Effects of route familiarity on drivers’ psychological conditions: Based on driving behaviour and driving environment

Route familiarity affects a driver’s mental state and indirectly affects traffic safety; however, this important factor is easily overlooked. Previous research on route familiarity has only analysed psychological states in terms of unfamiliarity and familiarity, the influence of driving behaviour and driving environment on psychological states has been ignored. As a result, the mechanisms through which the route familiarity influence driver psychological states, and vice versa, are unclear. This study proposes a quantitative framework for studying driver psychological condition and route familiarity using experimental data from a real driving task and driving environment data. The experimental data included 1022 observations obtained by 23 participants over 7 consecutive trials on 6 unfamiliar experimental routes with large differences in scenarios; environmental data were automatically extracted after segmenting a driving video through the Dilated Residual NetWorks model. The results reveal that (1) the relationship between the driver’s psychological condition and route familiarity is not monotonic and is different for straight and turning sections; (2) the driver’s psychological condition is influenced by the visual scene elements and the type of road section, and the results of the multivariate regression analysis quantified the variability of the influence; and (3) unlike a majority of findings on distracted driving, our study suggest that the driver’s attention to the external environment in the urban distracted driving state will gradually approach a ‘distraction threshold’, and the time and size of the ‘distraction threshold’ are influenced by the driver. This study can further the development of urban traffic safety research and help urban designers plan and improve urban landscapes to ensure drivers maintain stable mental states when they drive.     

Relations entre réflexivité d’équipe,mémoire transactive et efficacité interventionnelle perçue chez les policiers-opérateurs du RAID

The objective of this study is to examine the influence of explicit (team reflexivity) and implicit (transactive memory) coordination processes on the perceived interventional effectiveness of specialized elite units (RAID) of the French national police. We test the hypothesis that transactive memory is a mediating process in the relationship between team reflexivity and perceived effectiveness. One hundred and three police-officers representing the seven French police special units replied to a questionnaire. The results show that perceived effectiveness is positively related to task reflexivity and transactive memory. The relationship between task reflexivity and perceived effectiveness is mediated by the integrated component of transactive memory (bootSE = 0.05, 95% BCa CI [0.004, 0.19]). The theoretical and practical implications are discussed with regard to the development of debriefing methods and teamwork training for the development of shared mental models.     

The power of nonverbal behavior: Penalty-takers’ body language influences impression formation and anticipation performance in goalkeepers in a simulated soccer penalty task

Previous research showed that penalty-takers’ body language affects the impressions goalkeepers form about them. Furthermore, it is often assumed that body language influences goalkeepers’ performance. However, as yet, there is no empirical evidence that indicates whether this latter effect exists. The present research was aimed at (1) replicating and offering more insight in the initial impression formation effects (Experiment 1-3) and (2) providing evidence that signals of dominance and submissiveness affect participants’ anticipation performance within a simulated soccer penalty task (Experiment 3). We report three experiments demonstrating that participants form more positive impressions and have less confidence in saving penalty kicks from dominant penalty-takers (or scoring against dominant goalkeepers, Experiment 1) than submissive penalty-takers (goalkeepers). However, we did not find evidence that participants’ automatic associations with dominant and submissive players underlie these findings (Experiment 2). Finally, we demonstrate that anticipation of kick direction is influenced by penalty-takers’ body language (Experiment 3). Participants performed worse in the simulated soccer penalty task against dominant than submissive penalty-takers. No mediation of impression formation was found.     

中学教师工作狂类型与工作绩效的关系研究：基于潜在剖面分析

以229名中学教师对研究对象,采用潜在剖面分析方法探索其工作狂类型,并进一步揭示这些类型与工作绩效间的关系。结果表明:（1）教师按工作狂得分可分为三类：重度工作狂、中等偏高工作狂和中等偏低工作狂;（2）不同类别工作狂会对工作绩效产生不同程度的影响。     

我国公务员绩效评估公平性的影响因素研究

本论文以国家公务员为对象,从背景、核心自我评价和组织文化的层面来探讨公务员绩效评估公平性的影响因素。结果表明,在公务员个人属性变量上,性别、职级、收入、工龄和年终绩效等级对绩效评估公平性上存在显著影响;单位组织文化各因子特别是诚信公正因子对公务员绩效评估公平性的影响最大,核心自我评价各因子对公平性的影响不大。     

Effects of Self-Monitoring on the On-Task Behavior and Written Language Performance of Elementary Students with Learning Disabilities

The present study was conducted to determine the effects of self-monitoring and a changing criterion with public posting phase on student on-task behavior and written language performance. Four elementary school boys participated and were enrolled in an urban-based, elementary-level resource room for students with learning disabilities. Self-monitoring procedures for on-task behavior included the students listening to a tone recorded at 60-s intervals and responding to the question, “Am I on-task?” Written language performance involved the students writing for a 10-min. session and counting and graphing the number of words written. During baseline conditions, student on-task behavior and written language performance were collected. During the self-monitoring conditions, the students monitored their on-task behavior and written language performance simultaneously. In the changing criterion with public posting condition, the students received their goal for the day's session prior to writing, wrote, and recorded whether they met their goal. While the results show a functional relationship between self-monitoring and on-task behavior, the data for the relationship between self-monitoring and written language performance were less compelling. A greater increase occurred when the changing criterion with public posting condition was introduced. Results suggest that self-monitoring changed on-task behavior; however, further research needs to be conducted to determine the conditions that would produce comparable effects for written language performance. Several implications for students and teachers and parent training were discussed.     

Change in physical self-perceptions across the transition to secondary school: Relationships with perceived teacher-emphasised achievement goals in physical education

ObjectivesThis study aimed to examine the effects of change in perceived teacher achievement goal emphasis in physical education (PE) on physical self-perceptions and self-esteem across the transition to secondary school.Design & methodsA longitudinal design was adopted with three time points, one at the end of primary school and two during the first year of secondary school. Participants (N = 491) were cross-classified by primary (N = 42) and secondary (N = 46) PE class in order to examine the association between perceived class-level teacher-emphasised goals and within-class student goals with self-beliefs.ResultsPersonal approach goals and class perceptions of teacher mastery approach goal promotion were all positively associated with ratings of co-ordination, sport competence, flexibility, and endurance in primary school. More favourable perceptions of coordination, sport competence, strength, flexibility, and endurance during the first year of secondary school were predicted by an increase in performance approach goal emphasis, whereas ratings of sport competence and flexibility were negatively associated with an increase in mastery approach goal emphasis.ConclusionsAlthough not entirely consonant with theoretical predictions, current findings suggest that teacher-emphasised performance approach goals in PE can promote development of several physical self-perceptions in the initial year of secondary school.     

个体情绪智力与任务绩效：社会网络的视角

基于社会网络视角, 分别以社会资本的关系性维度为中介变量, 以社会资本的结构性维度为跨层调节变量, 探讨了个体情绪智力对任务绩效的影响。通过收集模拟网络实验背景中46个项目团队210位个体的调查数据, 运用多元统计分析方法对提出的假设模型进行了实证检验。研究发现：在控制个性的前提下, 关系性社会资本在个体情绪智力影响任务绩效过程中起到中介作用, 结构性社会资本(咨询网络密度)跨层正向调节影响个体情绪智力与任务绩效的关系。结果表明, 不同层次的社会资本及其维度在情绪智力影响绩效过程中扮演着不同角色, 运用社会资本概念框架有助于解释情绪智力的作用机制。