Effect of Color Coding on Visually Oriented Tests With Students of Different Cognitive Styles

The purpose of this study was to examine the effects that differentially coded (black and white and color) illustrations had on students (N = 117) who were classified as field dependent, field neutral, or field independent as a result of their performance on the visually oriented Group Embedded Figures Test (Witkin, Olt-man, Rashin, & Karp, 1971). Students were randomly assigned to two instructional treatments complemented by illustrations (black and white and colored). After receiving their respective treatments, students reviewed two visually oriented criterion tests. Two-way analyses of variance conducted on achievement scores indicated that field independents scored significantly higher than did field dependents on both visual tests, and differences between field-dependent and field-independent learners who received the color-coded treatments on the visual identification test were insignificant. Results indicate that field dependency is an important instructional variable and that for some types of learning objectives the process of color coding instructional materials may reduce achievement differences attributed to differences in cognitive style.     

Psychological Capital,Team Resources and Organizational Citizenship Behavior

The study aimed to examine the impact of team resources – learning values and team leader optimism – as moderating variables affecting the relationship between team psychological capital (PsyCap) and organizational citizenship behavior (OCB), measured as a team outcome. Eighty-two management teams involving 395 participants from educational organizations responded to a quantitative questionnaire. Hierarchical regression analyses confirmed interactive effects of both moderating variables, which serve as positive resources for the team by enhancing the impact of team PsyCap on the willingness of the team to engage in OCB. Team PsyCap functioned as a positive team resource that brings about an environment that induces exhibition of high levels of OCB. This relationship is strengthened when both team learning and team leader’s optimism are high. The findings provide support for the relevance of contingency theories by emphasizing the necessity of certain situational features existing in order to have an impact on organization outcomes. Theoretical and practical implications of the findings are discussed.     

A Developmental Analysis of Performance Ratings

In this study, we examined the performance appraisal process from a developmental perspective. Components of cognitive structure, measured in terms of differentiation and hierarchic integration, were obtained from 45 American students representing three different academic levels at three times during a 15-week semester. These students' performance evaluations (ratings) of their psychology instructors were collected during the first and final sessions. The results indicated that although both differentiation and hierarchic integration seemed to change systematically, even over a short period of time, there was no corresponding change in the halo inherent in the raters' ratings. We present possible explanations for the failure of developmental changes in cognitive structure to be reflected in the halo inherent in the performance ratings, as would be predicted by Schneier's (1977) cognitive compatibility hypothesis. Increased emphasis on developmental aspects of the performance appraisal process is recommended.     

Community Living Skills

Persons with chronic mental health problems are frequently found living in the community at varying quality of life levels. Though rehabilitation programs are suitable for patients with acute exacerbations of mental health pathology, these programs are necessary but not sufficient to meet the needs of the chronic person. Long-term reliance on biomedically-based rehabilitation can produce dependence on the system and maintain reliance on the "sick role" which is counterproductive for current trends related to deinstitutionalization and "least restrictive environment." The intent of this article is to focus on an one alternative service delivery model- psychoeducation. The potentials for this mode to normalize or maximize independence is discussed and two community living skills programs for the chronically mentally ill are described to exemplify the application of psychoeducation.     

Perceived threat of infectious disease and its implications for sexual attitudes

A study (n = 411) investigated the relationship between chronic individual differences in germ aversion and sociosexual attitudes (short-term mating orientation, long-term mating orientation, and anticipated future sexual promiscuity), and also tested whether the magnitudes of these relations differ depending on the temporary perceptual salience of disease threat. Results revealed person-by-situation interactions. When the threat of disease was temporarily salient, germ aversion correlated negatively with short-term mating orientation and with future sexual promiscuity, and correlated positively with long-term mating orientation; these effects were either weaker or nonexistent under control conditions. These effects emerged most clearly among women.     

INTEGRATING INTERIORITY IN COMMUNITY DEVELOPMENT

This article explores Integral community development; an approach that integrates material needs (such as economic growth, resource management, and decision-making structures) and interior needs (such as cultural, spiritual, and psychological wellness). Including “interiority” in development is unique to conventional and alternative development practices, and analysis suggests it is necessary for sustainability. Integral community development works in three domains of action/application, dialogue/process, and self-growth/reflection, and recognizes the importance of changes in worldviews. Using this approach in a case study in El Salvador, research outcomes showed increased collaboration and self-reflection, where economic objectives merged with equality and environmental concerns.     

Examining the contextual and temporal stability of perceptions of emotional utility

The present research examined the degree to which perceptions of emotional utility are stable across contexts and over time. Self-reported perceptions of emotional utility and actual experience of emotion were measured in two samples of college students. In Study 1, participants were presented with two different types of goals (independent vs. interdependent) and were asked to rate the degree to which they found different types of emotions (e.g., appreciation, pride) useful in each context. In Study 2, participants completed daily online questionnaires in which they responded to questions assessing perceptions of emotional utility and actual affect in relation to personal goals. As predicted, across both samples, perceived utility of specific types of emotions was found to be associated with specific types of goals. Importantly, perceived utility of emotion was also found to be a relatively stable individual difference variable, even after taking into account the actual experience of emotion.     

Is Established Knowledge About Cross-Cultural Differences in Individualism–Collectivism Not Applicable to the Military? A Multi-Method Study of Cross-Cultural Differences in Behavior

Preparing for international military collaboration includes raising knowledge about cultural differences. The differences in individualism–collectivism between countries are among the most central aspects likely to impact collaboration. However, are the differences in individualism–collectivism between countries as documented in a significant amount of civilian research (e.g., Hofstede, 2001a Hofstede, G. (2001a). Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Thousand Oaks, CA: Sage. [Google Scholar]) generalizable to a military context? Or are the differences not the same in a military context, as suggested by Soeters (1997) Soeters, J. L. (1997). Value orientations in military academies: A thirteen country study. Armed Forces and Society, 24, 7–32. 10.1177/0095327X9702400101[Crossref], [Web of Science ®] , [Google Scholar] on the bases of a values survey? Quasi-experiments were conducted in a distributed collaborative computer game environment. The study is multimethod, employing self-reporting, observer ratings and direct behavioral measures, and it is the first study of cross-cultural differences in individualism–collectivism in behavior in a military context. By studying differences in collectivist-type behaviors in a sample of military officers (N = 154) in 4 different countries (the United States, the Netherlands, Sweden, and Norway), this study seeks to determine whether the cross-cultural differences in values found by Soeters from a military context are reflected in behavior. The study also includes a values survey using Hofstede’s (2007) Hofstede, G. (2007). Values survey module 1994 (VSM-94). Retrieved from www.geerthofstede.com [Google Scholar] measurement tool, the Values Survey Module (VSM), consistent with Soeters’ study. The study is considered exploratory because of a somewhat limited sample. The results from the 6 different measures of collectivist behaviors provide no support for the suggestion that cross-cultural differences in individualism–collectivism are not the same in military organizations as in civilian organizations. Although not conclusive, the results raise doubt concerning the appropriateness of using the VSM in military samples. The implications are discussed.     

Using a Values‐Based Taxonomy in Counselor Education

Values such as respect for the client's privacy and respect for diversity are integral to training new counselors. This requires learning in the affective domain, defined as the internalization of values ( Krathwohl, Bloom, & Masia, 1964 ). The affective taxonomy of Krathwohl et al. (1964) is presented as a means of teaching values and measuring the internalization of values. An example from a multicultural counseling course is offered as a template for implications in counselor education.