The influence of future time perspective on work engagement and job performance: the role of job crafting

This two-wave study aimed to examine future time perspective (FTP) as an antecedent of job crafting, and in turn job crafting as a mediator in associations between FTP and work outcomes. Based on the lifespan socio-emotional selectivity theory, we expected that open-ended and limited FTP would evoke different forms of job crafting, which in turn would be associated with changes in work engagement and job performance. In line with our expectations, we found that employees whose open-ended FTP increased over a 1-year time period also crafted more job resources and challenging job demands such that their job provided them with more opportunities for knowledge acquisition, which in turn resulted in increased levels of work engagement and job performance. However, contrary to our expectations, employees whose limited FTP increased over the 1-year time period did not proactively reduce their hindering job demands. Hence, although crafting fewer hindering job demands was directly related to decreased levels of work outcomes as expected, we found no indirect effect of changes in limited FTP on changes in work engagement and performance via changes in this job crafting behaviour. These findings have important implications for the literature on job crafting and FTP.     

Children's development of analogical reasoning: insights from scene analogy problems

We explored how relational complexity and featural distraction, as varied in scene analogy problems, affect children's analogical reasoning performance. Results with 3- and 4-year-olds, 6- and 7-year-olds, 9- to 11-year-olds, and 13- and 14-year-olds indicate that when children can identify the critical structural relations in a scene analogy problem, development of their ability to reason analogically interacts with both relational complexity and featural distraction. Error patterns suggest that children are more likely to select a distracting object than to make a relational error for problems that present both possibilities. This tendency decreases with age, and older children make fewer errors overall. The results suggest that changes in analogical reasoning with age depend on the interplay among increases in relational knowledge, the capacity to integrate multiple relations, and inhibitory control over featural distraction.     

Processing correlates of lexical semantic complexity

This paper explores how verb meanings that differ in semantic complexity are processed and represented. In particular, we compare eventive verbs, which denote causally structured events, with stative verbs, which denote facts without causal structure. We predicted that the conceptually more complex eventive verbs should take longer to process than stative verbs. Two experiments, a lexical decision task and a self-paced reading study, confirmed this prediction. The findings suggest that (a) semantic complexity is reflected in processing time, (b) processing verb meanings involves activating properties of the event structure beyond participants' roles, and (c) more generally, lexical event structures, which subsume thematic roles, may mediate between syntactic knowledge and semantic interpretation.     

Consequences of the serial nature of linguistic input for sentenial complexity

All other things being equal the parser favors attaching an ambiguous modifier to the most recent possible site. A plausible explanation is that locality preferences such as this arise in the service of minimizing memory costs—more distant sentential material is more difficult to reactivate than more recent material. Note that processing any sentence requires linking each new lexical item with material in the current parse. This often involves the construction of long-distance dependencies. Under a resource-limited view of language processing, lengthy integrations should induce difficulty even in unambiguous sentences. To date there has been little direct quantitative evidence in support of this perspective. This article presents 2 self-paced reading studies, which explore the hypothesis that dependency distance is a fundamental determinant of reading complexity in unambiguous constructions in English. The evidence suggests that the difficulty associated with integrating a new input item is heavily determined by the amount of lexical material intervening between the input item and the site of its target dependents. The patterns observed here are not straightforwardly accounted for within purely experience-based models of complexity. Instead, this work supports the role of a memory bottleneck in language comprehension. This constraint arises because hierarchical linguistic relations must be recovered from a linear input stream.     

All Finitely Axiomatizable Tense Logics of Linear Time Flows Are CoNP-complete

We prove that all finitely axiomatizable tense logics with temporal operators for ‘always in the future’ and ‘always in the past’ and determined by linear fows time are coNP-complete. It follows, for example, that all tense logics containing a density axiom of the form ■ⁿ⁺¹_F p → ⁿ_F p, for some n ≥ 0, are coNP-complete. Additionally, we prove coNP-completeness of all ∩-irreducible tense logics. As these classes of tense logics contain many Kripke incomplete bimodal logics, we obtain many natural examples of Kripke incomplete normal bimodal logics which are nevertheless coNP-complete.     

Lateralized effects of target location on reaction times when preparing for manual aiming at a visual target

To elucidate the temporal characteristics of information processing for motor action differing in complexity in relation to both perceptual and cognitive information processing, we investigated whether the reaction times (RTs) to a visual target would be affected by task complexity (finger lifting or manual aiming), pre-cueing (with a pre-cue or without a pre-cue), or target location (five horizontal positions). Using the right hand, seven right-handed subjects performed two tasks, finger lifting and manual aiming at a target, with or without a pre-cue. The pre-cue announced the location of the target to be presented. An ANOVA showed significant interactions between task and location and between pre-cue and location with no significant interaction between task and pre-cue, indicating that the task-location interaction does not depend on whether or not a pre-cue is given. The manual-aiming RTs were longer than the finger-lifting RTs, and the effects of the target location on the RTs differed for finger lifting and manual aiming. It can be assumed that the longer RTs of manual aiming reflect the time for information processing that is needed when preparing for the aiming action per se, which is an extra movement performed in addition to the simple initiation of finger lifting. Differential RTs (DRTs) calculated by subtracting the finger-lifting RTs from the aiming RTs were therefore examined. The DRTs significantly differed for target locations (i.e., a lateralized effect), with the DRTs for an ipsilateral target appearing to be significantly shorter than those for contralateral and central targets. The lateralized effect appearing on the DRTs may be mediated by the processing of visual-spatial information about visual targets as motor preparations are made for manual aiming.     

Young children's performance on the balance scale: the influence of relational complexity

Three experiments investigated the effect of complexity on children's understanding of a beam balance. In nonconflict problems, weights or distances varied, while the other was held constant. In conflict items, both weight and distance varied, and items were of three kinds: weight dominant, distance dominant, or balance (in which neither was dominant). In Experiment 1, 2-year-old children succeeded on nonconflict-weight and nonconflict-distance problems. This result was replicated in Experiment 2, but performance on conflict items did not exceed chance. In Experiment 3, 3- and 4-year-olds succeeded on all except conflict balance problems, while 5- and 6-year-olds succeeded on all problem types. The results were interpreted in terms of relational complexity theory. Children aged 2 to 4 years succeeded on problems that entailed binary relations, but 5- and 6-year-olds also succeeded on problems that entailed ternary relations. Ternary relations tasks from other domains--transitivity and class inclusion--accounted for 93% of the age-related variance in balance scale scores.     

Bridging the gap between theory and model: a reflection on the balance scale task

At first glance, the two lead articles in this issue share little except the balance scale task, yet we view them as complementary rather than unrelated or contradictory. Our Reflection focuses on the individual strengths of the two lead articles and, to a greater extent, the potential power of their combined perspectives. Our general approach is to allow psychological theory to suggest a model of performance that can both evaluate specific theoretical claims and reveal important features of the data that had been previously obscured using conventional statistical analyses. Our guiding principle is that model, theory, and data all should be connected.     

Affective commitment to the organization, supervisor, and work group: Antecedents and outcomes

Three longitudinal studies investigated the usefulness of distinguishing among employees’ affective commitments to the organization, the supervisor, and the work group. Study 1, with 199 employees from various organizations, found that affective commitments to these entities were factorially distinct and related differentially to their theorized antecedents. Study 2, with a diversified sample of 316 employees, showed that organizational commitment (a) had an indirect effect on turnover through intent to quit, (b) partially mediated the effect of commitment to the supervisor on intent to quit, and (c) completely mediated the effect of commitment to the work group on intent to quit. Study 3, with matched data collected from 194 nurses and their immediate supervisors, determined that (a) commitment to the supervisor had a direct effect on job performance and (b) organizational commitment had an indirect effect on job performance through commitment to the supervisor. However, Study 3 failed to show any effect of commitment to the work group on performance. These findings are interpreted in light of the relative salience of commitment foci with regard to the outcome under study.     

Linking career mobility with corporate loyalty: How does job change relate to organizational commitment?

Today's organizations are undergoing constant and substantial change due to many internal and external forces. These changes are impacting on the inter- and intra-organizational career mobility of managers and employees. This research assessed the relationship between career mobility history and a recent internal or external job change on organizational commitment using (Allen & Meyer, 1990) three-dimensional model. Professional-level employees participated in three survey administrations over an 18-month timeframe. External career mobility history (i.e., number of external job moves over one's career) was negatively related to normative commitment, but not to affective and continuance commitment. Affective and continuance commitment were significantly lower for external movers prior to a move when compared to nonmovers over the same period. In contrast, only continuance commitment was significantly lower for internal movers prior to a move when compared to nonmovers over the same period. Affective commitment increased significantly after the move for both internal and external movers. Implications for research with respect to career mobility and organizational commitment are discussed.