理授权问卷。在文献分析的基础上,结合开放式和半开放式问卷调查、教师访谈、专家访谈,采用分问卷开发技术,对1272份有效问卷进行了分析,结果表明中小学教师心理授权由心理授权体验、心理授权技能和心理授权行为三个分问卷构成。其中,心理授权体验包括自我效能、影响力、地位和自主性4个因素;心理授权技能包括决策参与技能和沟通交流技能2个因素;心理授权行为包括影响教学行为和决策参与行为2个因素。本研究编制的心理授权问卷共44个题项,信效度均达到了心理测量学要求,可以用作教师心理授权的测量。     

Evidence for the role of self-priming in epistemic action: expertise and the effective use of memory

Epistemic actions are physical actions people take to simplify internal problem solving rather than to move closer to an external goal. When playing the video game Tetris, for instance, experts routinely rotate falling shapes more than is strictly needed to place the shapes. Maglio and Kirsh [Kirsh, D., & Maglio, P. (1994). On distinguishing epistemic from pragmatic action. Cognitive Science, 18, 513-549; Maglio, P. P. (1995). The computational basis of interactive skill. PhD thesis, University of California, San Diego] proposed that such actions might serve the purpose of priming memory by external means, reducing the need for internal computation (e.g., mental rotation), and resulting in performance improvements that exceed the cost of taking additional actions. The present study tests this priming hypothesis in a set of four experiments. The first three explored precisely the conditions under which priming produces benefits. Results showed that presentation of multiple orientations of a shape led to faster responses than did presentation of a single orientation, and that this effect depended on the interval between preview and test. The fourth explored whether the benefit of seeing shapes in multiple orientations outweighs the cost of taking the extra actions to rotate shapes physically. Benefits were measured using a novel statistical method for mapping reaction-time data onto an estimate of the increase in processing capacity afforded by seeing multiple orientations. Cost was measured using an empirical estimate of time needed to take action in Tetris. Results showed that indeed the increase in internal processing capacity obtained from seeing shapes in multiple orientations outweighed the time to take extra actions.     

Effects of cognitive load presence and duration on driver eye movements and event detection performance

This study examined the effects of cognitive load on driving performance for interactions with an in-vehicle information system (IVIS) that varied in duration from 1 to 4 min. Twelve participants drove in a simulator while intermittently performing the IVIS task. There were three IVIS conditions: interacting with the IVIS, non-IVIS periods between IVIS interactions, and baseline driving without the IVIS task. Contrary to our hypothesis, driver response to lead vehicle braking was surprisingly uniform across IVIS conditions. IVIS interaction did undermine driver ability to detect the bicyclist along the side of the road, and some of these performance decrements persisted after the IVIS interaction had ended. Reaction time for bicyclist detection increased from the first to the subsequent minutes of the interaction. Eye movements were influenced by the IVIS conditions but not by task duration. Both ANOVA and factor analyses revealed that some of the changes in eye movements were concurrent with IVIS interaction while others persisted after the driver completed the IVIS interaction. Overall, the findings suggest that two mechanisms might account for the distraction-related performance decrements in this study: competition for processing resources and interference due to activation of competing goals.     

Children's perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the Responsive Classroom approach

This study examines the contribution of the Responsive Classroom (RC) Approach, a set of teaching practices that integrate social and academic learning, to children's perceptions of their classroom, and children's academic and social performance over time. Three questions emerge: (a) What is the concurrent and cumulative relation between children's perceptions of the classroom and social and academic outcomes over time? (b) What is the contribution of teacher's use of RC practices to children's perceptions and social and academic outcomes? (c) Do children's perceptions of the classroom mediate the relation between RC teacher practices and child outcomes? Cross-lagged autoregressive structural equation models were used to analyze teacher and child-report questionnaire data, along with standardized test scores collected over 3 years from a sample of 520 children in grades 3-5. Results indicate a significant positive relation between RC teacher practices and child perceptions and outcomes over time. Further, children's perceptions partially mediated the relation between RC teacher practices and social competence. However, the models did not demonstrate that child perceptions mediated the relation between RC practices and achievement outcomes. Results are explained in terms of the contribution of teacher practices to children's perceptions and student performance.     

与领导关系好就能获得职业成功吗？一项调节的中介效应研究

采用结构化问卷, 在2个时点进行2轮问卷调查, 共收集到206份问卷。根据Edwards和Lambert (2007)推荐的程序, 检验了领导-部属交换与下属职业成功间的调节的中介效应模型。结果表明：(1)网络能力、人际影响、社会机敏性、外显真诚4种政治技能调节了领导-部属交换对下属职业成功的直接效应和总效应; (2)在上述4种政治技能的调节下, 心理授权在领导-部属交换与下属职业成功之间起着部分中介作用或完全中介作用; (3)人际影响调节了领导-部属交换对下属心理授权的作用, 外显真诚调节了心理授权对职业成功的作用。     

小学三年级句群教学实验研究

探讨在小学三年级句群教学条件下,样例的不同呈现方式与练习方法对形成有关图式及其技能的影响。同时,考察陈述性知识、认知技能(一般程序性知识)和策略相互间的关系及对被试任务操作的影响效果。研究结果表明：(1)在实验班中,同时呈现两个以上样例并加以归纳,再循序渐进地进行变式练习,有利于图式与技能形成以及类比迁移,且中差生获益较大;(2)在被试的任务操作中,陈述性知识主效应非常显著,其次为认知技能,再次为策略,陈述性知识和认知技能之间存在显著交互作用。     

心理学毕业生专业技能调查及其对专业改革的启示

通过对204名心理系历届本科毕业生的调查,结论如下：(1)毕业生对心理学专业教学总体满意度一般,其中对专业实践安排的满意度最低;(2)毕业生认为最重要的技能是“进行心理活动课程”和“心理咨询”,最欠缺的技能是“心理治疗”和“心理咨询”;(3)心理学应用技能课程包含“心理咨询及治疗”、“心理课程及教育”、“心理测评及应用”三个因素。在调查基础上,本文提出了心理学专业改革的设想。     

小学生字词识别与语言技能、工作记忆关系研究

本研究采用注音任务、语言任务、再认方法探讨了小学生字词识别与语言技能、工作记忆的关系和影响小学生字词识别的因素。发现：(1)字词识别与语言技能、工作记忆在2、4年级相关均显著;6年级学生字词识别与语言技能的形旁及工作记忆相关不显著,但与语言技能其它维度相关显著(2)预测小学生字词识别发展的主要因素随年级升高而变化。预测2年级学生字词识别的重要指标是语音的音节、字形的形旁与工作记忆;4年级是语音的音节、字形的声旁、句法与工作记忆;6年级是语音的声韵、字形的声旁与语义。     

技能学习与重复启动基本机制问题的探讨

关于技能学习与重复启动的基本机制问题在学术界存有很大的争议．对其进行探讨将会对从整体上考察程序性记忆的性质产生重要的影响。此文主要从函数形式、相关性和增减模式的理论分析,数字输入任务的计算模型．程序性记忆和学习的观点几个方面探讨了有关问题,说明技能学习与重复启动是程序性记忆的不同表现形式,它们有着相同的基本机制。