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191.
Leadership behavior changes following a theory‐based leadership development intervention: A longitudinal study of subordinates’ and leaders’ evaluations 下载免费PDF全文
Gerry Larsson Christer Sandahl Teresa Söderhjelm Endre Sjövold Ann Zander 《Scandinavian journal of psychology》2017,58(1):62-68
The aim was to evaluate effects of leadership courses based on the developmental leadership model at the leadership behavioral level. A longitudinal design was employed with assessments before, one and six months after the leadership courses. The sample consisted of 59 leaders who made self‐ratings and were rated by at least three subordinates on each occasion. Leadership behaviors were measured with the Developmental Leadership Questionnaire (DLQ). A limited increase of favorable leadership behaviors and a significant reduction of unfavorable leadership behaviors were found, particularly according to the subordinates’ ratings. A cluster analysis yielded three meaningful leader profiles and showed that this pattern was found in all three profiles, irrespective of how favorably they were rated before the onset of the intervention. 相似文献
192.
Research on the interaction of emotional expressions with social category cues in face processing has focused on whether specific emotions are associated with single-category identities, thus overlooking the influence of intersectional identities. Instead, we examined how quickly people categorise intersectional targets by their race, gender, or emotional expression. In Experiment 1, participants categorised Black and White faces displaying angry, happy, or neutral expressions by either race or gender. Emotion influenced responses to men versus women only when gender was made salient by the task. Similarly, emotion influenced responses to Black versus White targets only when participants categorised by race. In Experiment 2, participants categorised faces by emotion so that neither category was more salient. As predicted, responses to Black women differed from those to both Black men and White women. Thus, examining race and gender separately is insufficient to understanding how emotion and social category cues are processed. 相似文献
193.
Juanma de la Fuente Daniel Casasanto Jose Isidro Martínez‐Cascales Julio Santiago 《Cognitive Science》2017,41(5):1350-1360
The concepts of “good” and “bad” are associated with right and left space. Individuals tend to associate good things with the side of their dominant hand, where they experience greater motor fluency, and bad things with their nondominant side. This mapping has been shown to be flexible: Changing the relative fluency of the hands, or even observing a change in someone else's motor fluency, results in a reversal of the conceptual mapping, such that good things become associated with the side of the nondominant hand. Yet, based on prior studies, it is unclear whether space–valence associations were determined by the experience of fluent versus disfluent actions, or by the mere expectation of fluency. Here, we tested the role of expected fluency by removing motor execution and perceptual feedback altogether. Participants were asked to imagine themselves performing a psychomotor task with one of their hands impaired, after which their implicit space–valence mapping was measured. After imagining that their right hand was impaired, right‐handed participants showed the “good is left” association typical of left‐handers. Motor imagery can change people's implicit associations between space and emotional valence. Although asymmetric motor experience may be necessary to establish body‐specific associations between space and valence initially, neither motoric nor perceptual experience is needed to change these associations subsequently. The mere expectation of fluent versus disfluenct actions can drive fluency‐based effects on people's implicit spatialization of “good” and “bad.” These results suggest a reconsideration of the mechanisms and boundary conditions of fluency effects. 相似文献
194.
Brian Vandenberg 《New Ideas in Psychology》2005,23(1):33-48
This paper revisits the too-long-overlooked relation between hypnosis and human development, aiming to understand hidden, yet powerful sociogenetic processes in development that are exposed in hypnosis. Hypnosis, as a process of interpersonal exchange, not only provides empirical evidence that such factors can dramatically influence intramental functioning, it also affords a glimpse of how such influences occur. Hypnosis results from common sociopsychological and interpersonal processes organized in ways that mimic key, essential features of child-caregiver involvements: interpersonal, asymmetric relationships of shared mentation for common purposes. Within these relationships of organic attunement, in both hypnosis and development, authoritative procedural directives become internalized without awareness. Hypnotic transformations of perceptions, memory, beliefs, anticipations, and behavior reveal just how powerful these relationships can be. And while the effects of hypnosis may startle, the magnitude and reach of the effects are precisely what development requires: organizing body and mind within the web of sociocultural meanings, values, and expectations. 相似文献
195.
Consistent with a family systems framework, this paper examines the clinical and research literatures to clarify the connection between chronic trauma exposure and family processes with a focus on the social ecology of low-income, urban neighborhoods. Strong empirical evidence demonstrates the impact of chronic trauma on individual family members and, in turn, on multiple family subsystems. Additionally, there is evidence that living under chronically harsh, traumatic circumstances slowly erodes family processes, specifically structure, relations, and coping. However, existing research reflects the problems inherent in sorting out relationships among multiple, often interrelated factors. Future research requires comprehensive theoretical models, such as systemic, transactional, or ecodevelopmental, along with sophisticated research designs, prospective, longitudinal or intervention, and multilevel analytic methods. 相似文献
196.
This study examined relations between the incidence of workplace bullying and the everyday experiences of members of ethnic and racial minorities in the American workplace. Particular attention was paid to expressions of bullying that overtly or specifically refer to race or ethnicity, in the form of more or less subtle acts of discrimination and hostile treatment, introducing the term `racial/ethnic bullying.' Participants belonging to four racial/ethnic groups (Asians, African-Americans, Hispanics/Latinos, and whites) responded to a written survey of general and racial/ethnic bullying experiences, responses, and preferred modes and methods of internal organizational redress and dispute resolution. Very different profiles emerged between bullying perpetrated by supervisors/superiors versus co-workers/peers in the organization. 相似文献
197.
A preliminary study of emotional intelligence, empathy and exam performance in first year medical students 总被引:1,自引:0,他引:1
Elizabeth J. Austin Phillip Evans Ruth Goldwater Victoria Potter 《Personality and individual differences》2005,39(8):1395-1405
A group of 156 first year medical students completed measures of emotional intelligence (EI) and physician empathy, and a scale assessing their feelings about a communications skills course component. Females scored significantly higher than males on EI. Exam performance in the autumn term on a course component (Health and Society) covering general issues in medicine was positively and significantly related to EI score but there was no association between EI and exam performance later in the year. High EI students reported more positive feelings about the communication skills exercise. Females scored higher than males on the Health and Society component in autumn, spring and summer exams. Structural equation modelling showed direct effects of gender and EI on autumn term exam performance, but no direct effects other than previous exam performance on spring and summer term performance. EI also partially mediated the effect of gender on autumn term exam performance. These findings provide limited evidence for a link between EI and academic performance for this student group. More extensive work on associations between EI, academic success and adjustment throughout medical training would clearly be of interest. 相似文献
198.
199.
Culture can be thought of a set of shared practices, beliefs, and values that are transmitted across generations through language [Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press]. Teaching is one way that culture is transmitted, but forms of teaching vary across cultures and across activity settings within cultures. This article explores the impact of culture on styles of teaching in a place where more than one cultural model of teaching is found: the Zinacantec Maya of Chiapas, Mexico. Zinacantecs have an indigenous model of teaching that applies to the learning of informal tasks, such as making tortillas and weaving. When children go to school, the indigenous model interacts with the model found at school, and this mixed model is transferred back home to sibling interactions. Videotaped ethnographic observations and quantitative discourse analyses reveal cultural patterns in the development of children's teaching. 相似文献
200.
Jan Boom 《New Ideas in Psychology》2011,29(3):355-363
In Gibb’s theory of moral development Piagetian ideas concerning egocentrism play an important role. Based on these ideas Gibbs offers a detailed analysis of transitions in moral development. However, Gibbs still fails to utilize the full potential offered by Piaget’s equilibration theory, because he does not generalize the idea of overcoming egocentrism, as an important mechanism, to all stage transitions. Gibbs seeks a non-relativistic theoretical/ethical justification for his claims about moral development in a difficult to substantiate notion of an underlying reality. Moreover, such objectivist claims are difficult to reconcile with his endorsement of Piaget’s constructivism.Following Piaget’s equilibration theory development can be seen as the march to an ever widening perspective, possible through reflecting abstraction, and implying overcoming egocentric biases that recur at all levels of development. Assuming the widest level in the case of moral development is the moral point of view, an impartial procedure that should guarantee that everybody involved can freely agree as the result of considering arguments reflecting all viewpoints, fits in with a tradition in ethics from Kant, to Rawls, to Habermas which takes the moral point of view as the ultimate moral principle. These so called ‘Procedural Ethics’ theories are not relativistic, but not objectivist either, because they ultimately depend on the characteristics of the procedure. 相似文献