An Integrative Model Linking Feedback Environment and Organizational Citizenship Behavior

ABSTRACT

Past empirical evidence has suggested that a positive supervisor feedback environment may enhance employees' organizational citizenship behavior (OCB). In this study, we aim to extend previous research by proposing and testing an integrative model that examines the mediating processes underlying the relationship between supervisor feedback environment and employee OCB. Data were collected from 259 subordinate-supervisor dyads across a variety of organizations in Taiwan. We used structural equation modeling to test our hypotheses. The results demonstrated that supervisor feedback environment influenced employees' OCB indirectly through (1) both positive affective-cognition and positive attitude (i.e., person-organization fit and organizational commitment), and (2) both negative affective-cognition and negative attitude (i.e., role stressors and job burnout). Theoretical and practical implications are discussed.     

The development of automatic and controlled inhibitory retrieval processes in true and false recall

In three experiments, we investigated the role of automatic and controlled inhibitory retrieval processes in true and false memory development in children and adults. Experiment 1 incorporated a directed forgetting task to examine controlled retrieval inhibition. Experiments 2 and 3 used a part-set cue and retrieval practice task to examine automatic retrieval inhibition. In the first experiment, the forget cue had no effect on false recall for adults but reduced false recall for children. In Experiments 2 and 3, both tasks caused retrieval impairments for true and false recall, and this occurred for all age groups. Implicit inhibition, which occurs outside of our conscious control, appears early in childhood. However, because young children do not process false memories as automatically as adults, explicit inhibition can reduce false memory output.     

We're all in this together now: group performance feedback to increase classroom team data collection

This study's primary goal was to evaluate the use of performance feedback procedures delivered to a classroom team to increase daily data collection. Performance feedback (PFB) was delivered to four classroom teams responsible for the daily collection of data representing student performance during prescribed instructional activities. Using a multiple-baseline design, the effects of the team performance-feedback were evaluated for the target student, and for generalization to data collection for all classroom students. A secondary question evaluated if student on-task behavior correlated with increased data collection. Finally, social validity was investigated to evaluate team satisfaction with the PFB intervention. The results demonstrate improved data collection across all four classroom teams for the target student in each classroom and generalization within classrooms to all remaining students. Slight increases in student on-task behavior were observed in three of the four classrooms, and teacher satisfaction ratings were high.     

Need for Cognition and false recall

Two experiments investigated whether Need for Cognition (NFC) affected false recall in the Deese-Roediger-McDermott (DRM) paradigm. In the first experiment, participants were presented with DRM lists and given one attempt to recall the items. In the second experiment, participants were presented with DRM lists under full or divided attention and were given three consecutive recall tests. In Experiment 2, high-NFC individuals exhibited increased false recall across successive recall attempts in both the full and divided attention conditions whereas low-NFC individuals did not. Furthermore, high-NFC individuals in the full attention condition exhibited increased levels of true recall across successive tests. These results show that the individual differences in the ways in which individuals process information can affect true and false recall in the DRM task.     

Convergent, but not divergent, thinking predicts susceptibility to associative memory illusions

The relationship between creativity and susceptibility to associative memory illusions in the Deese/Roediger-McDermott procedure was investigated using a multiple regression analysis. Susceptibility to false recognition was significantly predicted by performance on a measure of convergent thinking (the Remote Associates Task) but not by performance on a measure of divergent thinking (the Alternative Uses Task). These findings suggest that the ability to engage in convergent (but not divergent) thinking underlies some of the individual variation in susceptibility to associative memory illusions by influencing the automaticity with which critical lures are activated at encoding.     

The size coding of responses: The size of switches and the force feedback

We aimed to understand which factors have a functional role in the size coding of responses, either the size of the switches or the force required to trigger each switch. This question is of relevance because it allows a better understanding of processes underlying action coding. In each trial, participants saw a small or large object. Depending on its colour, the participants had to press one of two switches. In the “size” condition, the response device consisted of two switches of different visual size, but both required the same amount of force. In the “force-feedback” condition, the response device consisted in two switches of identical visual size, but one switch required more force than the other. We found a compatibility effect in the “size,” not in the “force-feedback” condition, supporting that the size-coding of responses would be due to the size of the switches.     

False action memories in older adults: Relationship with executive functions?

Merely observing another person performing an action can make young people later misremember having performed this action themselves (the observation-inflation effect). We examined this type of memory error in healthy older adults. Overall, both young and older adult groups showed robust observation inflation. Although the number of people committing observation-inflation errors did not differ between age groups, those older adults who were prone to this illusion showed a greater observation-inflation effect compared to the corresponding young. At the same time, observation also had beneficial effects on subsequent action memory, especially in older adults. Surprisingly, executive functioning was not correlated with the degree to which older adults made observation-inflation errors, but it was related to the degree to which older adults benefited from observation. We consider accounts of observation inflation based on source monitoring, familiarity misattribution, and motor simulation.     

能力社会比较与归因反馈对不诚实行为的影响

社会比较作为认识自我的一种方式,对个体心理与行为的诸多方面产生影响,但对于社会比较如何影响不诚实行为以及归因反馈在其中的作用,目前尚不清楚。在3项实验中操纵了不同方向的能力社会比较,探讨其对不诚实行为的影响(研究1)以及归因反馈在其中的调节作用(研究2)。结果发现:(1)相比于向下比较和无比较,向上比较会增加个体的不诚实行为;(2)归因反馈调节上述影响:向上比较后,相比于给予能力反馈,给予努力反馈可以减少个体的不诚实行为。本研究拓展了社会比较后效研究,对如何减少社会比较引起的不诚实行为具有重要启示。     

工作记忆负荷对反馈加工过程的影响:来自脑电研究的证据

个体对行为后反馈结果的加工在学习和环境适应方面有重要意义,工作记忆负荷(working memory load,WM load)如何影响反馈加工过程尚不清楚。采用双任务范式,设置基线、低WM load、高WM load三种条件,结合ERP技术对这一问题进行探究。发现RewP (reward positivity,奖赏正波)对效价敏感,而不受WM load条件影响;Theta震荡的正、负反馈差异波在高WMload条件下比在低WM load条件下小。结果支持等级强化学习-前扣带回理论(HRL-ACC, hierarchical reinforcement learning theory of anterior cingulate cortex)对于RewP和theta震荡的观点:RewP反映了反馈效价评估功能, theta震荡反映了认知控制功能,并且WM load选择性影响了ACC的认知控制功能而不是反馈效价评估功能。