问责能否抑制个体非伦理行为？——调节定向和自我损耗的作用机制

根据以往研究,问责对于非伦理行为的影响可能产生混淆的结论,它既可能降低,也可能促进非伦理行为的产生,即出现“问责失灵”的情况。鉴于此,本文通过实验研究来探究问责失灵的理论边界和内在机制。结果发现：（1）促进定向启动下的个体,问责对于非伦理行为有促进作用;预防定向下的个体,问责对于非伦理行为有抑制作用;（2）促进定向启动下,问责通过增加个体的自我损耗增强了其非伦理行为,即促进定向下个体的自我损耗中介了问责与非伦理行为的关系。     

Understanding the weapon focus effect: The role of threat,unusualness, exposure duration,and scene complexity

We examined the role of exposure duration and scene complexity on the weapon focus effect (WFE). Memory for the mock crime was affected more by a weapon than an unusual but nonthreatening object. Threat reduced correct identifications when the event was short but not long; duration of the event did not interact with unusualness. Additionally, we found a WFE for target‐absent lineup decisions, but only for the accomplice lineup, not the object‐wielding perpetrator's lineup. We discuss the implications of these results for illuminating the mechanisms that elicit the WFE.     

The moderating role of interviewer's regulatory focus in the effectiveness of impression management tactics: Regulatory fit as a source of subjective value

Based on the recently explored regulatory fit effect in social contexts, the present research is the first to investigate the interaction between interviewer's regulatory focus and interviewee's impression management (IM) tactics. We hypothesized that assertive and defensive IM tactics would fit with interviewer's promotion and prevention focus, respectively, and that interviewer's experience of this regulatory fit would lead to enhanced interview evaluation. We conducted four studies in which the participants were asked to rate an interviewee after reading a list of the interviewee's IM-related behaviours or watching a videotaped interview. Additionally, the participant's regulatory focus was operationalized as both an induced situational state and a measured chronic trait. The results supported our hypotheses by showing a significant interaction of the interviewer's regulatory focus and the IM tactics on interview evaluation: the promotion-assertive and the prevention-defensive ratings were more positive than the prevention-assertive and the promotion-defensive ratings. Moreover, mediation analysis revealed that the interaction exerts its effects on interview evaluation by providing interviewers with an intrapersonal regulatory fit experience.     

The Effect of Approach and Avoidance Referents on Academic Outcomes: A Test of Competing Predictions

In an academic setting, we tested competing predictions derived from two conceptual models about the effects of approach and avoidance referents (e.g., goals and role models) on student performance. One model suggests a main effect such that focusing on approach referents leads to better outcomes than focusing on avoidance referents, regardless of personality (e.g., A. J. Elliot & K. M. Sheldon, 1997). Another model suggests an interaction such that focusing on either approach or avoidance referents can lead to positive outcomes, but only when people are promotion focused or prevention focused, respectively (e.g., P. Lockwood, C. H. Jordan, & Z. Kunda, 2002). Findings supported the main effect model. The more prevention focused participants were, the more avoidance goals they generated, which led to poorer grades.

Time to leave? The interaction of temporal focus and turnover intentions in explaining voluntary turnover behaviour

Although turnover intentions are the strongest predictors of voluntary turnover behaviours, many employees who express intentions to leave do not. To explain why some employees translate turnover intentions into behaviour and others do not, this study examines the moderating effect of temporal focus (i.e. the degree to which one thinks about the past, present and future) between turnover intentions and voluntary turnover, using the lens of theory of planned behaviour. Data were collected from 683 full-time employees in a range of organisations at three points in time. Results show that past temporal focus conditions the positive relationship between turnover intention and turnover, such that the relationship is stronger when past temporal focus is high. Future temporal focus has an opposite moderating effect, such that the relationship between turnover intention and turnover is weaker when future temporal focus is high. Results show no significant moderating effect of current temporal focus. Overall, temporal focus helps explain why some employees leave and others stay by conditioning the likelihood of translating turnover intentions into quitting. We speculate that a dominant, unspoken paradigm in turnover research is an assumption that individuals are current focused, yet our results suggest scholars should explicitly examine this assumption.     

What you see is what will change: Evaluative conditioning effects depend on a focus on valence

This study investigated whether evaluative conditioning (EC) effects depend on an evaluative focus during the learning phase. An EC effect is a valence change of an originally neutral stimulus (conditioned stimulus or CS) that is due to the former pairing with a positive or negative stimulus (unconditioned stimulus or US). In three experiments, the task focus during the conditioning phase was manipulated. Participants judged CS–US pairings either with respect to their valence or with respect to another stimulus dimension. EC effects on explicit and implicit measures were found when valence was task relevant but not when the non-valent stimulus dimension was task relevant. Two accounts for the valence focus effect are proposed: (1) An additional direct learning of the relation of CS and evaluative responses in the valence focus condition, or (2) a stronger activation of US valence in the valence focus condition compared to the non-valent focus condition.     

Suitability and context for brief therapy

Abstract

The main point of this paper is that a client's suitability for brief or time-limited therapy is determined by various factors, including context. There is still agreement on the validity of Malan's selection criteria, which included ‘mild illness, recent onset, high motivation and response to trial interpretation’, yet many additional issues have since emerged and need to be considered. For instance, the counsellor's suitability, training and work experience, the counsellor's assessment skills and ability to establish a dynamic focus, the clients' capacity for self-reflection, their ego strength and their response to a trial therapy in the first session. Then there is the importance of the various contexts in which nowadays much brief counselling is offered free to clients, whether in education, at the workplace, in primary healthcare settings or by charitable organizations. This means that issues of money and markets have come to the fore and an initial differential assessment needs to be carried out in order to decide which method or model of therapy is best for the client. Matching the counsellor's personality to the needs and to the pathology of the client, and matching the treatment to the client's developmental stage or life stage crises are other aspects of the work, which determine the issue of suitability. In the end as always there is much that remains unknown about what works for whom and how the client's decision to take up help is made.     

Focusing on Educational Outcomes

National education goals, content standards, and national tests are the hot topics of the day in educational reform. Special services personnel eventually will be faced with these issues, and can either be part of the discussion from the beginning, or wait and have to deal with someone else's decisions. In this article, we highlight some recent national and state educational reform activities and their probable implications for students with disabilities. We explain in brief the impetus behind the thrust toward an outcomesbased approach to education, and summarize the response of the National Center on Educational Outcomes for Students with Disabilities to this push. Possible ways in which special service providers can act to influence the focus on outcomes are described.     

The memory drum theory after twenty years

The difference between the Henry “memory-drum” theory and our version is that ours includes an additional assumption that, after programming has occurred, the resultant representation can be stored in short-term memory. Otherwise, the essential ideas are the same in the two theories. Implications of the presently available data for the distinction between the theories are discussed. Regardless of how one evaluates our added assumption, it is clear that the essential insight of the Henry theory has fared very well in the 20 yr since the theory first appeared in print.     

Unconscious Semantic Priming Influences Performance of Visuomotor Tasks Differently but the Effects are Similar in Young and Older Adults

We examined the effects of semantic priming of attention on two sequentially presented visuomotor tasks, traffic judgments and saccadic adaptation. Priming was accomplished with the scrambled sentence task: participants formed meaningful sentences from a list of words where a word denoting wide attention focus was involved. The results showed that semantic priming influenced positively saccade adaptation (its’ benefit increased) while it attenuated visuomotor performance in the traffic task (RT of hand movements increased). We found the effects of priming on both tasks’ performance to be comparable in young and older participants. It was suggested that semantic priming effect on visuomotor tasks depended on the cognitive resources which were needful as for the priming as for the primed task.