The influence of dimensional overlap on location-related priming in the Simon task

Choice reaction times are shorter when stimulus and response locations are compatible than when they are incompatible as in the Simon effect. Recent studies revealed that Simon effects are strongly attenuated when there is temporal overlap with a different high-priority task, accompanied by a decrease of early location-related response priming as reflected in the lateralized readiness potential (LRP). The latter result was obtained in a study excluding overlap of stimulus location with any other dimension in the tasks. Independent evidence suggests that location-related priming might be present in conditions with dimensional overlap. Here we tested this prediction in a dual-task experiment supplemented with recording LRPs. The secondary task was either a standard Simon task where irrelevant stimulus location overlapped with dimensions of the primary task or a Stroop-like Simon task including additional overlap of irrelevant and relevant stimulus attributes. At high temporal overlap, there was no Simon effect nor was there stimulus-related response priming in either condition. Therefore stimulus-triggered response priming seems to be abolished in conditions of limited capacity even if the likelihood of an S–R compatibility effect is maximized.     

Ageing and attentional control

The research examines the structural bottleneck account and the resource account of the substantial dual-task deficits among older adults. Procedures from two common dual-task methodologies—the psychological refractory period and the relative-priority manipulation—were used to encourage maximization of the joint performance. Performance and time-sharing strategies from subjects between the ages of 20 and 70 years were examined. Age-related declines in time-sharing efficiency and in the precision of the executive control process were observed. The age-related effect was larger when two manual responses were required than when one manual and one vocal response were required, but no evidence for obligatory sequential processing was found. Except for the most demanding conditions, comparable practice effects were observed between the younger and older subjects, suggesting considerable cognitive plasticity in the older subjects. Implications for the two attentional accounts were discussed.     

Fairness And Performance-Enhancing Swimsuits AT The 2009 Swimming World Championships: The ‘Asterisk’ Championships

The use of polyurethane swimsuits at the 2009 World Aquatics Championships resulted in world records being set for almost all swimming events. This paper explores the implications that the use of these performance-enhancing swimsuits had on fairness in relative and absolute outcomes in swimming. I claim that the use of ‘super swimsuits’ unfairly influenced relative outcomes within the competition because not all swimmers used, or had access to, the same types of swimsuit (some of which were clearly ‘faster’ than others). Furthermore, I claim that the use of performance-enhancing swimsuits by current competitors unfairly influences inter-temporal relative outcomes. It is evident that competitors and coaches in elite swimming place great importance on making inter-temporal comparisons on the basis of absolute outcomes in the sport (as measured by a swimmer's race time). A ban on the use of super swimsuits may be justified in order to preserve the fairness of such inter-temporal comparisons, and records set using performance-enhancing swimsuits at the 2009 World Championships should be demarcated from others.     

Review of The Supervisor's Guidebook: Evidence-Based Strategies for Promoting Work Quality and Enjoyment Among Human Service Staff (2nd edition) by Dennis Reid,Marsha Parsons,and Carolyn Green

This article summarizes a review of the book The Supervisor's Guidebook: Evidence-Based Strategies for Promoting Work Quality and Enjoyment Among Human Service Staff (2nd edition) by Reid, Parsons, and Green. We describe the book's organization and content. In addition, strengths and areas for improvement are noted. The book provides rich, relevant content to guide supervisory practices within a participative, evidence-based approach that could be applied in various human service settings.     

Drivers’ performances and their subjective feelings about their driving during a 40-min test on a circuit versus a dynamic simulator

Car manufacturers expect driving simulators to be reliable research and development tools. Questions arise, however, as to whether drivers’ behavior on simulators exactly matches that observed when they are driving real cars. Drivers’ performances and their subjective feelings about their driving were compared between two groups during a 40-min driving test on the same circuit in a real car (n = 20) and a high-fidelity dynamic simulator (n = 27). Their speed and its variability, the braking force and the engine revolutions per minute (rpm) were recorded five times on a straight line and three times on a curve. The differences observed in these measurements between circuit driving (CD) and simulator driving (SD) from the 6th to 40th minute showed no significant changes during the drive. The drivers also completed the NASA Raw Task Load Index (NASA RTLX) questionnaire and the Simulator Sickness Questionnaire (SSQ) and estimated the ease and standard of their own driving performances. These subjective feelings differed significantly between the two groups throughout the experiment. The SD group’s scores on the NASA RTLX and SSQ questionnaires increased with time and the CD group’s perceived driving quality and ease increased with time, reaching non-significantly different levels from their usual car driving standards by the end of the drive. These findings show the existence of a fairly good match between real-life and simulated driving, which stabilized six minutes after the start of the test, regardless of whether the road was straight or curved. These objective findings and subjective assessments suggest possible ways of improving the match between drivers’ performances on simulators and their real-life driving behavior.     

Stress and Student Job Design: Satisfaction, Well-Being, and Performance in University Students

It is imperative that the university environment be supportive and capable of nurturing optimal learning and performance in students. Using job design and work stress theories, the study assessed relationships between psychosocial work characteristics, well-being and satisfaction, and performance in a random sample survey of Australian university students (N = 176). Methodological improvements were a time lag between survey and performance measures, an objective measure of performance, and LISREL structural equation modeling. Results showed high levels of psychological distress and low levels of satisfaction, both linked to high demands combined with low control. In accord with the happy-productive student hypothesis, satisfaction mediated the impact of the work environment on performance. Reengineering the design of the student work environment may therefore improve performance outcomes (student grades) through enhancing satisfaction.     

基于行为的绩效评定方法的研究进展

从20世纪60年代至今,基于行为的绩效评定一直是各类组织的主要绩效评定方法。基于工作结果的非判断性绩效测量有其难以克服的局限,各种基于工作行为的判断性绩效测量方法相继开发出来。行为指标的筛选成为研究的主要问题之一。组织公民行为、区分作业绩效与关系绩效等研究,向基于行为的绩效评定提出了新的问题。     

考前焦虑、成就目标和考试成绩关系的研究

该研究以238名参与者为样本,对其考前焦虑、成就目标及高考成绩进行了考察,采用相关分析和回归分析技术探讨了三者之间的关系.结果表明,高考生的焦虑水平远远高于一般正常人;考前焦虑与掌握趋近目标显著负相关,与掌握回避目标和成绩回避目标显著正相关.掌握趋近目标和掌握回避目标是状态焦虑的预测变量,而特质焦虑的预测变量同时包括四种目标定向;高考总分和英语与考前焦虑显著负相关,成就目标与高考成绩的相关较弱.     

Solo status, stereotype threat, and performance expectancies: Their effects on women’s performance

Women working in male-dominated environments may find themselves to be the only woman present, and that negative stereotypes about women persist in the environment. This experiment tested women’s performance in solo status (SS: being the only woman present) and under stereotype threat (ST: when women are stereotyped as poor performers). White male and female participants (157) learned information, then tested on it in an opposite-gender (SS) or same-gender group (nonsolo). In addition, the information was described as being traditional math material (ST) or a type of math information impervious to gender stereotypes (no threat). Women performed more poorly in SS than nonsolos, and under ST than no threat. Experiencing both factors was more detrimental to women’s performance than experiencing one or the other. Men’s performance was the same across all conditions. Performance expectancies partially mediated the effect of SS, but not ST, on performance.